Child-Centered Curriculum Assignment Example | Topics and Well Written Essays - 500 words

Child-Centered Curriculum - Assignment Example Thus, he uses four instincts to determine the character of the child. These are social, constructive, expressive, and artistic. Moreover, he accentuates that in every instinct, there's a corresponding curriculum that best suits the child. At first sight, John Dewey's child-centered curriculum may looked biased. However, I see it more effective rather than the philosophy proposed by disciplinarists who are main skeptics of John Dewey's belief. I discern that giving importance to a child's' decision help them restrain unnecessary actions and make them more responsible in their own lives. It not only set a perception where they are trusted but also divulge things they are capable of doing. Students, in able to be more effective should know what they really want. This will help them decide which field to pursue. Here, they are more assured to keep on track because they go in the path that interests them. As a shift manager, I seldom put my team under pressure. I motivate them through engaging them with healthy challenges, achievements and fair recognitions. As aforementioned above, I am sensitive to my team's' feelings rather than the goal. If truth be told, my management style varies towards different people just like curriculum towards students. In my job, I tend to handle different people. Same with John Dewey's treatment to students, I prefer giving my team the right to discover their individuality beyond rules and regulations.

Marks and Spencer and Change menegement Assignment

Marks and Spencer and Change menegement - Assignment Example These organizations must keep a close watch on the actions of their competitors, constantly monitoring the changes in the buying patterns of Europeans, and the demographics. However, there is a challenge that these business organizations might face, while investing in Europe. One major challenge is developing an understanding of the important areas of development and the changes in competitive patterns. Hayes (36) explains that policy makers of the business organization should include this information into the corporate strategies of the company. As opposed to other business organizations, the growth of Marks and Spencer has been attributed to its organic strategy, as opposed to an acquisition strategy. This is an indication that as opposed to increasing its market share through purchasing other business enterprises, Marks and Spencer has developed, by capitalizing on its core competencies. The company greatly focuses on production of high quality services and products, and this is an important business policy of the organization. Henry (52) maintains that strategists of Marks and Spencer have knowledge of the potential that the European Market has. Thousands of European visitors view Marks and Spencer as an important retailing company in the United Kingdom. Hence, they would most definitely carry out their shopping at the company. In the year 1975, Marks and Spencer opened its first branch in Paris, and it now has approximately 20 stores in the country. Currently, the company has a number of stores in the European Union. This paper is a case study, and it focuses on changes in the marketing structure of Marks and Spencer. This paper uses the Porters Five Force analysis in presenting its case. Marks and Spencer is a company operating in a competitive environment, and a variety of factors are affecting its outside environment. The company conducts its operations in a number of

Global Enterprise and Innovation Essay Example | Topics and Well Written Essays - 250 words

Global Enterprise and Innovation - Essay Example Sony Corporation restructured and realigned their U.S. business portfolio. The company also recorded gains related to the corporate restructuring improvements in operating results of their Devices and Financial services segments. Sony took measures to accelerate decision making and execution with management and across all departments, allowing Sony to be better equipped for the challenges of the industry. I think Sony has achieved a satisfactory outcome through their corporate restructuring efforts so far and creating new growth opportunities through acquisitions. In terms of future growth Sony will need to focus on their core electronics business (mobile, gaming, imaging) continued innovation, process improvement and providing cutting edge products that their customers need and want. Their operational focus will continue a key component in achieving continued profitability and financial growth for the company and their stakeholders. In general Sony can utilize the same operational philosophy can be used to improve operational results in all markets where it competes. It is imperative that the company achieve long-term results with their operational improvements and new business initiatives. Sony aims to achieve stable, repeatable, long-term improvements in their operations in order to determine the viability of any new business initiative, acquisition or process improvements. It is the goal of the company to achieve stable, repeatable and transferable operating results in order to achieve good operating results when entering new markets or operating

Marks and Spencer and Change menegement Assignment

Marks and Spencer and Change menegement - Assignment Example These organizations must keep a close watch on the actions of their competitors, constantly monitoring the changes in the buying patterns of Europeans, and the demographics. However, there is a challenge that these business organizations might face, while investing in Europe. One major challenge is developing an understanding of the important areas of development and the changes in competitive patterns. Hayes (36) explains that policy makers of the business organization should include this information into the corporate strategies of the company. As opposed to other business organizations, the growth of Marks and Spencer has been attributed to its organic strategy, as opposed to an acquisition strategy. This is an indication that as opposed to increasing its market share through purchasing other business enterprises, Marks and Spencer has developed, by capitalizing on its core competencies. The company greatly focuses on production of high quality services and products, and this is an important business policy of the organization. Henry (52) maintains that strategists of Marks and Spencer have knowledge of the potential that the European Market has. Thousands of European visitors view Marks and Spencer as an important retailing company in the United Kingdom. Hence, they would most definitely carry out their shopping at the company. In the year 1975, Marks and Spencer opened its first branch in Paris, and it now has approximately 20 stores in the country. Currently, the company has a number of stores in the European Union. This paper is a case study, and it focuses on changes in the marketing structure of Marks and Spencer. This paper uses the Porters Five Force analysis in presenting its case. Marks and Spencer is a company operating in a competitive environment, and a variety of factors are affecting its outside environment. The company conducts its operations in a number of

Assessment Template Essay Example for Free

Assessment Template Essay A trainer of this Competency Unit must: †¢ have demonstrated competency under this Competency Unit †¢ have at least 2 years related experience in the Manufacturing Industry †¢ be certified competent in preparation, delivery and evaluation of training sessions or relevant National Trainer Competency Standards certification (ACTA) Assessor Requirements An assessor of this Competency Unit must: †¢ have demonstrated competency under this Competency Unit †¢ have at least 2 years related experience in the Manufacturing Industry †¢ be certified  competent in the conduct of competency-based assessments or relevant National Trainer Competency Standards certification (ACTA) Candidates Profile Description of candidates: Age group: 21 to 55 years old Education level: PSLE or equivalent Language: Chinese / Basic English Minimum ability of: †¢ Singapore Workplace Safety and Health requirements knowledge †¢ Follow written and oral work instructions †¢ Listen, read and write English at a proficiency level equivalent to Employability Skills system (ESS) Level 3 †¢ Manipulate numbers at a proficiency level equivalent to Employability Skills system (ESS). Level 3  Special needs of candidates As the candidates are expected to have a varying level of command of the English Language, it is expected that the assessor shall apply the principle of fairness without comprising the validity and reliability of the assessment especially during oral questioning where candidate’s comprehension of the questions may be impacted by the command of English. In this case, the assessor can paraphrase the questions in order to solicit a response from the candidate. Evidence Gathering Plan for Performance Statement. |Performance Statement |Assessment Criteria |Assessment | | |(Candidate is able to) | | | | |Method |Tools | |PS 1 | | | | | | | | | | | | | | | | | | | |PS 2 | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |PS 3 | | | | | | | | | |PS 4 | | | | Evidence Gathering Plan for Underpinning Knowledge |Underpinning Knowledge (UK) |Assessment Criteria |Assessment | | |(Candidate is able to) | | | | |Method |Tools | |UK 1 | | | | |UK 2 | | | | |UK 3 | | | | |UK 4 | | | | |UK 5 | | | | |UK 6 | | | | |UK 7 | | | | |UK 8 | | | | |UK 9 | | | | |UK 10 | | | | Assessment Specification for Practical Performance. |SPECIFICATIONS |GUIDELINES | |Duration |xx minutes | |Venue |Training Provider | |Set-up |Simulated condition / environment with the capacity for up to 15 candidates for conduct of | | |assessment and equipped with, but not limited to: | |Documents to be used |For Candidate – Practical Performance Assessment Paper | | | For Assessor – Practical Performance Assessment Paper (with answers) and Individual Assessment| | |and Checklist Summary record | |Pre-assessment instructions |Prepare the test materials, checklists, hand tools, measurement devices and equipment required| |(Assessor) |for work assignment. Place it at designated locations. | | |Instruct the candidates to retrieve test materials, checklists, hand tools measurement devices| | |and equipment from the designated locations. | |Pre-assessment instructions |Inform candidates the following before commencement of assessment: | |(Candidate) |Purpose of the assessment | | |Assessment duration | | |Performance statements expected | | |Method of assessment – Direct observation | | |Verification of candidate’s identity | | |Appeal procedures | | |Workplace Safety and Health requirements if any | | |Special needs if any | | |If candidates have no further questions or needs, assessment shall begin. | |Process |The work assignment consists of three tasks as follow: | | |Task 1: | | |Task 2: | | |It is suggested that assessors conduct the tasks sequentially starting with Task 1 and end | | |with Task 2 and use the Individual Assessment and Checklist Summary record for Practical | | |Performance Record to rate the observations against the performance statements and criteria | | |Where assessor is not able to ascertain the competency during practical performance, this can | | |be supplemented by oral questioning | | | If candidate  does not demonstrate competence against any PS, the candidate should still be | | |allowed to complete the assessment. | | |The result of the assessment will be made known at the end of the test | |Recording Assessment Result: |Record findings and conclusions in Individual Assessment and Checklist Summary record for | | |Practical Performance | | |Place a tick in the â€Å"C† column for â€Å"Competent† to indicate the outcome of the assessment for a| | |PS. | | |Place a tick in the â€Å"NYC† column for â€Å"Not Yet Competent† to indicate the outcome of the | | |assessment for a PS. | | |Record observations of competence | | |Record any questions asked and the given answers | | |Record reasons for â€Å"NYC† in the event the candidate intends to appeal and these will serve as | | |your supporting evidences. | | |Transfer your results to the Overall Assessment Summary Record | | |A candidate is deemed competent if â€Å"C† is ticked in all Assessment Criteria | | |If any Assessment Criteria is graded â€Å"NYC†, the candidate is deemed Not Yet Competent in the | | |Performance Statement and therefore in the assessment | |Feedback |Give feedback to candidate on the outcome and request for feedback. | | |Candidate is to sign on Individual Assessment and Checklist Summary record for Practical | | |Performance Record at the end of the assessment. | | |In the case of â€Å"NYC†, candidate must be reminded of his / her right for appeal. In case where | | |candidate accepts the outcome of the assessment, the candidate will sign the Overall | | |Assessment Summary Record. If the candidate intends to appeal, the assessor will remind | | |candidate of the appeal process and the candidate does not sign the Assessment Record Summary. | Assessment Specification for Written Questions. |SPECIFICATIONS |GUIDELINES | |Duration |xx minutes | |Venue |Training Provider’s room | |Set-up |Chairs and tables for each Candidate | |Documents to be used |For Candidate – Written Assessment Paper | | |For Assessor Written Assessment Paper (with answers) and Individual Assessment | | |and Checklist Summary record | |Pre-assessment instructions (Assessor) |This section is to be conducted after the Practical Performance. | | |If the candidate is unable to clearly express his / her answer in writing, the | | |assessor can request the candidate to draw or demonstrate. The assessor must | | |indicate in the â€Å"Evidence† column of this method of answering the question | | |A variation in the answer may appear which is not 100% describing the given | | |answers. In this case, the assessor can use his or her own discretion to assess if | | |the answer meets the need of the question. Comments must be written in the | | |â€Å"Evidence† column. | | |All questions must be answered | | |Further questions for clarification must be noted down in the â€Å"Evidence† column as | | |well. | |Pre-assessment instructions (Candidate) |There are a total of xx written questions in this section. | | |In the event that you are unclear of the question, you may ask for any | | |clarification before proceeding to answer the question. You are allow to draw or | | |demonstrate if needed | | |If you have no further questions or needs, we shall begin. | |Process |Assessors are to use the Written Assessment Paper (with answers) to rate the | | |answers against the questions. | | |Where assessor is not able to ascertain the answers , this can be supplemented by | | |further oral questions | | |If candidate is not able to answer any question, the candidate should still be | | |allowed to complete the assessment. The unanswered question will be re-asked again | | |at the end of the final question. | | |The candidate must be given other means to express the answer where necessary. | | |The result of the assessment will be made known at the end of the test | |Recording Assessment Result: |Record findings and conclusions in the Individual Assessment and Checklist Summary | | |record | | |Place a tick in the â€Å"C† column for â€Å"Competent† to indicate the outcome of the | | |assessment for a UK. | | |Place a tick in the â€Å"NYC† column for â€Å"Not Yet Competent† to indicate the outcome of| | |the assessment for a UK. | | |Record answers given by candidate. | | |Record any additional questions and answers given. | | |Record reasons for â€Å"NYC† in the event the candidate intends to appeal and these | | |will serve as your supporting evidences. | | |Transfer your results from Individual Assessment and Checklist Summary record to | | |the Overall Assessment Summary Record | | |A candidate is deemed competent if â€Å"C† is ticked in all Underpinning Knowledge | | |questions. | | |If any UK question is graded â€Å"NYC†, the candidate is deemed Not Yet Competent in | | |the Performance Statement and therefore in the assessment | |Feedback |Give feedback to candidate on the outcome and request for feedback. | | |Candidate is to sign on the Individual Assessment and Checklist Summary record and | | |Overall Assessment Summary Record at the end of the assessment. | | |In the case of â€Å"NYC†, candidate must be reminded of his / her right for appeal. In | | |case where candidate accepts the outcome of the assessment, the candidate will sign| | |the Assessment Summary record. If the candidate intends to appeal, the assessor | | |will remind candidate of the appeal process and the candidate does not sign the | | |Overall Assessment Record Summary. | Appeal Process A general practice carried out by assessors is to share the appeal process at the beginning of the assessment. It may give the candidate the assurance that if they fail the assessment, there is a procedure to handle that situation. However, if the candidate is very nervous from the moment he/she enters the room, it is important to assure the candidate that the purpose of the assessment is to assess his/her ability to demonstrate certain knowledge and skills, and to help calm him/her down. It would not be advisable to share the appeal process while conducting the assessment. It would just suggest to the candidate that he/she has failed some sections of the assessment and that may affect the performance of the remaining assessment. If sharing is done at the end of the assessment, it may be redundant especially when the candidate has shown competency according to the assessment criteria. However, if the candidate fails the assessment, he/she might be too emotional to listen to the appeal process. In summary, it is best to share the appeal process at the start of the assessment. Code of Practice for Assessors The National Council for Measurement in Education’s Code of Practice stipulates: 1. The differing needs and requirements of the person(s) being assessed, the local enterprise(s) and/or industry are identified and handled with sensitivity. 2. Potential forms of conflict of interest in the assessment processes and/or outcomes are identified and appropriate referrals are made, if necessary. 3. All forms of harassment are avoided throughout the planning, conduct, reviewing, and reporting of the assessment outcomes. 4. The rights of the candidate(s) are protected during and after the assessment. 5. Personal or interpersonal factors that are not relevant to the assessment of the competency must not influence the assessment outcomes. 6. The candidate(s) is made aware of the rights and processes of appeal 7. Evidence that is gathered during the assessment is verified for validity, reliability, authenticity, sufficiency and currency. 8. Assessment decisions are based on available evidence that can be produced and verified by another assessor. 9. Assessments are conducted within the boundaries of the assessment systems policies and procedures. 10. Formal agreement is obtained from both the candidate(s) and the assessor that the assessment was carried out in accordance with agreed procedures. 11. Assessment tools, systems and procedures are consistent with equal opportunity legislation. 12. The candidate (s) is informed of all assessment reporting processes prior to the assessment 13. The candidate(s) is informed of all known potential consequences of decisions arising from an assessment, prior to the assessment. 14. Confidentiality is maintained regarding assessment results 15. Results are only released with the written permission of the candidate(s) 16. The assessment results are used consistently with the purposes explained to the candidate 17. Self-assessments are periodically conducted to ensure current competencies against the assessment and Workplace Training Competency Standards 18. Professional development opportunities are identified and sought 19. Opportunities for networking amongst assessors are created and maintained 20. Opportunities are created for technical assistance in planning, conducting and reviewing assessment procedures and outcomes. Resources This section provides the reference materials needed to implement and conduct the assessment. Practical Performance Assessment Paper Instructions to Candidates: †¢ Check carefully to ensure you are sitting for the correct paper. †¢ You are required to complete and submit your work assignment within the time allocated to the Assessor for marking. If failure to do so will result in you been considered Not Yet Competent (NYC). Time allocated: xx minutes Task 1: xxx Instruction: 1. xxx Task 2: xxx Instruction: 2. xxx Written Assessment Paper Instructions to Candidates: †¢ There are a total of xx questions. †¢ The candidate shall answer all the questions in this section. †¢ Time allocated: xxmins List of Questions: 1. xx NAME OF APPROVED TRAINING ORGANISATION: |Candidate Name: |NRIC/FIN No. : | |Candidate Designation: |Company: | |Assessor Name: |Date of Assessment: | |Candidate Acknowledgement: |Tick (() | |1. I was given information about the assessment and I have completed the Self Assessment Checklist | | |2. The assessment’s purpose, process and duration were clearly explained | | |3. The assessor checked for my special needs | | |4. The appeal procedure was clearly explained | | |Candidate Signature: Date: | CHECKLIST FOR ASSESSORS |Did I †¦ |Tick (() if you | | |have done so | |Pre-Assessment Preparation | |Ensure the availability and safe working condition of assessment resources such as tools, equipment and materials. | | |Ensure the set-up of assessment site is in accordance with assessment plan and WSH guidelines. | | |Introduce myself in a friendly manner to the candidate. | | |Verify candidate’s identity via his identification documents. | | |Put the candidate at ease. | | |Encourage candidate to seek clarifications if in doubt. | | |Explain the purpose, context and duration of assessment to candidate. | | |Brief candidate on the assessment requirements and process, including clear instructions on the assessment to be | | |taken. | | |Establish the evidences that will be gathered during the assessment. | | |Check with candidate for any special needs. | | |Brief candidate on his rights and process of appeal to the assessment outcome. | | |During Assessment | |Use assessment plan and tools to carry out the conduct of assessment. | | |Use evidence gathered to decide if the relevant criteria are met and make assessment decision. | | |Comply with the Code of Practice (ACTA-CU6) for Assessors when conducting assessment and making assessment decisions. | | |Assess and record candidate’s competency for all assessment criteria (AC) promptly and accurately. | | |Record outcomes in summary record page. (Candidate is considered competent only when he/she is rated ‘C’ for all the | | |ACs. ) | | |Feedback results to candidate. | | |Sign on appropriate pages. | | |Ensure candidate sign on summary record. | | |Check and submit completed form to appropriate person in organization. | | Assessment Record – Practical Performance [Durations: xxmins] |Performance Statements | |Please tick (() |REMARKS | | |Assessment Criteria | | | | |(Candidate is able to) | | | | | |C |NYC | | |PS 1 | | | | | | | | | | | | | | | | | | | | | | | |PS 2 | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |PS 3 | | | | | | | | | | | |PS 4 | | | | | |Remarks: | | | | | | |Assessor Signature: | |Date: | | Assessment Record – Written / Oral Questions [Durations: xxmins] |Underpinning Knowledge|Question |Suggested Answers |Please tick (() |REMARKS | | | |(may include) | | | | | | |C |NYC | | | | | | |. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Remarks: | | | | | | |Assessor Signature: | |Date: | | Overall Assessment Summary Record Competency Unit : xxx Assessment Duration: x Hrs xx mins |APPROVED ASSESSMENT CENTRE: |xxx | |Candidate Name | |NRIC Number | | |(As in NRIC) | | | | |Performance Statements |Assessment|Overall |Date |Assessor Name |Assessor | | | |Method |Result | | |Signature | | | |Indicate |Indicate | | | | | | |C or NYC |C or NYC | | | | | |PS 2 | | | | | | | |PS 3 | | | | | | | |PS 4 | | | | | | |. PP – Practical Performance WQ – Written Questions OQ – Oral Questioning Assessment Outcome: COMPETENT NOT YET COMPETENT Feedback on outcome: | | | | | | Assessor’s Signature: _________________ Date: __________________ Candidate’s Signature: ________________ Date: __________________ * Candidates would be certified with a Statements of Attainment (SOA) only when they have achieved 100% skills competency, as stipulated in the course, and score 80% and above in their post-test (if applicable). Pre-Assessment Information for Candidate. XXX is required to provide candidates with relevant pre-assessment information which include but are not limited to: 1. This assessment covers the following competency unit: †¢ xxx 2. The eligibility to sit for this assessment which include: †¢ Candidates should have at least 6 months of industrial working experience within the last 2 years from the date of application for assessment, or †¢ Candidates should had received training or on-the-job training or personal coaching on topics that are relevant to the selected competency elements of the competency unit 3. The purpose of this assessment is to assess candidate’s competency level in applying products’ assembly skills at operational level in their work places. 4. The assessment duration and methods for the competency unit must be clearly explained and communicated to candidates. 5. For candidates intending to apply for certification under WDA’s Assessment Only Pathway (AOP) they should do a self-evaluation of their competency against the competency unit standards before registering for assessment. (see next Section) 6. The implication of the assessment results which include: †¢ Awarding candidate who passed the assessment sitting with Statement of Attainment (SOA) for the respective competent unit by Workforce Development Agency (WDA). †¢ Obtaining a pass in this assessment does not automatically qualify or imply that the candidate is a R1 pass holder. There are other criteria that to be fulfilled by the candidate as stipulated by Ministry of Manpower (MOM). 7. The disciplinary actions against cheating in the assessment or performing unsafe act despite repeated warning in the assessment must be clearly explained and communicated to candidates. 8. Candidates have the same right of appeal as other candidates who are assessed under the learning pathway. The process of appealing must be clearly explained and communicated to candidates. 9. The conditions of granting a deferred assessment on: †¢ Medical grounds – a medical report or certificate from registered medical practitioners †¢ Unexpected and exceptional grounds which may include (but are not limited to):  ­ accidents (sporting, motor vehicle, etc) where an injury is sustained  ­ bereavement. Unexpected and exceptional circumstances does not include where a candidate had mistaken the day, time or venue of assessment. The process of deferred assessment must be clearly explained and communicated to candidates. Self-Assessment Checklist for Candidate Instructions and Advice 1. This self-Assessment Checklist is designed to assess your competency in the area of xxx. 2. In this self evaluation, you are advised to reflect your current or past work experience where you have acquired the competency in the following good practices at the workplace in your area of responsibility. 3. Please answer all the questions truthfully, and to the best of your knowledge and ability, by putting a tick on either â€Å"YES† or â€Å"NO† column respectively. 4. If you answer â€Å"YES† to all the questions, it is likely you have acquired the required level of competency and ready to take the assessment. You may apply for a certification of your competency through the Assessment Only Pathway with ATOs. 5. You are encouraged to read the Assessment Only Pathway guide (which can be obtained from ATOs) thoroughly to find out more about the assessment for this competency unit before enrolling for the assessment of this module. 6. However, if you have not achieved the expected level of competency through this simple self evaluation, you are also advised to gain more experience, attend a relevant training program, or take on self development before enrolling for the certification. 7. Please note that this self evaluation checklist is not exhaustive. It is meant as a guide only. Please also note that the actual assessment under the AOP certification framework is much more rigorous, consisting of a written test on underpinning knowledge and a comprehensive competency based assessment (CBA) using various CBA methodologies. You must be able to demonstrate or provide evidence that you have acquired the various competency elements within the competency unit during the actual assessment. SELF-ASSESSMENT CHECKLIST xxx For each performance criterion, you should evaluate your knowledge, skills and attitude (KSA) described. If you have the KSA, put a tick (() on the â€Å"YES† column and if no or not sure tick the ‘NO† column. If you do not have the required KSA, write the details of the areas that are needed to learn. Competency Unit: xxx |Performance Statement |Self Evaluation Questionnaire |Your answer (Tick ()|Details of KSA that I | |(Requirements) |(Knowledge, Skills ,Attitude (KSA) I must be able | |don’t have yet | | |to show and tell during the assessment) | | | | | |YES |NO | | | |I know how to †¦ | | | | | |I know how to †¦ | | | | | |I know how to †¦ | | | | |PS 2 |I know how to †¦ | | | | | | | | | | | |I know how to †¦ | | | | | |I know how to †¦ | | | | | |I know how to †¦ | | | | | | | | | | | | | | | | |PS 3 | | | | | | | | | | | | | | | | | |PS 4 | | | | | | | | | | | End of Self-Assessment [pic] ASSESSMENT RECORDS for Competency Unit: xxx Code: (TBA) Self-Assessment Checklist For Competency Unit:

Psychopathy or Antisocial Personality Disorder in Adults

Psychopathy or Antisocial Personality Disorder in Adults Forensic Assessment of Adults II Psychopathy or Antisocial Personality Disorder Explain the relevance of assessing for psychopathy or antisocial personality disorder in an adult forensic population, as well as the reasons for assessing for psychopathy or antisocial personality disorder. According to the FBI, 1% of the general population in male prisons, 1/3% of male offenders are considered having an antisocial personality disorder, and 10-20% of male offenders are psychopaths (Hare, Ph.D. FBI, et al., 2012). It is believed that psychopathy may be the result of genetics and how the person was raised. The Diagnostic and Statistical Manual of Mental Disorders (DSM) has no diagnosis for psychopathy, yet it is one of five items that define an antisocial personality disorder (Hare, Ph.D. FBI, et al., 2012). Dr. Robert Hare and the FBI believe that psychopathy is the â€Å"most dangerous of any personality disorder (Hare, Ph.D. FBI, et al., 2012)†. Not all psychopaths are criminals or commit criminal acts, and are not violent (Hare, Ph.D. FBI, et al., 2012). One of the reasons for the importance of assessing and diagnosing psychopathy are the symptoms. Psychopaths, also known as sociopaths, are charming, manipulative, have a lack of remorse and a lack of empathy towards others, and have no conscience. They are known to commit violent and serious crimes in a callous remorseless manner. They are selfish, self-centered, feel entitled, do not accept responsibility for the actions, and have an inflated sense of self-worth. They are conniving and won’t hesitate to lie for their own benefit, since they are pathological liars to begin with. They are predatory by nature, have an inflated ego and need to have power and control in all situations. Psychopaths that kill usually plan and calculate the crime in order to maintain their sense of power and control, and the killer usually feels no emotion or remorse. When caught, they blame the victim for the reason they were killed. Drs. Porter, ten Brinke, Wilson, and the FBI state that: â€Å"Psychopathic sex offenders are 2.43 times more likely to be released than their non-psychopathic counterparts, while psychopathic offenders charged with other crimes are 2.79 times more likely to be released.Their acting ability can enable them to frequently manipulate and persuade members of a parole board to release them approximately 2.5 times faster than other offenders up for parole, despite their longer list of offenses and elevated risk (Porter, ten Brinke, Wilson FBI)†. Yet the severity of a psychopath’s condition can vary from other psychopaths. Clinical psychologists have found that psychopathology ranges from those with a lot of psychopathic traits (a full cluster of traits) to those who have less psychopathic traits (milder cluster of traits). They base this by looking at the patients behavioral patterns within their lifetime. Another reason for the importance of assessing psychopathy is to gain a better understanding of psychopathy and in gaining that understanding, it allows forensic psychologists to create treatment strategies for psychopaths. Since psychopaths are skilled manipulators and pathological liars, getting true and accurate information from them can be difficult and frustrating, and by better understanding them, forensic psychologists can also create a specific questioning strategy for law enforcement when they are questioning a psychopath. Law enforcement and forensic psychologists must fully understand psychopaths, identify them, understand the harm and damage they do, and what can be done to treat them effectively. Describe when and where in the adjudicative process assessment for psychopathy or antisocial personality disorder may be used, using specific examples. As juveniles, psychopathic traits become visible, especially during an adjudicative assessment. These include poor control of behavior and early behavior problems, juvenile delinquency, committing a variety of different crimes, impulsive actions, irresponsibility, lack of guilt, no remorse, have no realistic goals to accomplish, and a need for more and more stimulating action within their lives. Assessments to diagnose psychopathy in juveniles are commonly used when the juvenile defendants have a history of mental illness. The sooner juveniles are assessed and diagnosed the better mental health services, community services, and long-term treatment programs they can receive. Even with adults, assessment and diagnosis of psychopathy can help to identify their needs and how to treat them, and can help with future screening and intake in prisons. Explain how assessing for psychopathy or antisocial personality disorder may influence a case outcome, using specific examples. Psychopathological patients with a fuller cluster of traits put society at risk due to their ability to skillfully manipulate others, including authorities. Many psychopaths have manipulated the court and have gotten reduced sentences, and if they were unsuccessful in that endeavor, they have skillfully manipulated to have their sentences appealed in high courts of law (Hà ¤kkà ¤nen-Nyholm, H., PhD. Hare, R.D., PhD, 2009). Some famous psychopathic killers are: Theodore â€Å"Ted† Bundy, John Wayne Gacy, Jr., Edward â€Å"Ed† Theodore Gein, Jeffrey Dahmer, Albert Fish, Andrei Chikatilo, Richard Ramirez, Albert DeSalvo, Joel Rifkin, Edmund Kemper, Gary Ridgeway (Green River Killer), Arthur Shawcross, and Robert Pickton. Many of these men appeared normal, but had psychopathic traits that were diagnosed only after they had become killers. For Example, John Wayne Gacy, Jr., had been married and divorced twice, had two children (a boy a girl), had his own business, was a community leader and vice-president of the Springfield, Illinois Jaycees, and often performed as a clown for many community children functions—yet he killed 33 men and boys, burying many under the floors of his home he shared with his mother. Ted Bundy went to law school, studied Chinese, worked for the Republican National Convention, worked on GovernorDaniel J. Evanss reelection campaign, and volunteered on a suicide h otline in Seattle—yet he killed 26-38 (possibly more) women, and was convicted and sentenced to death in Florida for killing 5 women and 1 young girl. As Dr. Martha Stout, PhD., pointed out in her book â€Å"The Sociopath Next Door: The Ruthless Versus the Rest of Us (2005), Sociopaths look like everyone else—they can be your neighbor, family member, friend, or someone famous, and you would never even know it (Stout, 2005). The MacDonald Triad, also known as the Homicidal Triad or the Triad of Sociopathy, are three behavioral traits (arson, bedwetting and cruelty to animals) that together or two of the traits combined are believed to be indicators of potential future violence or a psychopathic personality/antisocial personality disorder. While the MacDonald Triad has not been subsequently validated by psychologists and researchers, it is often used by law enforcement and taught in schools, and remains an influential theory of crime. The Psychopathy Checklist- Revised (PCL-R) was developed using a 20 item list, a 3 point scale and the results rate the full extent of a person’s psychopathic tendencies, and it helps to assess what the risks or harming other people are due to the patients psychopathic PCL-R results. It is often used in court cases to assess the defendants’ mental health. Yet despite everything, there has yet to be found a way to effectively treat those who are psychopaths.

A Comparison of Freedom in Secrets and Lies, One Flew Over the Cuckoos Nest, and Beloved :: comparison compare contrast essays

Freedom in Secrets and Lies, One Flew Over the Cuckoo's Nest, and Beloved      Ã‚  Ã‚  Ã‚  Ã‚     The word freedom has a different meaning for everyone based on their individual circumstances. Webster's Dictionary also provides many definitions for freedom, the most   relevent to this paper being: a) the absence of necessity, coercion, or constraint in choice or action; b) liberation from slavery or restraint or from the power of another. I believe that Webster's Dictionary explains freedom the best when it states that "freedom has a broad range of application from total absence of restraint to merely a sense of not being unduly hampered or frustrated." Since it is really a philosophical question whether a total absence of restraint is really possible, or even desirable, I think mine and most people's general use of the word tends to be more on the side of not being unduly hampered or frustrated.      The two movies Secrets and Lies and One Flew Over the Cuckoo's Nest, and Toni Morrison's novel Beloved all deal with different types and degrees of freedom and the lack there of. Secrets and Lies is about a middle-aged woman who had to grow up at a very young age and never had the freedom to enjoy, or even have, a childhood. One Flew Over the Cuckoo's Nest is the story of a group of patients in a mental hospital who's routine lives are forever changed by a newly committed patient who's life is anything but routine. Beloved follows the shattered lives of the family of an ex-slave living in Ohio after the end of the Civil War and the abolishment of slavery. Even though each deal with very different circumstances, by comparing the lives of each set of characters in these three stories many parallels can be drawn between them. The freedom restrictions imposed in each story are all different, yet the characters' actions are similar. The characters go to drastic lengths when there freedoms are infringed upon, the most drastic occuring when a newly achieved freedom is lost. Before understanding a new freedom the characters have no problem living without it. However once new freedoms are realized the characters are unrelenting in their fight to preserve them.