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Failed Explanations and Criminal Responsibility: Experts and the Unconscious
University of Pennsylvania Carey Law School Penn Law: Legal Scholarship Repository Faculty Scholarship at Penn Law 1982 Failed Explanations and Criminal Responsibility: Experts and the Unconscious Stephen J. Morse University of Pennsylvania Carey Law School Follow this and additional works at: https://scholarship.law.upenn.edu/faculty_scholarship Part of the Behavior and Behavior Mechanisms Commons, Criminal Law Commons, Criminal Procedure Commons, Ethics and Political Philosophy Commons, Evidence Commons, Law and Psychology Commons, Legal History Commons, Mental Disorders Commons, Philosophy of Mind Commons, and the Psychoanalysis and Psychotherapy Commons Repository Citation Morse, Stephen J., "Failed Explanations and Criminal Responsibility: Experts and the Unconscious" (1982). Faculty Scholarship at Penn Law. 1351. https://scholarship.law.upenn.edu/faculty_scholarship/1351 This Article is brought to you for free and open access by Penn Law: Legal Scholarship Repository. It has been accepted for inclusion in Faculty Scholarship at Penn Law by an authorized administrator of Penn Law: Legal Scholarship Repository. For more information, please contact [email protected]. FAILED EXPLANATIONS AND CRIMINAL RESPONSIBILITY: EXPERTS AND THE UNCONSCIOUS* Stephen J. Morse** "There is no such thing as a bad boy." Fr. Edward Joseph Flanagan "Tout comprendre c'est tout pardonner." French Proverb TABLE oF CoNTENTs I. INTRODUCTION: A PROJECT FOR SciENTIFIC NlENTAL HEALTH EXPERTISE . 972 II. SUBJECTIVITY, RESPONSIBILITY AND EVIDENCE: FORMULATIONS ON THE Two THEORIES OF EXPERT TESTIMONY . 976 Ill. PSYCHODYNAMICS AND CRIMINAL LAW: THEORY AND ITS DISCONTENTS . 983 A. The Appeal of Theoretical Romances . 985 B. Does Psychodynamic Psychology Provide a Valid Causal Account of Human Behavior? Science and Its Vicissitudes . 991 * Copyright © 1982 by Stephen J. -
Download Course Outlines
Page | 1 Page | 2 Academic Programs Offered 1. BS Psychology 2. MSc Psychology 3. Advance Diploma in Clinical Psychology 4. MPhil Psychology 5. MS Industrial-Organizational Psychology 6. Ph.D. Psychology BS Psychology Eligibility: At least 45% marks in intermediate or equivalent (equivalence certificate is a must) with psychology as an elective subject of FSc (Pre-medical / Pre-Engineering / ICS) Duration: 04 Year Program (08 Semesters) Degree Requirements: 131 Credit Hours Semester-1 Course Code Course Title Credit Hours URCE-5101 Grammar 3(3+0) PSYC-5101 Introduction to Psychology 4(4+0) URCP-5106 Pakistan Studies 3(3+0) URCM-5101 Mathematics 3(3+0) URCI-5109 Introduction to Information and 3(3+0) Communication Technologies Semester-2 URCE-5102 Language Comprehension & Presentation 3(3+0) Skills PSYC-5102 History and Systems of Psychology 4(4+0) URCI-5105 Islamic Studies 3(3+0) URCS-5108 Introduction to Statistics 3(3+0) PSYC-5103 Everyday Science 3(3+0) URCC-5110 Citizenship Education & Community 3(1+2) Engagement Semester-3 URCE-5103 Academic Writing 3(3+0) PSYC-5104 Sports Psychology 3(3+0) PSYC-5105 Experimental Psychology 3(3+0) ZOOL-6141 Introduction to Biology-I 3(3+0) BUSB-5104 Introduction to Management 3(3+0) Semester-4 URCE-5104 Introduction to English Literature 3(3+0) PSYC-5106 Social Psychology 3(3+0) PSYC-5107 Educational Psychology 3(3+0) ZOOL-6142 Introduction to Biology-II 3(3+0) Page | 3 ULAW-5132 Introduction to Human Rights 3(3+0) Semester-5 PSYC-6108 Introduction to Research Methodology 3(3+0) PSYC-6109 Cross-Cultural -
CHAPTER 7, Child Protective and Preventive Services
South Carolina Department of Social Services Human Services Policy and Procedure Manual CHAPTER 7, Child Protective and Preventive Services TABLE OF CONTENTS 700 Introduction 701 Policies - 701.01 Guided Supervision for CPS Cases 702 Special Practice Considerations 710 Intake Policy and Procedures - 710.01 Intake Practice Issues 711 Recurrent Referrals 712 County of Jurisdiction/Legal Residence 713 Transferring a Referral at Intake to Another County 714 Transferring a Referral Still Under Investigation/ Assessment to Another County 715 Transferring an Indicated Case to Another County 716 Referrals on Department of Social Services Employees or Employees' Immediate Families 717 Interaction with Law Enforcement 718 Initiating Family Court Proceedings 719 Child Protective Services Investigation/Assessment - 719.01 BabyNet Referrals - 719.02 Safety Planning 720 Refer to Section 721, Out of Home Investigations. 721 Out of Home Investigations of Residential Institutions and Child Care Facilities 722 Investigation of Medical Neglect of Disabled Infants 723 Cases Involving Indian (Native American) Children 724 Client Opposition to Intervention 725 Appeals Process 726 Emergency Protective Custody 727 Emergency Protective Custody by Ex Parte Order 728 Working With Legal Representation - 728.01 Attorney for Parent - 728.02 Attorney or Guardian Ad Litem 729 Child Protective Services (CPS) Alerts 730 Family Assessment 731 Casework Treatment Process 732 Emergency Assistance Services (EAS) Eligibility Determination, Authorization and Tracking Process -
An Exploration of Science Teachers' Attitudes Towards Assessment
An Exploration of Science Teachers’ Attitudes towards Assessment Ngozi Ekwelem Oguledo A thesis submitted in partial fulfilment of the requirements of the University of Greenwich for the Degree of Doctor of Education November 2016 DECLARATION I hereby certify that this work has not been and is not in the process of being accepted for any other degree other than this degree of Doctor of Education currently studied at the University of Greenwich. I also declare that the content of this work except where otherwise specified by the inclusion of references, is as a result of my own investigation and I have not plagiarised the work of others. Student ……………………… (Signature) Date ……………………… Supervisor ……………………(Signature) Date………………………… Supervisor ……………………(Signature) Date………………………… ii ACKNOWLEDGEMENT I wish to express my sincere appreciation to the teachers and colleagues who made out time to participate in this study; without them this work would not have been possible. My immense gratitude goes out to my supervisors - Dr. Gordon Ade-Ojo and Prof Jill Jameson for their encouragement, guidance and support during this study. My sincere thanks also go out to everyone who contributed in one way or the other to the success of this study. Secondly, I would like to thank my family for their love and support through my entire study. Special thanks to my husband - Edwin for his love, understanding and encouragement during this journey; his support enabled me to complete this study. To my children, words cannot express how grateful I am for their love and understanding. Many thanks to my dad for his support and words of encouragement; this remained a source of motivation for me, and to my siblings for all their best wishes. -
The Ability of Teachers of Preschool Handicapped to Use Observational Behavioral Assessment Techniques in Assessing Social Skills
Western Michigan University ScholarWorks at WMU Dissertations Graduate College 8-1988 The Ability of Teachers of Preschool Handicapped to Use Observational Behavioral Assessment Techniques in Assessing Social Skills Stephen P. Barbus Western Michigan University Follow this and additional works at: https://scholarworks.wmich.edu/dissertations Part of the Disability and Equity in Education Commons, and the Special Education and Teaching Commons Recommended Citation Barbus, Stephen P., "The Ability of Teachers of Preschool Handicapped to Use Observational Behavioral Assessment Techniques in Assessing Social Skills" (1988). Dissertations. 2195. https://scholarworks.wmich.edu/dissertations/2195 This Dissertation-Open Access is brought to you for free and open access by the Graduate College at ScholarWorks at WMU. It has been accepted for inclusion in Dissertations by an authorized administrator of ScholarWorks at WMU. For more information, please contact [email protected]. THE ABILITY OF TEACHERS OF PRESCHOOL HANDICAPPED TO USE OBSERVATIONAL BEHAVIORAL ASSESSMENT TECHNIQUES IN ASSESSING SOCIAL SKILLS by Stephen P. Barbus A Dissertation Submitted to the Faculty of The Graduate College in partial fulfillment of the requirements for the Degree of Doctor of Education Department of Special Education Western Michigan University Kalamazoo, Michigan August 1988 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. THE ABILITY OF TEACHERS OF PRESCHOOL HANDICAPPED TO USE OBSERVATIONAL BEHAVIORAL ASSESSMENT TECHNIQUES IN ASSESSING SOCIAL SKILLS Stephen P. Barbus, Ed.D. Western Michigan University, 1988 Socially competent preschool children effectively use a variety of social skills, including initiating and maintaining interactions, using others as resources, expressing affection and hostility appropriately, and competing with, leading, and following peers. -
Chinese Graduate Students' Perceptions of Classroom
University of Windsor Scholarship at UWindsor Electronic Theses and Dissertations Theses, Dissertations, and Major Papers 4-30-2018 Chinese Graduate Students’ Perceptions of Classroom Assessment at a Canadian University Yue Gu University of Windsor Follow this and additional works at: https://scholar.uwindsor.ca/etd Recommended Citation Gu, Yue, "Chinese Graduate Students’ Perceptions of Classroom Assessment at a Canadian University" (2018). Electronic Theses and Dissertations. 7426. https://scholar.uwindsor.ca/etd/7426 This online database contains the full-text of PhD dissertations and Masters’ theses of University of Windsor students from 1954 forward. These documents are made available for personal study and research purposes only, in accordance with the Canadian Copyright Act and the Creative Commons license—CC BY-NC-ND (Attribution, Non-Commercial, No Derivative Works). Under this license, works must always be attributed to the copyright holder (original author), cannot be used for any commercial purposes, and may not be altered. Any other use would require the permission of the copyright holder. Students may inquire about withdrawing their dissertation and/or thesis from this database. For additional inquiries, please contact the repository administrator via email ([email protected]) or by telephone at 519-253-3000ext. 3208. Chinese Graduate Students’ Perceptions of Classroom Assessment at a Canadian University by Yue Gu A Thesis Submitted to the Faculty of Graduate Studies through the Faculty of Education in Partial Fulfillment of the Requirements for the Degree of Master of Education at the University of Windsor Windsor, Ontario, Canada 2018 © 2018 Yue Gu Chinese Graduate Students’ Perceptions of Classroom Assessment at a Canadian University by Yue Gu APPROVED BY: _____________________________________ J.