STAT6402
Practice with Descriptive Statistics
Reading about descriptive statistics is one thing.
Practice using Microsoft Excel to compute a variety of descriptive statistics for the data set provided below. Assume that you want to describe your office coworkers in terms of gender, height, and weight. The following is the data you collected:
Gender
Height (rounded to the nearest inch)
Weight (rounded to the nearest pound)
M
53
156
F
46
131
M
54
123
M
44
142
F
56
156
F
76
171
F
87
143
F
65
135
F
45
138
F
44
114
M
57
154
F
68
166
M
65
153
M
66
140
F
54
143
F
66
156
M
51
173
M
58
143
M
49
161
F
48
131
For each variable, using Microsoft Excel, compute the mean, the median, and the mode (if appropriate).
For each variable, using Microsoft Excel, compute the range and standard deviation (if appropriate).
Using Microsoft Excel, create a visual display for each variable (bar graph or histogram) as appropriate.
Attach a document with your combined Microsoft Excel printout results and graphs.
Describing office coworkers in terms of gender, height, and weight. The following is the data you collected:
Lab in Psychopathology Paper
Woodworth, M. & Porter, S. (2002). In cold Blood: Characteristics of Criminal homicides As a Function of Psychopathy. Journal of Abnormal Psychology, 111, 436-445.
Brief Summary
· The sample consisted of prisoners who were convicted for murder.
· The researchers sought to examine if there were differences in homicide pattern (specifically, type of violence) between prisoners who were diagnosed as psychopathic and prisoners not diagnosed as psychopathic.
· They focused on two types of violence: instrumental and reactive.
· Instrumental violence occurs when the injury of an individual is secondary to the acquisition of some external goal (or is the goal in itself).
· Reactive violence encompasses impulsive, immediate, and emotion-driven acts in response to a perceived threat, danger or insult.
· Based on intake data from prison documentation, prisoners were categorized as psychopathic or non-psychopathic using the Psychopathic Checklist – Revised (Hare, 1991).
· Murders were categorized as instrumental or reactive using coding criteria derived from the literature on violence.
· The gender of the murder victim was also recorded.
Assignment
You are asked to write a report of the study based on the data you are given.
Your research questions are:
1) Is there a significant relationship between psychopathy and murder type?
2) Is there a significant relationship between psychopathy and murder victim gender?
You should write it as if you are on the team of researchers who ran the study. You are writing it to communicate your findings – as if you would be submitting it to a journal for publication. As such, you must format it in APA style.
You can work in groups to analyze the data, and you can write the methods and results section as a group, but the introduction and discussion sections should be written ind.
Lab in Psychopathology PaperWoodworth, M. & Porter, S. (2002)..docxDIPESH30
Lab in Psychopathology Paper
Woodworth, M. & Porter, S. (2002). In cold Blood: Characteristics of Criminal homicides As a Function of Psychopathy. Journal of Abnormal Psychology, 111, 436-445.
Brief Summary
· The sample consisted of prisoners who were convicted for murder.
· The researchers sought to examine if there were differences in homicide pattern (specifically, type of violence) between prisoners who were diagnosed as psychopathic and prisoners not diagnosed as psychopathic.
· They focused on two types of violence: instrumental and reactive.
· Instrumental violence occurs when the injury of an individual is secondary to the acquisition of some external goal (or is the goal in itself).
· Reactive violence encompasses impulsive, immediate, and emotion-driven acts in response to a perceived threat, danger or insult.
· Based on intake data from prison documentation, prisoners were categorized as psychopathic or non-psychopathic using the Psychopathic Checklist – Revised (Hare, 1991).
· Murders were categorized as instrumental or reactive using coding criteria derived from the literature on violence.
· The gender of the murder victim was also recorded.
Assignment
You are asked to write a report of the study based on the data you are given.
Your research questions are:
1) Is there a significant relationship between psychopathy and murder type?
2) Is there a significant relationship between psychopathy and murder victim gender?
You should write it as if you are on the team of researchers who ran the study. You are writing it to communicate your findings – as if you would be submitting it to a journal for publication. As such, you must format it in APA style.
You can work in groups to analyze the data, and you can write the methods and results section as a group, but the introduction and discussion sections should be written individually. The introduction should be at least two pages long and the discussion should be at least three pages long. The introduction should review enough literature to set up your research questions and hypotheses. The discussion should adequately discuss possible explanations for the findings, as well as implications. You should include as many references as necessary (they can be references included in the original paper). The whole paper should be at least seven pages long (not including the title page, abstract, tables, and references).
When you read the original paper, try not to get bogged down by all the extraneous information. You should not be re-writing the same paper as the original. Obviously, there will be some similarities (in the methods section in particular), but you should tailor the paper to the data you were given, which is very limited.
Hypotheses
The original study appears to be exploratory in that the authors do not state clear hypotheses about the relationships between variables. This is common in early stages of research in a new area. For the purpose of this assignme ...
This is a 2 part assignment. You did the last one now we need to.docxEvonCanales257
This is a 2 part assignment. You did the last one now we need to do an outline and then the final draft. I have copied the last assignment we did and enclosed the abstract for part one. If it needs to be changed then please change this. I need this by Sunday afternoon.
Assignment 2: Identifying Themes
For this assignment, you will develop a Title page, Abstract, and a References page. Articulate your main research/focal question as the opening for your paper. Be sure it is specific, researchable, and important to the field. Then go on to list a detailed outline of the body of the paper, (including all headings and subheadings). Be sure to format your entire paper, including the headings and subheadings according to APA style.
Also include ten references with this outline.
Abstract
The Relation between Heredity and Suicidal Behavior has many different experiments to use as examples. Some say that most individuals inherit the suicidal behavior and other does not. This paper will examine different experiments on the outcome of this topic and what might be influenced by genes that might run in a family. Then again there are the other factors that might show the influence of other suicidal behaviors. The outcome will provide different articles that will provide information on the behavior characteristics of suicidal behavior and what the interpersonal psychology theory of suicidal behavior just might be.
Assignment 2: LASA 1: Writing a Brief Draft
The Relation between Heredity and Suicidal Behavior
Patricia Vela
Dr.: Edith Nolan
Writing in Psychology | PSY250 A02
21 June 2017
The Relation between Heredity and Suicidal Behavior
Introduction
The paper will focus on examining the relation between heredity and suicidal behavior and also look into the interpersonal psychology theory of suicidal behavior.
The paper will seek to affirm that suicidal behavior is influenced by genes that run in the family lineage and as such it could be inherited. Various theories can be used to explain the relationship between hereditary and suicidal behavior.
One these theories are Interpersonal psychology theory of suicidal behavior.
This theory provides
that, acquired capability, belongingness and burdensome are the 3 main determinants of suicidal behavior.
The paper will also provide articles review on the interpersonal psychology theory of suicidal behavior.
The Research questions
This paper is guided by the research question; what does the research show about the relation between heredity and suicidal behavior. This will help in formulating the best research methods and topics for the study.
Article review
Article 1
In the International
Journal of Neuropsychopharmacology
a meta-analysis research paper on the Brain-derived neurotrophic factor gene in suicidal behavior is presented. This is a meta-analysis work that looks into the brain-derived neurotrophic factor gene in suicidal behavior. The analysis links the BDNF (brain deriv.
Human Brain - RubricExpand AllExplain if there are still pathwNarcisaBrandenburg70
Human Brain - Rubric
Expand All
Explain if there are still pathways to be explored in our understanding of the human brain. 35 points
Analyze the field of computer science 35 points
Describe tools 28 points
Thesis Development and Purpose9.8 points
Argument Logic and Construction 11.2 points
Mechanics of Writing (includes spelling, punctuation, grammar, language use) 7 points
Paper Format (use of appropriate style for the major and assignment) 7 points
Documentation of Sources 7 points
Total 140 points
Human Brain
-
Rubric
Expand All
Explain if there are still pathways to be explored in our understanding of the
human brain.
35 points
Analyze the field of computer science
35 points
Describe tools
28 points
Thesis Development and Purpose
9
.8 points
Argument Logic and Construction
11.2 points
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
7
points
Paper Format (use of appropriate style for the major and assignment)
7 points
Documentation of Sources
7 points
Total
140
points
Human Brain - Rubric
Expand All
Explain if there are still pathways to be explored in our understanding of the
human brain. 35 points
Analyze the field of computer science 35 points
Describe tools 28 points
Thesis Development and Purpose 9.8 points
Argument Logic and Construction 11.2 points
Mechanics of Writing (includes spelling, punctuation, grammar, language use) 7
points
Paper Format (use of appropriate style for the major and assignment) 7 points
Documentation of Sources 7 points
Total 140 points
Understanding Persons With Mental Illness Who Are and Are Not
Criminal Justice Involved: A Comparison of Criminal Thinking and
Psychiatric Symptoms
Nicole R. Gross and Robert D. Morgan
Texas Tech University
Research has begun to elucidate that persons with mental illness become involved in the criminal justice
system as a result of criminality and not merely because of their mental illness. This study aims to clarify
the similarities and differences in criminal thinking and psychiatric symptomatology between persons
with mental illness who are and are not criminal justice involved. Male and female (n � 94) participants
admitted to an acute psychiatric facility completed measures to assess criminal thinking (i.e., Psycho-
logical Inventory of Criminal Thinking Styles and Criminal Sentiments Scale–Modified) and psychiatric
symptomatology (Millon Clinical Multiaxial Inventory–Third Edition). In addition to the inpatient
sample, 94 incarcerated persons with mental illness from a previously conducted study were selected
based on their match with the current sample on several key demographic and psychiatric variables. The
results of this study indicated that hospitalized persons with mental illness with a history of criminal
justice involvement evidenced similar thinking styles to persons with mental illness who were incarcer-
ated. Persons with mental illness without criminal justice inv ...
Psychologists are often called upon to assess inmates' risk of potential harm to others, such as to inform parole decisions. Research has found that certain static and fluid risk factors can increase the accuracy of violence predictions. One such study examined the violence patterns of juveniles tried as adults, finding that historical and personality factors were correlated with recidivism. A forensic psychologist could use these findings to evaluate an inmate's history and personality to predict their likelihood of future violence.
Assignment Criminal Theories—Serial and Mass MurderMany theorie.docxjesuslightbody
Assignment: Criminal Theories—Serial and Mass Murder
Many theories try to explain why some people become serial or mass murderers. However, these theories vary tremendously in terms of the proposed factors that lead to the development of serial and mass murderers. Some theories, for example, emphasize the role of social factors, such as the family. Other theories highlight the importance of psychological factors, such as personality traits, and still other theories focus on the role of biological factors, such as neurological functioning. In isolation, none of these theories provides a definitive explanation for why some people develop into serial or mass murderers. Integrating knowledge from each theory provides for a well-rounded explanation of serial and mass murderers.
Theoretical perspectives not only provide some insight into the causes for the development of serial and mass murderers but also assist criminal profilers in creating a psychological profile of a serial or mass murderer. For instance, suppose a criminal profiler realizes that a serial murderer's crime scene reveals evidence consistent with the attachment theory. Based on this theory, the criminal profiler would likely point out that the serial murderer had a dysfunctional childhood that was marked with emotional abuse, physical abuse, or both by the parents. Theories of serial and mass murderers therefore allow criminal profilers to predict the characteristics not revealed at the crime scene.
To prepare for this assignment:
Review Chapter 4 of your course text, Profiling Violent Crimes: An Investigative Tool. Reflect on the theories of serial and mass murderers and consider how they are similar. In addition, consider how the theories are different from each other, such as whether they focus on factors identifiable at birth, related to personality development, or found in the environment.
Review the book excerpt, "The Making of a Serial Killer." Consider the various factors identified as potential causes of serial and mass murderers.
Review the article "Serial Murder and the Case of Aileen Wuornos: Attachment Theory, Psychopathy, and Predatory Aggression." Focus on how attachment theory is different from the other theories, such as psychoanalytic theory and constitutional theories, discussed in Chapter 4 of Profiling Violent Crimes: An Investigative Tool. In addition, consider how theories such as attachment theory may be better suited than other theories to explain female serial murderers.
Read Psychology Today’s “Is It Possible to Predict Violent Behavior”
Select three criminal theories to compare (one psychological, one constitutional/biological, and one social/ecological).
Consider the similarities and differences between and among these theories in terms of how they account for violent behaviors of serial and mass murderers and how they might be used in profiling and criminal investigation.
The assignment (2-3 pages):
Identify the theories you selected.
Compare (sim.
TitleABC123 Version X1Running head PSYCHOLOGICAL ASSES.docxherthalearmont
Title
ABC/123 Version X
1
Running head: PSYCHOLOGICAL ASSESSMENT WORKSHEET
1
Psychological Assessment Worksheet
Kimberly H. Morgan
PSYCH 655/ Integrative Capstone: Psychology Past and Present
Deirdre A. Teaford, Ph.D.
November 14, 2016
University of Phoenix MaterialAssessment Worksheet
Using the Mental Measurements Yearbook, identify three measures of the constructs you are studying for your research question
1. What is your research question?
My research question will be does an individual diagnosed with schizophrenia who develops an addiction have an increased risk of becoming a serial killer? In particularly, are there any ecological influences that transpire in drug stimulated (mind altering), schizophrenic serial killers? If as a result, what aspects are involved?
2. Write a testablehypothesis for your research question.
The testable hypothesis All serial killers that are also schizophrenic can change their social environment which would include mind altering drugs. This should align with the research question and should clearly state exactly what (and the direction) you believe will happen in your research. For example, Patients with schizophrenia who develop addictions are more likely to become serial killers.
3. What constructs is your research question investigating?
The constructs that are going to be used in my research question consist of negative surroundings such as environments with drug abuse
, and observing the mental and physical effects
of a person that may be subjected to these negative environments and how it correlates to their growth of becoming a serial killer.
4. Using the Mental Measurements Yearbook, provide the following information for three measures of the constructs:
a. What is the test? Include the name and authors.
The first test is by way of Mark Shriver and Claudia Wright and is the Personal Experience Inventory for Adults.
The next test is by Tony Cellucci and Glenn Gelman and will be Inventory of Drug- Taking Situations.
The third test will be one by Allen Hess and Janet Smith and the title is Interview intended for the Retrospective Assessment of the Onset and Course of Schizophrenia and Other Psychoses.
b. How is the test used? Include the target population, how the test is administered, and what information it provides.
· In the Personal Experience Inventory for Adults it is intended to gain material about an individual’s abuse predicaments. The test is given out to persons 19 years of age and up
.
· In Inventory of Drug-Taking Situations it is designed to measure people and summarize thorough situations in which one has consumed drugs within the year. The target population is drug users.
· In the Interview for the Retrospective Assessment of the Onset and Course of Schizophrenia and Other Psychoses it is designed to evaluate signs and communal growth in schizophrenic individuals. The target population is adults who have been diagnosed with schizophrenia
.
c. What is known about the te ...
Develop a 3–4 page research paper based on a selected case study relmackulaytoni
Develop a 3–4 page research paper based on a selected case study related to sexual problems.By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Apply psychological theories to topics in human sexuality.
Apply psychological theories to a case study in human sexuality.
Competency 2: Apply scholarly research findings to topics in human sexuality.
Apply scholarly research findings to a case study in human sexuality.
Competency 3: Explain how ethics inform professional behavior in the field of human sexuality.
Explain how ethics inform professional behavior in the field of human sexuality.
Competency 4: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in the field of psychology.
Write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a psychology professional.
Use APA format and style
Most sexual behavior problems must be delineated within the context of the individual's personality, lifestyle, and relationships with others. It is usually simplistic to label any particular behavior automatically as a problem. Several criteria are given that can be used to define sexual problems and that can help put problematic sex into a more realistic and sensible perspective. Determining when a sexual preference behavior becomes a problem is highly subjective and requires a look into different aspects of an individual's life, including his or her lifestyle and cultural and social belief systems. Sexual abuse, coercion, and assault of others represent serious sexual problems (Kelly, 2015).
Sexually transmitted diseases (STDs) and a variety of other medical conditions can affect the sex organs and sexual activity. Whereas STDs once were discussed only briefly in most human sexuality courses, they are emerging as important issues again. Considering that the incidence of several diseases is on the rise, and that more organisms are being recognized as being capable of sexual transmission, such a trend may be timely. One of the most significant findings of the National Health and Social Life Survey (NHSLS) was the direct correlation between the numbers of sexual partners people have had and the likelihood that they will have had a STD (National Opinion Research Center at the University of Chicago, 1992).
Defining sexual dysfunctions is somewhat subjective, and individual differences in the sexual response cycle are often perfectly normal. Rather than simply labeling each dysfunction and explaining it separately, we must examine it based on the broader picture of sexual responsiveness and the total sexual relationship. In recent years, there has been greater emphasis on potential organic conditions that can manifest themselves in sexual difficulties, including the effects of alcohol, other drugs, and certain medication ...
Here are some guidelines for your draft response:
- Focus on providing details about the key aspects of the genre based on the features discussed in the article, rather than trying to meet a certain length. The depth and quality of analysis is more important than word count.
- Use MLA format for your header with your name, my name (Professor Smith), the course (English 101), and today's date.
- You do not need to include in-text or bibliographic citations yet since this is just a draft response. We will discuss citations tomorrow.
- Be sure to use specific examples and details from the article to support your analysis of the genre's patterns, values, assumptions, and intended audience. Direct examples
Lab in Psychopathology PaperWoodworth, M. & Porter, S. (2002)..docxDIPESH30
Lab in Psychopathology Paper
Woodworth, M. & Porter, S. (2002). In cold Blood: Characteristics of Criminal homicides As a Function of Psychopathy. Journal of Abnormal Psychology, 111, 436-445.
Brief Summary
· The sample consisted of prisoners who were convicted for murder.
· The researchers sought to examine if there were differences in homicide pattern (specifically, type of violence) between prisoners who were diagnosed as psychopathic and prisoners not diagnosed as psychopathic.
· They focused on two types of violence: instrumental and reactive.
· Instrumental violence occurs when the injury of an individual is secondary to the acquisition of some external goal (or is the goal in itself).
· Reactive violence encompasses impulsive, immediate, and emotion-driven acts in response to a perceived threat, danger or insult.
· Based on intake data from prison documentation, prisoners were categorized as psychopathic or non-psychopathic using the Psychopathic Checklist – Revised (Hare, 1991).
· Murders were categorized as instrumental or reactive using coding criteria derived from the literature on violence.
· The gender of the murder victim was also recorded.
Assignment
You are asked to write a report of the study based on the data you are given.
Your research questions are:
1) Is there a significant relationship between psychopathy and murder type?
2) Is there a significant relationship between psychopathy and murder victim gender?
You should write it as if you are on the team of researchers who ran the study. You are writing it to communicate your findings – as if you would be submitting it to a journal for publication. As such, you must format it in APA style.
You can work in groups to analyze the data, and you can write the methods and results section as a group, but the introduction and discussion sections should be written individually. The introduction should be at least two pages long and the discussion should be at least three pages long. The introduction should review enough literature to set up your research questions and hypotheses. The discussion should adequately discuss possible explanations for the findings, as well as implications. You should include as many references as necessary (they can be references included in the original paper). The whole paper should be at least seven pages long (not including the title page, abstract, tables, and references).
When you read the original paper, try not to get bogged down by all the extraneous information. You should not be re-writing the same paper as the original. Obviously, there will be some similarities (in the methods section in particular), but you should tailor the paper to the data you were given, which is very limited.
Hypotheses
The original study appears to be exploratory in that the authors do not state clear hypotheses about the relationships between variables. This is common in early stages of research in a new area. For the purpose of this assignme ...
This is a 2 part assignment. You did the last one now we need to.docxEvonCanales257
This is a 2 part assignment. You did the last one now we need to do an outline and then the final draft. I have copied the last assignment we did and enclosed the abstract for part one. If it needs to be changed then please change this. I need this by Sunday afternoon.
Assignment 2: Identifying Themes
For this assignment, you will develop a Title page, Abstract, and a References page. Articulate your main research/focal question as the opening for your paper. Be sure it is specific, researchable, and important to the field. Then go on to list a detailed outline of the body of the paper, (including all headings and subheadings). Be sure to format your entire paper, including the headings and subheadings according to APA style.
Also include ten references with this outline.
Abstract
The Relation between Heredity and Suicidal Behavior has many different experiments to use as examples. Some say that most individuals inherit the suicidal behavior and other does not. This paper will examine different experiments on the outcome of this topic and what might be influenced by genes that might run in a family. Then again there are the other factors that might show the influence of other suicidal behaviors. The outcome will provide different articles that will provide information on the behavior characteristics of suicidal behavior and what the interpersonal psychology theory of suicidal behavior just might be.
Assignment 2: LASA 1: Writing a Brief Draft
The Relation between Heredity and Suicidal Behavior
Patricia Vela
Dr.: Edith Nolan
Writing in Psychology | PSY250 A02
21 June 2017
The Relation between Heredity and Suicidal Behavior
Introduction
The paper will focus on examining the relation between heredity and suicidal behavior and also look into the interpersonal psychology theory of suicidal behavior.
The paper will seek to affirm that suicidal behavior is influenced by genes that run in the family lineage and as such it could be inherited. Various theories can be used to explain the relationship between hereditary and suicidal behavior.
One these theories are Interpersonal psychology theory of suicidal behavior.
This theory provides
that, acquired capability, belongingness and burdensome are the 3 main determinants of suicidal behavior.
The paper will also provide articles review on the interpersonal psychology theory of suicidal behavior.
The Research questions
This paper is guided by the research question; what does the research show about the relation between heredity and suicidal behavior. This will help in formulating the best research methods and topics for the study.
Article review
Article 1
In the International
Journal of Neuropsychopharmacology
a meta-analysis research paper on the Brain-derived neurotrophic factor gene in suicidal behavior is presented. This is a meta-analysis work that looks into the brain-derived neurotrophic factor gene in suicidal behavior. The analysis links the BDNF (brain deriv.
Human Brain - RubricExpand AllExplain if there are still pathwNarcisaBrandenburg70
Human Brain - Rubric
Expand All
Explain if there are still pathways to be explored in our understanding of the human brain. 35 points
Analyze the field of computer science 35 points
Describe tools 28 points
Thesis Development and Purpose9.8 points
Argument Logic and Construction 11.2 points
Mechanics of Writing (includes spelling, punctuation, grammar, language use) 7 points
Paper Format (use of appropriate style for the major and assignment) 7 points
Documentation of Sources 7 points
Total 140 points
Human Brain
-
Rubric
Expand All
Explain if there are still pathways to be explored in our understanding of the
human brain.
35 points
Analyze the field of computer science
35 points
Describe tools
28 points
Thesis Development and Purpose
9
.8 points
Argument Logic and Construction
11.2 points
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
7
points
Paper Format (use of appropriate style for the major and assignment)
7 points
Documentation of Sources
7 points
Total
140
points
Human Brain - Rubric
Expand All
Explain if there are still pathways to be explored in our understanding of the
human brain. 35 points
Analyze the field of computer science 35 points
Describe tools 28 points
Thesis Development and Purpose 9.8 points
Argument Logic and Construction 11.2 points
Mechanics of Writing (includes spelling, punctuation, grammar, language use) 7
points
Paper Format (use of appropriate style for the major and assignment) 7 points
Documentation of Sources 7 points
Total 140 points
Understanding Persons With Mental Illness Who Are and Are Not
Criminal Justice Involved: A Comparison of Criminal Thinking and
Psychiatric Symptoms
Nicole R. Gross and Robert D. Morgan
Texas Tech University
Research has begun to elucidate that persons with mental illness become involved in the criminal justice
system as a result of criminality and not merely because of their mental illness. This study aims to clarify
the similarities and differences in criminal thinking and psychiatric symptomatology between persons
with mental illness who are and are not criminal justice involved. Male and female (n � 94) participants
admitted to an acute psychiatric facility completed measures to assess criminal thinking (i.e., Psycho-
logical Inventory of Criminal Thinking Styles and Criminal Sentiments Scale–Modified) and psychiatric
symptomatology (Millon Clinical Multiaxial Inventory–Third Edition). In addition to the inpatient
sample, 94 incarcerated persons with mental illness from a previously conducted study were selected
based on their match with the current sample on several key demographic and psychiatric variables. The
results of this study indicated that hospitalized persons with mental illness with a history of criminal
justice involvement evidenced similar thinking styles to persons with mental illness who were incarcer-
ated. Persons with mental illness without criminal justice inv ...
Psychologists are often called upon to assess inmates' risk of potential harm to others, such as to inform parole decisions. Research has found that certain static and fluid risk factors can increase the accuracy of violence predictions. One such study examined the violence patterns of juveniles tried as adults, finding that historical and personality factors were correlated with recidivism. A forensic psychologist could use these findings to evaluate an inmate's history and personality to predict their likelihood of future violence.
Assignment Criminal Theories—Serial and Mass MurderMany theorie.docxjesuslightbody
Assignment: Criminal Theories—Serial and Mass Murder
Many theories try to explain why some people become serial or mass murderers. However, these theories vary tremendously in terms of the proposed factors that lead to the development of serial and mass murderers. Some theories, for example, emphasize the role of social factors, such as the family. Other theories highlight the importance of psychological factors, such as personality traits, and still other theories focus on the role of biological factors, such as neurological functioning. In isolation, none of these theories provides a definitive explanation for why some people develop into serial or mass murderers. Integrating knowledge from each theory provides for a well-rounded explanation of serial and mass murderers.
Theoretical perspectives not only provide some insight into the causes for the development of serial and mass murderers but also assist criminal profilers in creating a psychological profile of a serial or mass murderer. For instance, suppose a criminal profiler realizes that a serial murderer's crime scene reveals evidence consistent with the attachment theory. Based on this theory, the criminal profiler would likely point out that the serial murderer had a dysfunctional childhood that was marked with emotional abuse, physical abuse, or both by the parents. Theories of serial and mass murderers therefore allow criminal profilers to predict the characteristics not revealed at the crime scene.
To prepare for this assignment:
Review Chapter 4 of your course text, Profiling Violent Crimes: An Investigative Tool. Reflect on the theories of serial and mass murderers and consider how they are similar. In addition, consider how the theories are different from each other, such as whether they focus on factors identifiable at birth, related to personality development, or found in the environment.
Review the book excerpt, "The Making of a Serial Killer." Consider the various factors identified as potential causes of serial and mass murderers.
Review the article "Serial Murder and the Case of Aileen Wuornos: Attachment Theory, Psychopathy, and Predatory Aggression." Focus on how attachment theory is different from the other theories, such as psychoanalytic theory and constitutional theories, discussed in Chapter 4 of Profiling Violent Crimes: An Investigative Tool. In addition, consider how theories such as attachment theory may be better suited than other theories to explain female serial murderers.
Read Psychology Today’s “Is It Possible to Predict Violent Behavior”
Select three criminal theories to compare (one psychological, one constitutional/biological, and one social/ecological).
Consider the similarities and differences between and among these theories in terms of how they account for violent behaviors of serial and mass murderers and how they might be used in profiling and criminal investigation.
The assignment (2-3 pages):
Identify the theories you selected.
Compare (sim.
TitleABC123 Version X1Running head PSYCHOLOGICAL ASSES.docxherthalearmont
Title
ABC/123 Version X
1
Running head: PSYCHOLOGICAL ASSESSMENT WORKSHEET
1
Psychological Assessment Worksheet
Kimberly H. Morgan
PSYCH 655/ Integrative Capstone: Psychology Past and Present
Deirdre A. Teaford, Ph.D.
November 14, 2016
University of Phoenix MaterialAssessment Worksheet
Using the Mental Measurements Yearbook, identify three measures of the constructs you are studying for your research question
1. What is your research question?
My research question will be does an individual diagnosed with schizophrenia who develops an addiction have an increased risk of becoming a serial killer? In particularly, are there any ecological influences that transpire in drug stimulated (mind altering), schizophrenic serial killers? If as a result, what aspects are involved?
2. Write a testablehypothesis for your research question.
The testable hypothesis All serial killers that are also schizophrenic can change their social environment which would include mind altering drugs. This should align with the research question and should clearly state exactly what (and the direction) you believe will happen in your research. For example, Patients with schizophrenia who develop addictions are more likely to become serial killers.
3. What constructs is your research question investigating?
The constructs that are going to be used in my research question consist of negative surroundings such as environments with drug abuse
, and observing the mental and physical effects
of a person that may be subjected to these negative environments and how it correlates to their growth of becoming a serial killer.
4. Using the Mental Measurements Yearbook, provide the following information for three measures of the constructs:
a. What is the test? Include the name and authors.
The first test is by way of Mark Shriver and Claudia Wright and is the Personal Experience Inventory for Adults.
The next test is by Tony Cellucci and Glenn Gelman and will be Inventory of Drug- Taking Situations.
The third test will be one by Allen Hess and Janet Smith and the title is Interview intended for the Retrospective Assessment of the Onset and Course of Schizophrenia and Other Psychoses.
b. How is the test used? Include the target population, how the test is administered, and what information it provides.
· In the Personal Experience Inventory for Adults it is intended to gain material about an individual’s abuse predicaments. The test is given out to persons 19 years of age and up
.
· In Inventory of Drug-Taking Situations it is designed to measure people and summarize thorough situations in which one has consumed drugs within the year. The target population is drug users.
· In the Interview for the Retrospective Assessment of the Onset and Course of Schizophrenia and Other Psychoses it is designed to evaluate signs and communal growth in schizophrenic individuals. The target population is adults who have been diagnosed with schizophrenia
.
c. What is known about the te ...
Develop a 3–4 page research paper based on a selected case study relmackulaytoni
Develop a 3–4 page research paper based on a selected case study related to sexual problems.By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Apply psychological theories to topics in human sexuality.
Apply psychological theories to a case study in human sexuality.
Competency 2: Apply scholarly research findings to topics in human sexuality.
Apply scholarly research findings to a case study in human sexuality.
Competency 3: Explain how ethics inform professional behavior in the field of human sexuality.
Explain how ethics inform professional behavior in the field of human sexuality.
Competency 4: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in the field of psychology.
Write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a psychology professional.
Use APA format and style
Most sexual behavior problems must be delineated within the context of the individual's personality, lifestyle, and relationships with others. It is usually simplistic to label any particular behavior automatically as a problem. Several criteria are given that can be used to define sexual problems and that can help put problematic sex into a more realistic and sensible perspective. Determining when a sexual preference behavior becomes a problem is highly subjective and requires a look into different aspects of an individual's life, including his or her lifestyle and cultural and social belief systems. Sexual abuse, coercion, and assault of others represent serious sexual problems (Kelly, 2015).
Sexually transmitted diseases (STDs) and a variety of other medical conditions can affect the sex organs and sexual activity. Whereas STDs once were discussed only briefly in most human sexuality courses, they are emerging as important issues again. Considering that the incidence of several diseases is on the rise, and that more organisms are being recognized as being capable of sexual transmission, such a trend may be timely. One of the most significant findings of the National Health and Social Life Survey (NHSLS) was the direct correlation between the numbers of sexual partners people have had and the likelihood that they will have had a STD (National Opinion Research Center at the University of Chicago, 1992).
Defining sexual dysfunctions is somewhat subjective, and individual differences in the sexual response cycle are often perfectly normal. Rather than simply labeling each dysfunction and explaining it separately, we must examine it based on the broader picture of sexual responsiveness and the total sexual relationship. In recent years, there has been greater emphasis on potential organic conditions that can manifest themselves in sexual difficulties, including the effects of alcohol, other drugs, and certain medication ...
Here are some guidelines for your draft response:
- Focus on providing details about the key aspects of the genre based on the features discussed in the article, rather than trying to meet a certain length. The depth and quality of analysis is more important than word count.
- Use MLA format for your header with your name, my name (Professor Smith), the course (English 101), and today's date.
- You do not need to include in-text or bibliographic citations yet since this is just a draft response. We will discuss citations tomorrow.
- Be sure to use specific examples and details from the article to support your analysis of the genre's patterns, values, assumptions, and intended audience. Direct examples
Investigative PsychologyThere is a documented psychology to crim.docxBHANU281672
Investigative Psychology
There is a documented psychology to criminal investigators and investigations. It is important to analyze how our biases and assumptions influence our assessment of individuals and to analyze and understand psychological profiling in law enforcement. This provides a platform to determine cultural-based behavior patterns that may be specific to certain segments of the population. It is also important to understand the impact of these events and the psychological ramifications for victims and for investigators.
After completing this week's required reading, you will
Analyze the behavior of the investigator(s), including the analysis of the crime scene.
Describe the psychological, behavioral, environmental, and cognitive factors that you believe influenced the investigation. (The goal is to understand the role these factors play in how an investigation is conducted and potentially on the outcome of the investigation.)
Discuss what role, if any, the psychological profile of the offender played in how the investigation was conducted and in any subsequent court proceedings.
Analyze how our biases and assumptions influence assessments of individuals.
Describe how cultural-based behavior patterns specific to certain segments of the population impact these biases and assumptions, particularly relative to psychological profiling in law enforcement.
The Investigative Psychology paper
Must be at least three double-spaced pages in length (not including title and reference pages) and formatted according to APA style
...
Investigative PsychologyThere is a documented psychology to crimin.docxDioneWang844
Investigative Psychology
There is a documented psychology to criminal investigators and investigations. It is important to analyze how our biases and assumptions influence our assessment of individuals and to analyze and understand psychological profiling in law enforcement. This provides a platform to determine cultural-based behavior patterns that may be specific to certain segments of the population. It is also important to understand the impact of these events and the psychological ramifications for victims and for investigators.
After completing this week's required reading, you will
Analyze the behavior of the investigator(s), including the analysis of the crime scene.
Describe the psychological, behavioral, environmental, and cognitive factors that you believe influenced the investigation. (The goal is to understand the role these factors play in how an investigation is conducted and potentially on the outcome of the investigation.)
Discuss what role, if any, the psychological profile of the offender played in how the investigation was conducted and in any subsequent court proceedings.
Analyze how our biases and assumptions influence assessments of individuals.
Describe how cultural-based behavior patterns specific to certain segments of the population impact these biases and assumptions, particularly relative to psychological profiling in law enforcement.
The Investigative Psychology paper
Must be at least three double-spaced pages in length (not including title and reference pages) and formatted according to APA style.
Must include a separate title page with the following:
Must use at least two scholarly sources in addition to the course texts.
Must document all sources in APA style
.
Focus of the paper isRacial Profiling in the Black and Hisshantayjewison
Focus of the paper is:
“Racial Profiling in the Black and Hispanic community.”
Outline and Annotated Bibliography
Using your project proposal as a guide, develop an outline for your course paper and attach an annotated bibliography of a minimum of six (6) peer-reviewed resources. When you have completed your work, submit it to the drop box as a single document. Please refer to the following guidelines to help you shape your work:
Outline
Your outline should include the following:
A brief introduction identifying your topic area, a working thesis statement, and a clearly defined statement on the position you are taking in this project
A brief outline of each subpoint you will make to support your thesis statement (each subpoint you make will eventually become a body paragraph or two in your paper—you should plan to make several subpoints throughout your paper)
Introduce bar, pie and graphs correlated to your research and add them to your outline
A brief statement referring to how you might conclude your paper
You should expect to alter and define your position as you craft your paper, but you should use your outline to help you stay on track throughout the research and writing process.
Annotated Bibliography
Your annotated bibliography should include a full, APA-style citation followed by a brief annotation of at least six (6) peer-reviewed resources.
Each of your annotations should do the following:
Identify the name of the source and the author(s)
Summarize the main point(s) the author(s) makes and any relevant supporting subpoints
Include a statement referring to the quality of the source (is it effective?) and how you might use it in your research project to support your position.
_____________________________________________________________________________________
Synopsis of what the paper is about and angle I am approaching.
How do the two areas you have selected relate to the issue?
My two discipline areas are
Criminal Justice and Sociology
. Criminal Justice simply can be defined as the system through which crimes and criminals are identified, apprehended, judged, and punished. The criminal justice system is comprised of three parts: Law Enforcement, The Courts, and Corrections. Sociology is about human behavior within a given environment or merely put the study of social problems and how they interact with the given situation. I have already refined my initial research title from "The Internal Sociology of the Criminal Justice System and its Effectiveness on Today's Society" to "The internal sociology of the criminal justice system and its effectiveness on the Black and Hispanic Community." I am sure my title will be refined again as my focus of the paper will center around Racial Profiling. How the two areas are related, directly put one cannot exist without the other. If there lives a mutual understanding shaped by norms and values, society can get along (Sociology). Once those norms are violate ...
This document is a dissertation submitted by student J15388 exploring the implications of manslaughter charges in homicide cases. The introduction provides background on the topic and outlines the research questions. Chapter 1 discusses the timeline of historical changes to homicide laws from ancient codes to modern legislation. It examines early definitions of murder and the evolution of punishments, showing how laws changed to fit social values over time. The chapter traces developments from Draco's law to the Homicide Act of 1957 which abolished the death penalty and established the partial defence of diminished responsibility.
The document provides instructions for an assignment analyzing the causes of a type of criminal behavior. Students are asked to:
1) Choose a type of crime and analyze the statistics on incidence and rate in the US, evaluating any issues with the statistics.
2) Analyze differences in offenders and victims based on attributes like race, socioeconomic status, etc.
3) Apply three psychological theories to explain the criminal behavior and thoroughly discuss each theory in the context of the statistics.
4) Synthesize the information and choose one theory that best describes the criminal behavior, and explain how it could help predict and prevent crime.
Criminological TheoryCriminological theory has undergone many ch.docxcrystal5fqula
Criminological Theory
Criminological theory has undergone many changes over the years. From the relatively simplistic theories pertaining to physical appearance to the modern day psychopathy and biosocial conceptualizations, criminological theory has matured considerably over time. After completing reading Chapters 2, 8, and 9 of the Bartol & Bartol text, you will summarize a well–known criminal case including a description of the offense(s), the investigation of the crime, and the outcome. It is important in any investigation or analysis of criminal behavior to evaluate both endogenous and exogenous theories of criminal behavior and analyze how our biases and assumptions influence our assessment of individuals and the role of psychological profiling in law enforcement. It is also important to determine culturally–based behavior patterns that may be specific to certain segments of the population. Preliminary sources of this type of information may come from reliable media sources in their coverage of scholarly works as well as government publications of research findings. These may direct you to more focused resources for scholarly references.
In your paper
Identify and analyze the behavior of the offender(s) relative to the psychological history and evaluation of the offender(s).
Describe the psychological, behavioral, environmental, and cognitive factors that you believe led to the offender’s criminality. The goal is to provide an analysis of the psychological history of the offender as it pertains to the offense(s).
Summarize the psychological history of the offender as it pertains to the offense(s). Be sure to include as much information as possible regarding the offender’s childhood, adolescence as well as adulthood (if applicable).
Provide examples of behavior that reflect psychological influences.
Discuss the nature of any mental health referrals or treatment that occurred and the outcome.
Identify psychological issues that were present, as demonstrated through statements and/or behavior of the offender, but not identified or treated.
The Case Summary and Offender Profile
Must be three to four double-spaced pages in length (not including title and reference pages)
.
Annotated Outline FormatTitle PageAbstractTable of Contents .docxrossskuddershamus
Annotated Outline Format
Title Page
Abstract
Table of Contents
Use the sample table of contents provided as a guideline.
CHAPTER ONE: INTRODUCTION TO THE STUDY
Introduction and Background to the Problem
· Explain how this topic is related to the learning outcomes outlined in this syllabus and/or to the policy related topics discussed in the textbook of this course
· Explain how the topic is related to criminal justice
Justification
· Explain why this topic is important, and to whom it is important.
· Explain how this research paper will have a practical effect on real world problems.
Delimitations and Scope
· Explain what this study can and cannot do.
CHAPTER TWO: REVIEW OF THE LITERATURE, THEORETICAL
FRAMEWORK, RESEARCH QUESTIONS AND HYPOTHESES
Introduction
Review of the Literature
Synopsis of the Literature Review
Theoretical Framework
Research Questions
Hypotheses
CHAPTER THREE: RESEARCH METHODOLOGY
Research Design
Procedures: Ethical Considerations and Data Collection Methods
Evaluation of Research Methods
Qualitative Methods
Quantitative Methods
CHAPTER FOUR: RESULTS
Sampling
Characteristics of the Measurement Instruments
Research Questions Hypothesis Testing
CHAPTER FIVE: DISCUSSION
Interpretations Characteristics of the Measurement
Research Questions
Hypotheses
Practical Implications
Conclusions
Limitations
Recommendations for Future Study
REFERENCES
BIBLIOGRAPHY
APPENDIXES
Annotated Outline
Format
Title Page
Abstract
Table of Contents
Use the sample table of contents provided as a guideline.
CHAPTER ONE: INTRODUCTION TO THE STUDY
Introduction and Backg
round to the Problem
·
Explain how this topic is related to the
learning outcomes outlined in this
syllabus and/or to the policy related topics discussed in the textbook of this
course
·
Explain how the topic is related to criminal justice
Justification
·
Explain
why
this topic
is important, and to whom it is important.
·
Explain how this research paper will have a practical effect on real world
problems.
Delimitations and Scope
·
Explain what this study can and cannot do.
CHAPTER TWO: REVIEW OF THE LITERATURE, THEORETICAL
FRAMEWORK, RESEARCH QUESTIONS AND
HYPOTHESES
Introduction
Review of the Literature
Synop
sis of the Literature Review
Theoretical Framework
Research Questions
Hypotheses
CHAPTER THREE: RESEARCH METHODOLOGY
Research Design
Procedures: Ethical Considerations and Data Collection
Methods
Running head: RACIAL PROFILING VERSUS BEHAVIORAL PROFILING 1
Abstract
The topic that I choose to discuss as my final paper is Racial Profiling versus Behavioral Profiling. The reason for choosing this topic is because it is one of the most popular topics in Criminal Justice, and it is also something we face daily in our society. Racial Profiling is a discriminatory practice by law enforcement officials of.
The document discusses exploring the concept of systematically differentiating between dark and light leaders by examining whether a criminal personality profile is possible. It summarizes research on criminal profiling and syndromes associated with criminal behavior. The document proposes analyzing case studies of dark and light leaders using assessment tools to determine if there are patterns suggesting systematic personality differences between the two groups. Specifically, it will use adapted versions of Hare's Psychopathy Checklist, DSM-IV criteria for antisocial personality disorder, and an emotional intelligence scale to rate leaders and identify psychopathic traits or a lack of emotional intelligence.
This document outlines an assignment to write a paper on criminal behavior by:
1) Describing adolescent substance abuse in detail and how it influences criminal behavior.
2) Discussing etiology theories and risk factors for adolescent substance abuse.
3) Describing prevention, intervention, and treatment approaches.
4) Concluding with a summary and areas for future research.
ANYTIME YOU COMPLETE A PAPERESSAY in this course you must follow .docxfestockton
ANYTIME YOU COMPLETE A PAPER/ESSAY in this course you must follow the APA rules. Use these requirements to attain full credit regardless if they are all listed out in the directions within the course.
· Set paper with 1-inch margins all around. Spacing ‘before’ and ‘after’ set at 0. Entire document including reference list and running is double spaced, Times New Roman, font 12 with all paragraphs indented on the first line by 1/2 inch.
· One title page with APA running heads and page numbers and the title, your name, school, professor’s name and credentials, date. Video for running head directions https://www.youtube.com/watch?v=8u47x2dvQHs
· There is NO ABSTRACT in papers for this course. At the top of page 2 you will repeat the title of your assignment (not in bold, but centered) and then write a brief introduction paragraph of the ENTIRE paper (main sections should be mentioned; THIS INCLUDES ANY TOPICS FOR CASE STUDY SECTIONS).
· Intro is followed by a Level 1 subheading (bold and centered) for the first half of the assignment. This week it’s Nursing Past Related to Current Profession. Any question/point you are addressing under this heading should be marked clearly with Level 2 subheading which are bolded and flush left.
· Immediately after the first section above without any spaces, you will also use another Level 1 subheading (bold and centered) prior to the second half of the assignment which is the case study. This week it’s Professional Nursing Organizations. Again, differentiate which question/point you are answering by using a Level 2 subheading (bold and at the left margin).
· After both sections are discussed at length – there will be ONE Conclusion - needed for all papers as the last Level 1 subheading bold and centered that summarizes the entire paper/knowledge gained
· There will be ONE alphabetized reference page for all sources set “hanging” with references in APA format. All citations need a reference!
· All references listed are cited correctly in APA format in the text! Points are docked for incorrect citations and not meeting the source requirement!
· Should use 3rd person the majority of the time but it is OK to use 1st person when describing a personal experience related to a specific question.
Journal of Theoretical and Philosophical Criminology, Vol 1 (1) 2009
Quantitative versus Qualitative Methods: Understanding Why Quantitative Methods are
Predominant in Criminology and Criminal Justice
George E. Higgins
University of Louisville
Abstract
The development of knowledge is important for criminology and criminal justice. Two
predominant types of methods are available for criminologists’ to use--quantitative and
qualitative methods. A debate is presently taking place in the literature as to which of these
methods is the proper method to provide knowledge in criminology and criminal justice. The
present study outlines the key issues for both methods and suggests that a criminologist’ resea ...
A Theory Of Careers And Vocational Choice Based Upon...Dana Boo
The document discusses the Holland Codes RIASEC theory of careers and vocational choice based on personality types. Psychologist John Holland developed the theory which categorizes personality into six types: Realistic, Investigative, Artistic, Social, Enterprising, and Conventional. The theory uses a three-letter code to represent a client's overall personality based on their interests. Tests like the O*NET Interest Profiler and Interest-Finder use Holland's codes to assess personality types and suggest suitable careers.
2-2AssignmentAssignment Criminal Profiling Methods in A.docxjesusamckone
2-2
Assignment
Assignment: Criminal Profiling Methods in Action
You can choice one
Criminal investigative analysts must ask many questions before they determine the type of approach to use to investigate a crime. Is there enough evidentiary information to formulate a theory on why the crime occurred? Who might have committed the crime, based on deductive reasoning? Are there any general premises that can be inductively applied? Would descriptive statistics (i.e., UCR, local demographic) be useful? Would group statistics (i.e., types of sexual offenders) be useful? The answers to these questions will help determine the best possible method to use in investigating the crime.
In this Assignment, you will determine the best approach to use in investigating a high-profile case in the news.
To prepare for this Assignment:
Review the Learning Resources concerning concepts of criminal profiling.
Select a high-profile criminal case currently in the media. This could be a homicide, sexual assault, or other violent crime.
By Day 7
In a 2- to 3-page paper
Briefly, describe the case and provide a link to where you found the case information.
Explain whether you would use deductive or inductive reasoning while profiling the offender and why.
Explain how you would use nomothetic or ideographic methods to investigate the crime.
Explain whether you would use a clinical or actuarial approach (or both) and why.
Support your responses with references from the Learning Resources. Justify your rationale with examples.
SOME READING
Bartol, C. R. & Bartol, A. M. (2010). Criminal & behavioral profiling. Thousand Oaks, CA: Sage.
Chapter 2, “Crime Scene Profiling” (pp. 21–56)
Turvey, B. E. (2012).
Criminal profiling: An introduction to behavioral evidence analysis
(4th ed.). San Diego, CA: Academic Press.
Chapter 3, “Alternative Methods of Criminal Profiling” (pp. 67–100)
Carson, D. (2011). Investigative psychology and law: Towards collaboration by focusing on evidence and inferential reasoning.
Journal of Investigative Psychology and Offender Profiling, 8
(1), 74–89. doi:10.1002/jip.133
Devery, C. (2010). Criminal profiling and criminal investigation.
Journal of Contemporary Criminal Justice, 26
(4), 393–409. doi:10.1177/1043986210377108
Kocsis, R. N., & Palermo, G. B. (2016). Criminal profiling as expert witness evidence: The implications of the profiler validity research.
International Journal of Law and Psychiatry, 49
(Part A), 55–65. doi:10.1016/j.ijlp.2016.05.011
Kocsis, R. N., & Palermo, G. B. (2015). Disentangling criminal profiling: Accuracy, homology, and the myth of trait-based profiling.
International Journal of Offender Therapy and Comparative Criminology, 59
(3), 313–332. doi:10.1177/0306624X13513429
.
This document contains information about assignments for a psychology course on measuring and analyzing crime. It includes descriptions of assignments measuring crime, analyzing theories of crime causation and applying them to specific crimes, examining how peer pressure and media influence crime, and analyzing society's responses to crime including different concepts of justice.
Psy 303 Effective Communication / snaptutorial.comHarrisGeorg37
This document discusses various assignments for a psychology course on crime. It includes assignments on measuring crime, analyzing theories of crime causation, examining the influence of peer pressure and media on crime, and exploring society's responses to crime. Students are asked to research crime statistics, apply psychological theories to explain specific crimes, analyze media portrayals of crime, and evaluate different concepts of justice in relation to lowering recidivism rates.
Assignment 3 ‐ Due Tuesday , April 10th, 2012.ThisAssignme.docxsherni1
Assignment 3 ‐ Due Tuesday , April 10th, 2012.
ThisAssignmentisworth60points(10extracreditpointsavailable)
This is to be submitted as a hard copy in Word format.
Please label your assignment clearly: full name, Assignment 3
You are to write a research paper titled:
MRSA: The Costly "Super Bug."
As a guide, your research paper should try and address the following questions/points:
What is it?
What causes it?
What types are there?
Symptoms…
Tests…
Who is at risk?
How do you control/prevent it?
How can it be treated?
Cost to hospitals and the public (not just financial)
Problems for the future…
Please use as many reliable sources as possible for your paper. As always, remember to clearly reference all sources you have used both in text and as a bibliography at the end of the paper.
Your work should be typed in MS Word using a 10‐12 point font with 2.0 line spacing. Layout, spelling and grammar will be important.
The assignment should be 3 sides in length (not including bibliography).
Grading: 50 points for the paper (does it read well? Does it answer the important points about MRSA…?)
10 points for style and overall presentation
Total = 60 points
If you have any questions please see me.
Nothing will be accepted after the due date.
3
EMAIL - Assignment # 9: FINAL PAPER DUE- EMAIL- Proofread and revise your Final Paper. Once completed, email as an attachment to: [email protected].
Structure of the paper (will be a collaboration of assignments 2-8) with final edits, revisions, ect. Please break up your paper by titling each section (ex: abstract, introduction, ect) and subtopics. Subtopics should be italicized.
1. Title page: Include topic, name, and date
2. Abstract
3. Introduction
4. Literature review- (broken up by subtopics)
5. Hypothesis
6. Research plan
7. Conclusion
8. Reference page- FULL references, in APA format, alphabetically listed, using hanging indention. (To do hanging indention, highlight your references, hit paragraph (option in word), under special select hanging). APA format: http://owl.english.purdue.edu/owl/resource/560/01/
Example:
Drug Addiction and Crime: Does one Cause the other?
________________
A Paper
Presented to
Department of Criminology
Indiana State University
________________
By
Brittny Downing
December 2009
ABSTRACT
The following study evaluates individual and social components on how they influence drug addiction and crime. Historical events and prison statistics have reflected social exclusion and inequalities that create victimization among some members of society. This victimization has been linked to self control and expression. Victimization and expression of aggression has created subcultures of violence in some areas which in turn create more victimization. Legal policies and definitions appear to be contributing factors toward exclusion and victimization creating distrust and frustrat ...
Project 2: Research Paper Compendium
Choose what you consider to be a monster or monstrosity –
literal
figurative (ideology, practice)
historical
cryptozoology
Examples:
mythology
invention
Vlad Tepes
Joseph Stalin
Pablo Escobar
Nazis
Biological Weapons
Assault Rifles
Adolf Hitler
the Ku Klux Klan
Dylan Roof
Griselda Blanco
Aileen Wuornos
Fred & Rosemary West
Mark Twitchell
Jeffrey Dahmer
Long Island Serial Killer
Jack the Ripper
Jim Jones/Jonestown
Bigfoot
Loch Ness Monster
the Hydra
Slender Man
Michael Myers
Ed Gein
Freddy Krueger
Slavery
Human Trafficking
the Drug Trade
Drug Addiction
Rwandan Genocide
Pol Pot’s Khmer Rouge
Aurora shooting
Sandy Hook
Lizzie Borden
Saddam Hussein
Heaven’s Gate Cult
Baba Yaga
the Holocaust
Balkan Genocide
the list goes on…
Write an 8 to 9 page research paper in which you are the expert on this monster/monstrosity. Both your paper and your expert presentation will reflect the biography/origin; timeline of actions/atrocities; cultural/societal impact; how this subject is depicted/sensationalized through various writings/the media (stories, biographies, scholarly articles, comics, graphic novels, poems, movies, interviews, folklore/fairy tails, television shows, et cetera); and why this monster/monstrosity has meaning to you. The paper must also include
7-8 annotated bibliography entries (I have attatched a document to show what it is).
Jamal Sampson's paper has to focus on the two monsters listed:
Saddam Hussein
Osama Bin Laden
.
Project 1 Interview Essay Conduct a brief interview with an Asian.docxdessiechisomjj4
Project 1: Interview Essay
Conduct a brief interview with an Asian immigrant to ask about their immigration story and push-pull factors. This can last 5-15 minutes. Then, write a 2 paragraphs on the DB.
You do
not
have to include the person’s real name! Immigration status is a sensitive topic, so please understand if someone does not want to be interviewed. Students have interviewed friends, family members, people in their community, and other students.
Project 1: Prompt
1.
Brief facts:
Around what age did they immigrate? How old are they now (in my 30s is acceptable)? What push-pull factors led them to immigrate to the U.S.? (You may have to explain what push-pull factors are.)
2. Add your own comments/perspective and perhaps even your own immigration story. What aspects of their story did you find interesting or surprising? What aspects were familiar to you?
Example:
I conducted a 10 minute interview with my neighbor "Dr. Villanueva" who immigrated to the U.S. over 45 years ago at the age of 26. I asked him about his push and pull factors. What reasons did he have for leaving his home country and why did he choose the U.S. as his new home? He stated that he wanted to leave the Philippines for a better life and more opportunities. He had grown up as the youngest of nine children and was very poor, but was able to study medicine and become a medical doctor specializing in ophthalmology. He heard that the U.S. was encouraging medical professionals to work there especially if they were fluent in English. According to our reading "Filipinos in America," (Lee 2015) the Philippines was a colony of the U.S. from 1898-1945 and English was taught in the education system (Lee, p. 90). Plus, many Filipinos then and still today dream about immigrating to the United States to improve their educational and financial opportunities. Dr. Villanueva came to the U.S. after the 1965 Immigration and Nationality Act abolished national quotas but limited immigration from Asia to educated professionals. When I asked if he felt that he experienced discrimination, Dr. Villanueva said yes, many times, but overall he is glad that he immigrated because his children had so many more opportunities in the U.S. Often, people still think that he is a foreigner or can't speak English. There have been a few occasions that people directed racial slurs at him, but he has not experienced any physical harm.
Dr. Villanueva seems to fit much of the data on Asian Americans that we studied in this class. However, I noticed some ways that he did not. For example, {etc....} Dr. Villanueva's story is much different than my grandparents' story who immigrated from __ and did not have college degrees when they arrived. [ADD YOUR PERSONAL REFLECTIONS ON THE INTERVIEW.]
.
Project 1 Scenario There is a Top Secret intelligence report.docxdessiechisomjj4
Project 1:
Scenario
: There is a Top Secret intelligence report that a terrorist organization based in the Middle East is planning to plant a dirty bomb in the inner harbor of major American city in the next 48 hours. The report has not been officially released or the classification reduced. You (the student) are the Chief of Police of this major metro city and do not have a security clearance at this time. The inner harbor is a major tourist attraction, a major shipping port and home to many international shipping companies, trade zones and military and federal government facilities.
You have heard the report exists but have not seen it. As the Police Chief of (you choose the city e.g. Baltimore, New York, Miami, Los Angeles, San Diego, Seattle etc) you have many questions about the report and many different agencies you will want to coordinate with. You will identify the real Homeland Security, LE and Intelligence organizations within the jurisdiction of the city you have chosen.
Requirement:
Write a minimum 1000 word paper (double space, 12 Font, New Times Roman) explaining how you would deal with this yet unseen report.
What actions would you take upon hearing of this report?
What Federal, state, local or government agencies would want to contact?
What questions would you want to ask about this report?
If it were true who would you want to share it with? Can you share it? What factors (e.g. legal, operational, public safety) might impede sharing this information?
Address
at least ten
of the concepts listed below within your paper:
Dissemination
Differentiate between intelligence and information
Intelligence products
Strategic versus tactical intelligence
Information sharing
Jurisdiction
Security classifications
Public safety
Intelligence roles
Federal versus local, state, and/or tribal
Target identification
Media/Hollywood portrayals
Database security/security of data
Value of intelligence
Domain awareness
Intelligence gap
Collection plans
Reliability, viability, and validity
Security clearances
.
Project #1 Personal Reflection (10)Consider an opinion that you .docxdessiechisomjj4
Project #1: Personal Reflection (10%)
Consider an opinion that you hold dearly. Write a brief reflection on the genealogy of your opinion. This can include personal experience, upbringing, social influence, media analysis, philosophy, anything that’s helped you form your opinion.
Purpose: I want you to start thinking about your process as a thinker. We can’t improve our processes in the future without understanding what we’ve done in the past.
Length: 1-3 pages
Format: MLA, 12 point Times New Roman font, 1 inch margins
.
Project 1 Chinese Dialect Exploration and InterviewYou will nee.docxdessiechisomjj4
Project 1: Chinese Dialect Exploration and Interview
You will need to cite references whenever you get the information from an article or from some online resources. In the written report, you need to include the following:
Title: An Exploration of [Dialect Name (spoken
where
)]
1.
Introduction
Introduce the geography of the dialect and which particular dialect variant you are focusing on. Give basic introduction about how many people are using this dialect and its current situation. Provide a map to indicate the dialectal grouping and the location of the speakers of the dialect.
2.
Linguistic Features of [Dialect Name (spoken
where
)]
Explore the following topics and introduce the
differences between this dialect and Standard Chinese (Mandarin)
in an organized and systematic way.
·
Syllable structure
·
Initial consonants
·
Finals (Rhymes)
·
Medials
·
Basic tones
·
Tone changes (optional: you get additional points if you explore this one)
·
Lexical or syntactic differences
To be able to do this section, you need to find resources online or from the library that reliably analyzed a dialect and systematically introduces this dialect or a dialect closely related to it. At the end of this linguistic description, summarize the speech features of speakers of this dialect when s/he uses Standard Chinese. What features do you expect a speaker of this dialect may carry into Standard Chinese? Are the differences going to be drastic enough to be detectable?
3.
Method:
In this section, you introduce the linguistic and social background of your interviewee(s).
1.
Informant Background:
Personal profile (gender, age, relevant linguistic and educational history, family background) [Have your interviewee fill out a linguistic background form provided by Prof. Lin]
2.
Setting (time and location of the interview, how was it documented?)
4.
Findings: Sociolinguistic aspect of the dialect according to the interview
You will present the interview results in an organized way. You should discuss the following issues related to the dialect:
·
What is the status of the particular dialect in relation to Mandarin? Discuss the issues related to diglossia (high versus low varieties). What are the social functions of the dialects? When do people use them and when do they not use them but opt for other languages and dialects? Compare the different uses of different dialects or speech variants.
·
Ask your interviewee his or her experiences with “accents”. How do people sound if they have accents? Do people using the dialects carry a special accent speaking Mandarin? How are people with accents perceived? Are there social stigma, attitudes, and identity issues associated with the dialect? How are people speaking this dialect usually perceived? Why do you think there are these social meanings that go with the accented speech?
·
How has this dialect changed in recent years, which may be associated with the above social political properties?
5.
Online.
Project 1 (1-2 pages)What are the employee workplace rights mand.docxdessiechisomjj4
Project 1 (1-2 pages)
What are the employee workplace rights mandated by U.S. Federal law?
Briefly discuss at least two controversial issues concerning workplace rights (other than monitoring e-mail). Provide real-life examples to illustrate your answer.
In addition, discuss the issue of workplace privacy. Specifically, do employees have the right to expect privacy in their e-mail conversations, or do companies have a right and/or responsibility to monitor e-mail?
Project 2 (1-2 pages)
Draft a performance action plan for a company to follow when providing discipline in response to complaints of sexual harassment. Use the Library or other Web resources if needed.
Please submit your assignment.
.
More Related Content
Similar to STAT6402Practice with Descriptive StatisticsReading about desc.docx
Investigative PsychologyThere is a documented psychology to crim.docxBHANU281672
Investigative Psychology
There is a documented psychology to criminal investigators and investigations. It is important to analyze how our biases and assumptions influence our assessment of individuals and to analyze and understand psychological profiling in law enforcement. This provides a platform to determine cultural-based behavior patterns that may be specific to certain segments of the population. It is also important to understand the impact of these events and the psychological ramifications for victims and for investigators.
After completing this week's required reading, you will
Analyze the behavior of the investigator(s), including the analysis of the crime scene.
Describe the psychological, behavioral, environmental, and cognitive factors that you believe influenced the investigation. (The goal is to understand the role these factors play in how an investigation is conducted and potentially on the outcome of the investigation.)
Discuss what role, if any, the psychological profile of the offender played in how the investigation was conducted and in any subsequent court proceedings.
Analyze how our biases and assumptions influence assessments of individuals.
Describe how cultural-based behavior patterns specific to certain segments of the population impact these biases and assumptions, particularly relative to psychological profiling in law enforcement.
The Investigative Psychology paper
Must be at least three double-spaced pages in length (not including title and reference pages) and formatted according to APA style
...
Investigative PsychologyThere is a documented psychology to crimin.docxDioneWang844
Investigative Psychology
There is a documented psychology to criminal investigators and investigations. It is important to analyze how our biases and assumptions influence our assessment of individuals and to analyze and understand psychological profiling in law enforcement. This provides a platform to determine cultural-based behavior patterns that may be specific to certain segments of the population. It is also important to understand the impact of these events and the psychological ramifications for victims and for investigators.
After completing this week's required reading, you will
Analyze the behavior of the investigator(s), including the analysis of the crime scene.
Describe the psychological, behavioral, environmental, and cognitive factors that you believe influenced the investigation. (The goal is to understand the role these factors play in how an investigation is conducted and potentially on the outcome of the investigation.)
Discuss what role, if any, the psychological profile of the offender played in how the investigation was conducted and in any subsequent court proceedings.
Analyze how our biases and assumptions influence assessments of individuals.
Describe how cultural-based behavior patterns specific to certain segments of the population impact these biases and assumptions, particularly relative to psychological profiling in law enforcement.
The Investigative Psychology paper
Must be at least three double-spaced pages in length (not including title and reference pages) and formatted according to APA style.
Must include a separate title page with the following:
Must use at least two scholarly sources in addition to the course texts.
Must document all sources in APA style
.
Focus of the paper isRacial Profiling in the Black and Hisshantayjewison
Focus of the paper is:
“Racial Profiling in the Black and Hispanic community.”
Outline and Annotated Bibliography
Using your project proposal as a guide, develop an outline for your course paper and attach an annotated bibliography of a minimum of six (6) peer-reviewed resources. When you have completed your work, submit it to the drop box as a single document. Please refer to the following guidelines to help you shape your work:
Outline
Your outline should include the following:
A brief introduction identifying your topic area, a working thesis statement, and a clearly defined statement on the position you are taking in this project
A brief outline of each subpoint you will make to support your thesis statement (each subpoint you make will eventually become a body paragraph or two in your paper—you should plan to make several subpoints throughout your paper)
Introduce bar, pie and graphs correlated to your research and add them to your outline
A brief statement referring to how you might conclude your paper
You should expect to alter and define your position as you craft your paper, but you should use your outline to help you stay on track throughout the research and writing process.
Annotated Bibliography
Your annotated bibliography should include a full, APA-style citation followed by a brief annotation of at least six (6) peer-reviewed resources.
Each of your annotations should do the following:
Identify the name of the source and the author(s)
Summarize the main point(s) the author(s) makes and any relevant supporting subpoints
Include a statement referring to the quality of the source (is it effective?) and how you might use it in your research project to support your position.
_____________________________________________________________________________________
Synopsis of what the paper is about and angle I am approaching.
How do the two areas you have selected relate to the issue?
My two discipline areas are
Criminal Justice and Sociology
. Criminal Justice simply can be defined as the system through which crimes and criminals are identified, apprehended, judged, and punished. The criminal justice system is comprised of three parts: Law Enforcement, The Courts, and Corrections. Sociology is about human behavior within a given environment or merely put the study of social problems and how they interact with the given situation. I have already refined my initial research title from "The Internal Sociology of the Criminal Justice System and its Effectiveness on Today's Society" to "The internal sociology of the criminal justice system and its effectiveness on the Black and Hispanic Community." I am sure my title will be refined again as my focus of the paper will center around Racial Profiling. How the two areas are related, directly put one cannot exist without the other. If there lives a mutual understanding shaped by norms and values, society can get along (Sociology). Once those norms are violate ...
This document is a dissertation submitted by student J15388 exploring the implications of manslaughter charges in homicide cases. The introduction provides background on the topic and outlines the research questions. Chapter 1 discusses the timeline of historical changes to homicide laws from ancient codes to modern legislation. It examines early definitions of murder and the evolution of punishments, showing how laws changed to fit social values over time. The chapter traces developments from Draco's law to the Homicide Act of 1957 which abolished the death penalty and established the partial defence of diminished responsibility.
The document provides instructions for an assignment analyzing the causes of a type of criminal behavior. Students are asked to:
1) Choose a type of crime and analyze the statistics on incidence and rate in the US, evaluating any issues with the statistics.
2) Analyze differences in offenders and victims based on attributes like race, socioeconomic status, etc.
3) Apply three psychological theories to explain the criminal behavior and thoroughly discuss each theory in the context of the statistics.
4) Synthesize the information and choose one theory that best describes the criminal behavior, and explain how it could help predict and prevent crime.
Criminological TheoryCriminological theory has undergone many ch.docxcrystal5fqula
Criminological Theory
Criminological theory has undergone many changes over the years. From the relatively simplistic theories pertaining to physical appearance to the modern day psychopathy and biosocial conceptualizations, criminological theory has matured considerably over time. After completing reading Chapters 2, 8, and 9 of the Bartol & Bartol text, you will summarize a well–known criminal case including a description of the offense(s), the investigation of the crime, and the outcome. It is important in any investigation or analysis of criminal behavior to evaluate both endogenous and exogenous theories of criminal behavior and analyze how our biases and assumptions influence our assessment of individuals and the role of psychological profiling in law enforcement. It is also important to determine culturally–based behavior patterns that may be specific to certain segments of the population. Preliminary sources of this type of information may come from reliable media sources in their coverage of scholarly works as well as government publications of research findings. These may direct you to more focused resources for scholarly references.
In your paper
Identify and analyze the behavior of the offender(s) relative to the psychological history and evaluation of the offender(s).
Describe the psychological, behavioral, environmental, and cognitive factors that you believe led to the offender’s criminality. The goal is to provide an analysis of the psychological history of the offender as it pertains to the offense(s).
Summarize the psychological history of the offender as it pertains to the offense(s). Be sure to include as much information as possible regarding the offender’s childhood, adolescence as well as adulthood (if applicable).
Provide examples of behavior that reflect psychological influences.
Discuss the nature of any mental health referrals or treatment that occurred and the outcome.
Identify psychological issues that were present, as demonstrated through statements and/or behavior of the offender, but not identified or treated.
The Case Summary and Offender Profile
Must be three to four double-spaced pages in length (not including title and reference pages)
.
Annotated Outline FormatTitle PageAbstractTable of Contents .docxrossskuddershamus
Annotated Outline Format
Title Page
Abstract
Table of Contents
Use the sample table of contents provided as a guideline.
CHAPTER ONE: INTRODUCTION TO THE STUDY
Introduction and Background to the Problem
· Explain how this topic is related to the learning outcomes outlined in this syllabus and/or to the policy related topics discussed in the textbook of this course
· Explain how the topic is related to criminal justice
Justification
· Explain why this topic is important, and to whom it is important.
· Explain how this research paper will have a practical effect on real world problems.
Delimitations and Scope
· Explain what this study can and cannot do.
CHAPTER TWO: REVIEW OF THE LITERATURE, THEORETICAL
FRAMEWORK, RESEARCH QUESTIONS AND HYPOTHESES
Introduction
Review of the Literature
Synopsis of the Literature Review
Theoretical Framework
Research Questions
Hypotheses
CHAPTER THREE: RESEARCH METHODOLOGY
Research Design
Procedures: Ethical Considerations and Data Collection Methods
Evaluation of Research Methods
Qualitative Methods
Quantitative Methods
CHAPTER FOUR: RESULTS
Sampling
Characteristics of the Measurement Instruments
Research Questions Hypothesis Testing
CHAPTER FIVE: DISCUSSION
Interpretations Characteristics of the Measurement
Research Questions
Hypotheses
Practical Implications
Conclusions
Limitations
Recommendations for Future Study
REFERENCES
BIBLIOGRAPHY
APPENDIXES
Annotated Outline
Format
Title Page
Abstract
Table of Contents
Use the sample table of contents provided as a guideline.
CHAPTER ONE: INTRODUCTION TO THE STUDY
Introduction and Backg
round to the Problem
·
Explain how this topic is related to the
learning outcomes outlined in this
syllabus and/or to the policy related topics discussed in the textbook of this
course
·
Explain how the topic is related to criminal justice
Justification
·
Explain
why
this topic
is important, and to whom it is important.
·
Explain how this research paper will have a practical effect on real world
problems.
Delimitations and Scope
·
Explain what this study can and cannot do.
CHAPTER TWO: REVIEW OF THE LITERATURE, THEORETICAL
FRAMEWORK, RESEARCH QUESTIONS AND
HYPOTHESES
Introduction
Review of the Literature
Synop
sis of the Literature Review
Theoretical Framework
Research Questions
Hypotheses
CHAPTER THREE: RESEARCH METHODOLOGY
Research Design
Procedures: Ethical Considerations and Data Collection
Methods
Running head: RACIAL PROFILING VERSUS BEHAVIORAL PROFILING 1
Abstract
The topic that I choose to discuss as my final paper is Racial Profiling versus Behavioral Profiling. The reason for choosing this topic is because it is one of the most popular topics in Criminal Justice, and it is also something we face daily in our society. Racial Profiling is a discriminatory practice by law enforcement officials of.
The document discusses exploring the concept of systematically differentiating between dark and light leaders by examining whether a criminal personality profile is possible. It summarizes research on criminal profiling and syndromes associated with criminal behavior. The document proposes analyzing case studies of dark and light leaders using assessment tools to determine if there are patterns suggesting systematic personality differences between the two groups. Specifically, it will use adapted versions of Hare's Psychopathy Checklist, DSM-IV criteria for antisocial personality disorder, and an emotional intelligence scale to rate leaders and identify psychopathic traits or a lack of emotional intelligence.
This document outlines an assignment to write a paper on criminal behavior by:
1) Describing adolescent substance abuse in detail and how it influences criminal behavior.
2) Discussing etiology theories and risk factors for adolescent substance abuse.
3) Describing prevention, intervention, and treatment approaches.
4) Concluding with a summary and areas for future research.
ANYTIME YOU COMPLETE A PAPERESSAY in this course you must follow .docxfestockton
ANYTIME YOU COMPLETE A PAPER/ESSAY in this course you must follow the APA rules. Use these requirements to attain full credit regardless if they are all listed out in the directions within the course.
· Set paper with 1-inch margins all around. Spacing ‘before’ and ‘after’ set at 0. Entire document including reference list and running is double spaced, Times New Roman, font 12 with all paragraphs indented on the first line by 1/2 inch.
· One title page with APA running heads and page numbers and the title, your name, school, professor’s name and credentials, date. Video for running head directions https://www.youtube.com/watch?v=8u47x2dvQHs
· There is NO ABSTRACT in papers for this course. At the top of page 2 you will repeat the title of your assignment (not in bold, but centered) and then write a brief introduction paragraph of the ENTIRE paper (main sections should be mentioned; THIS INCLUDES ANY TOPICS FOR CASE STUDY SECTIONS).
· Intro is followed by a Level 1 subheading (bold and centered) for the first half of the assignment. This week it’s Nursing Past Related to Current Profession. Any question/point you are addressing under this heading should be marked clearly with Level 2 subheading which are bolded and flush left.
· Immediately after the first section above without any spaces, you will also use another Level 1 subheading (bold and centered) prior to the second half of the assignment which is the case study. This week it’s Professional Nursing Organizations. Again, differentiate which question/point you are answering by using a Level 2 subheading (bold and at the left margin).
· After both sections are discussed at length – there will be ONE Conclusion - needed for all papers as the last Level 1 subheading bold and centered that summarizes the entire paper/knowledge gained
· There will be ONE alphabetized reference page for all sources set “hanging” with references in APA format. All citations need a reference!
· All references listed are cited correctly in APA format in the text! Points are docked for incorrect citations and not meeting the source requirement!
· Should use 3rd person the majority of the time but it is OK to use 1st person when describing a personal experience related to a specific question.
Journal of Theoretical and Philosophical Criminology, Vol 1 (1) 2009
Quantitative versus Qualitative Methods: Understanding Why Quantitative Methods are
Predominant in Criminology and Criminal Justice
George E. Higgins
University of Louisville
Abstract
The development of knowledge is important for criminology and criminal justice. Two
predominant types of methods are available for criminologists’ to use--quantitative and
qualitative methods. A debate is presently taking place in the literature as to which of these
methods is the proper method to provide knowledge in criminology and criminal justice. The
present study outlines the key issues for both methods and suggests that a criminologist’ resea ...
A Theory Of Careers And Vocational Choice Based Upon...Dana Boo
The document discusses the Holland Codes RIASEC theory of careers and vocational choice based on personality types. Psychologist John Holland developed the theory which categorizes personality into six types: Realistic, Investigative, Artistic, Social, Enterprising, and Conventional. The theory uses a three-letter code to represent a client's overall personality based on their interests. Tests like the O*NET Interest Profiler and Interest-Finder use Holland's codes to assess personality types and suggest suitable careers.
2-2AssignmentAssignment Criminal Profiling Methods in A.docxjesusamckone
2-2
Assignment
Assignment: Criminal Profiling Methods in Action
You can choice one
Criminal investigative analysts must ask many questions before they determine the type of approach to use to investigate a crime. Is there enough evidentiary information to formulate a theory on why the crime occurred? Who might have committed the crime, based on deductive reasoning? Are there any general premises that can be inductively applied? Would descriptive statistics (i.e., UCR, local demographic) be useful? Would group statistics (i.e., types of sexual offenders) be useful? The answers to these questions will help determine the best possible method to use in investigating the crime.
In this Assignment, you will determine the best approach to use in investigating a high-profile case in the news.
To prepare for this Assignment:
Review the Learning Resources concerning concepts of criminal profiling.
Select a high-profile criminal case currently in the media. This could be a homicide, sexual assault, or other violent crime.
By Day 7
In a 2- to 3-page paper
Briefly, describe the case and provide a link to where you found the case information.
Explain whether you would use deductive or inductive reasoning while profiling the offender and why.
Explain how you would use nomothetic or ideographic methods to investigate the crime.
Explain whether you would use a clinical or actuarial approach (or both) and why.
Support your responses with references from the Learning Resources. Justify your rationale with examples.
SOME READING
Bartol, C. R. & Bartol, A. M. (2010). Criminal & behavioral profiling. Thousand Oaks, CA: Sage.
Chapter 2, “Crime Scene Profiling” (pp. 21–56)
Turvey, B. E. (2012).
Criminal profiling: An introduction to behavioral evidence analysis
(4th ed.). San Diego, CA: Academic Press.
Chapter 3, “Alternative Methods of Criminal Profiling” (pp. 67–100)
Carson, D. (2011). Investigative psychology and law: Towards collaboration by focusing on evidence and inferential reasoning.
Journal of Investigative Psychology and Offender Profiling, 8
(1), 74–89. doi:10.1002/jip.133
Devery, C. (2010). Criminal profiling and criminal investigation.
Journal of Contemporary Criminal Justice, 26
(4), 393–409. doi:10.1177/1043986210377108
Kocsis, R. N., & Palermo, G. B. (2016). Criminal profiling as expert witness evidence: The implications of the profiler validity research.
International Journal of Law and Psychiatry, 49
(Part A), 55–65. doi:10.1016/j.ijlp.2016.05.011
Kocsis, R. N., & Palermo, G. B. (2015). Disentangling criminal profiling: Accuracy, homology, and the myth of trait-based profiling.
International Journal of Offender Therapy and Comparative Criminology, 59
(3), 313–332. doi:10.1177/0306624X13513429
.
This document contains information about assignments for a psychology course on measuring and analyzing crime. It includes descriptions of assignments measuring crime, analyzing theories of crime causation and applying them to specific crimes, examining how peer pressure and media influence crime, and analyzing society's responses to crime including different concepts of justice.
Psy 303 Effective Communication / snaptutorial.comHarrisGeorg37
This document discusses various assignments for a psychology course on crime. It includes assignments on measuring crime, analyzing theories of crime causation, examining the influence of peer pressure and media on crime, and exploring society's responses to crime. Students are asked to research crime statistics, apply psychological theories to explain specific crimes, analyze media portrayals of crime, and evaluate different concepts of justice in relation to lowering recidivism rates.
Assignment 3 ‐ Due Tuesday , April 10th, 2012.ThisAssignme.docxsherni1
Assignment 3 ‐ Due Tuesday , April 10th, 2012.
ThisAssignmentisworth60points(10extracreditpointsavailable)
This is to be submitted as a hard copy in Word format.
Please label your assignment clearly: full name, Assignment 3
You are to write a research paper titled:
MRSA: The Costly "Super Bug."
As a guide, your research paper should try and address the following questions/points:
What is it?
What causes it?
What types are there?
Symptoms…
Tests…
Who is at risk?
How do you control/prevent it?
How can it be treated?
Cost to hospitals and the public (not just financial)
Problems for the future…
Please use as many reliable sources as possible for your paper. As always, remember to clearly reference all sources you have used both in text and as a bibliography at the end of the paper.
Your work should be typed in MS Word using a 10‐12 point font with 2.0 line spacing. Layout, spelling and grammar will be important.
The assignment should be 3 sides in length (not including bibliography).
Grading: 50 points for the paper (does it read well? Does it answer the important points about MRSA…?)
10 points for style and overall presentation
Total = 60 points
If you have any questions please see me.
Nothing will be accepted after the due date.
3
EMAIL - Assignment # 9: FINAL PAPER DUE- EMAIL- Proofread and revise your Final Paper. Once completed, email as an attachment to: [email protected].
Structure of the paper (will be a collaboration of assignments 2-8) with final edits, revisions, ect. Please break up your paper by titling each section (ex: abstract, introduction, ect) and subtopics. Subtopics should be italicized.
1. Title page: Include topic, name, and date
2. Abstract
3. Introduction
4. Literature review- (broken up by subtopics)
5. Hypothesis
6. Research plan
7. Conclusion
8. Reference page- FULL references, in APA format, alphabetically listed, using hanging indention. (To do hanging indention, highlight your references, hit paragraph (option in word), under special select hanging). APA format: http://owl.english.purdue.edu/owl/resource/560/01/
Example:
Drug Addiction and Crime: Does one Cause the other?
________________
A Paper
Presented to
Department of Criminology
Indiana State University
________________
By
Brittny Downing
December 2009
ABSTRACT
The following study evaluates individual and social components on how they influence drug addiction and crime. Historical events and prison statistics have reflected social exclusion and inequalities that create victimization among some members of society. This victimization has been linked to self control and expression. Victimization and expression of aggression has created subcultures of violence in some areas which in turn create more victimization. Legal policies and definitions appear to be contributing factors toward exclusion and victimization creating distrust and frustrat ...
Similar to STAT6402Practice with Descriptive StatisticsReading about desc.docx (16)
Project 2: Research Paper Compendium
Choose what you consider to be a monster or monstrosity –
literal
figurative (ideology, practice)
historical
cryptozoology
Examples:
mythology
invention
Vlad Tepes
Joseph Stalin
Pablo Escobar
Nazis
Biological Weapons
Assault Rifles
Adolf Hitler
the Ku Klux Klan
Dylan Roof
Griselda Blanco
Aileen Wuornos
Fred & Rosemary West
Mark Twitchell
Jeffrey Dahmer
Long Island Serial Killer
Jack the Ripper
Jim Jones/Jonestown
Bigfoot
Loch Ness Monster
the Hydra
Slender Man
Michael Myers
Ed Gein
Freddy Krueger
Slavery
Human Trafficking
the Drug Trade
Drug Addiction
Rwandan Genocide
Pol Pot’s Khmer Rouge
Aurora shooting
Sandy Hook
Lizzie Borden
Saddam Hussein
Heaven’s Gate Cult
Baba Yaga
the Holocaust
Balkan Genocide
the list goes on…
Write an 8 to 9 page research paper in which you are the expert on this monster/monstrosity. Both your paper and your expert presentation will reflect the biography/origin; timeline of actions/atrocities; cultural/societal impact; how this subject is depicted/sensationalized through various writings/the media (stories, biographies, scholarly articles, comics, graphic novels, poems, movies, interviews, folklore/fairy tails, television shows, et cetera); and why this monster/monstrosity has meaning to you. The paper must also include
7-8 annotated bibliography entries (I have attatched a document to show what it is).
Jamal Sampson's paper has to focus on the two monsters listed:
Saddam Hussein
Osama Bin Laden
.
Project 1 Interview Essay Conduct a brief interview with an Asian.docxdessiechisomjj4
Project 1: Interview Essay
Conduct a brief interview with an Asian immigrant to ask about their immigration story and push-pull factors. This can last 5-15 minutes. Then, write a 2 paragraphs on the DB.
You do
not
have to include the person’s real name! Immigration status is a sensitive topic, so please understand if someone does not want to be interviewed. Students have interviewed friends, family members, people in their community, and other students.
Project 1: Prompt
1.
Brief facts:
Around what age did they immigrate? How old are they now (in my 30s is acceptable)? What push-pull factors led them to immigrate to the U.S.? (You may have to explain what push-pull factors are.)
2. Add your own comments/perspective and perhaps even your own immigration story. What aspects of their story did you find interesting or surprising? What aspects were familiar to you?
Example:
I conducted a 10 minute interview with my neighbor "Dr. Villanueva" who immigrated to the U.S. over 45 years ago at the age of 26. I asked him about his push and pull factors. What reasons did he have for leaving his home country and why did he choose the U.S. as his new home? He stated that he wanted to leave the Philippines for a better life and more opportunities. He had grown up as the youngest of nine children and was very poor, but was able to study medicine and become a medical doctor specializing in ophthalmology. He heard that the U.S. was encouraging medical professionals to work there especially if they were fluent in English. According to our reading "Filipinos in America," (Lee 2015) the Philippines was a colony of the U.S. from 1898-1945 and English was taught in the education system (Lee, p. 90). Plus, many Filipinos then and still today dream about immigrating to the United States to improve their educational and financial opportunities. Dr. Villanueva came to the U.S. after the 1965 Immigration and Nationality Act abolished national quotas but limited immigration from Asia to educated professionals. When I asked if he felt that he experienced discrimination, Dr. Villanueva said yes, many times, but overall he is glad that he immigrated because his children had so many more opportunities in the U.S. Often, people still think that he is a foreigner or can't speak English. There have been a few occasions that people directed racial slurs at him, but he has not experienced any physical harm.
Dr. Villanueva seems to fit much of the data on Asian Americans that we studied in this class. However, I noticed some ways that he did not. For example, {etc....} Dr. Villanueva's story is much different than my grandparents' story who immigrated from __ and did not have college degrees when they arrived. [ADD YOUR PERSONAL REFLECTIONS ON THE INTERVIEW.]
.
Project 1 Scenario There is a Top Secret intelligence report.docxdessiechisomjj4
Project 1:
Scenario
: There is a Top Secret intelligence report that a terrorist organization based in the Middle East is planning to plant a dirty bomb in the inner harbor of major American city in the next 48 hours. The report has not been officially released or the classification reduced. You (the student) are the Chief of Police of this major metro city and do not have a security clearance at this time. The inner harbor is a major tourist attraction, a major shipping port and home to many international shipping companies, trade zones and military and federal government facilities.
You have heard the report exists but have not seen it. As the Police Chief of (you choose the city e.g. Baltimore, New York, Miami, Los Angeles, San Diego, Seattle etc) you have many questions about the report and many different agencies you will want to coordinate with. You will identify the real Homeland Security, LE and Intelligence organizations within the jurisdiction of the city you have chosen.
Requirement:
Write a minimum 1000 word paper (double space, 12 Font, New Times Roman) explaining how you would deal with this yet unseen report.
What actions would you take upon hearing of this report?
What Federal, state, local or government agencies would want to contact?
What questions would you want to ask about this report?
If it were true who would you want to share it with? Can you share it? What factors (e.g. legal, operational, public safety) might impede sharing this information?
Address
at least ten
of the concepts listed below within your paper:
Dissemination
Differentiate between intelligence and information
Intelligence products
Strategic versus tactical intelligence
Information sharing
Jurisdiction
Security classifications
Public safety
Intelligence roles
Federal versus local, state, and/or tribal
Target identification
Media/Hollywood portrayals
Database security/security of data
Value of intelligence
Domain awareness
Intelligence gap
Collection plans
Reliability, viability, and validity
Security clearances
.
Project #1 Personal Reflection (10)Consider an opinion that you .docxdessiechisomjj4
Project #1: Personal Reflection (10%)
Consider an opinion that you hold dearly. Write a brief reflection on the genealogy of your opinion. This can include personal experience, upbringing, social influence, media analysis, philosophy, anything that’s helped you form your opinion.
Purpose: I want you to start thinking about your process as a thinker. We can’t improve our processes in the future without understanding what we’ve done in the past.
Length: 1-3 pages
Format: MLA, 12 point Times New Roman font, 1 inch margins
.
Project 1 Chinese Dialect Exploration and InterviewYou will nee.docxdessiechisomjj4
Project 1: Chinese Dialect Exploration and Interview
You will need to cite references whenever you get the information from an article or from some online resources. In the written report, you need to include the following:
Title: An Exploration of [Dialect Name (spoken
where
)]
1.
Introduction
Introduce the geography of the dialect and which particular dialect variant you are focusing on. Give basic introduction about how many people are using this dialect and its current situation. Provide a map to indicate the dialectal grouping and the location of the speakers of the dialect.
2.
Linguistic Features of [Dialect Name (spoken
where
)]
Explore the following topics and introduce the
differences between this dialect and Standard Chinese (Mandarin)
in an organized and systematic way.
·
Syllable structure
·
Initial consonants
·
Finals (Rhymes)
·
Medials
·
Basic tones
·
Tone changes (optional: you get additional points if you explore this one)
·
Lexical or syntactic differences
To be able to do this section, you need to find resources online or from the library that reliably analyzed a dialect and systematically introduces this dialect or a dialect closely related to it. At the end of this linguistic description, summarize the speech features of speakers of this dialect when s/he uses Standard Chinese. What features do you expect a speaker of this dialect may carry into Standard Chinese? Are the differences going to be drastic enough to be detectable?
3.
Method:
In this section, you introduce the linguistic and social background of your interviewee(s).
1.
Informant Background:
Personal profile (gender, age, relevant linguistic and educational history, family background) [Have your interviewee fill out a linguistic background form provided by Prof. Lin]
2.
Setting (time and location of the interview, how was it documented?)
4.
Findings: Sociolinguistic aspect of the dialect according to the interview
You will present the interview results in an organized way. You should discuss the following issues related to the dialect:
·
What is the status of the particular dialect in relation to Mandarin? Discuss the issues related to diglossia (high versus low varieties). What are the social functions of the dialects? When do people use them and when do they not use them but opt for other languages and dialects? Compare the different uses of different dialects or speech variants.
·
Ask your interviewee his or her experiences with “accents”. How do people sound if they have accents? Do people using the dialects carry a special accent speaking Mandarin? How are people with accents perceived? Are there social stigma, attitudes, and identity issues associated with the dialect? How are people speaking this dialect usually perceived? Why do you think there are these social meanings that go with the accented speech?
·
How has this dialect changed in recent years, which may be associated with the above social political properties?
5.
Online.
Project 1 (1-2 pages)What are the employee workplace rights mand.docxdessiechisomjj4
Project 1 (1-2 pages)
What are the employee workplace rights mandated by U.S. Federal law?
Briefly discuss at least two controversial issues concerning workplace rights (other than monitoring e-mail). Provide real-life examples to illustrate your answer.
In addition, discuss the issue of workplace privacy. Specifically, do employees have the right to expect privacy in their e-mail conversations, or do companies have a right and/or responsibility to monitor e-mail?
Project 2 (1-2 pages)
Draft a performance action plan for a company to follow when providing discipline in response to complaints of sexual harassment. Use the Library or other Web resources if needed.
Please submit your assignment.
.
PROGRAM 1 Favorite Show!Write an HLA Assembly program that displa.docxdessiechisomjj4
PROGRAM 1: Favorite Show!
Write an HLA Assembly program that displays your favorite television show on screen in large letters. There should be no input, only output. For example, I really like The X-Files, so my output would look like this:
All this output should be generated by just five
stdout.put
statements.
.
Program must have these things Format currency, total pieces & e.docxdessiechisomjj4
The program must include a form to format currency and totals, an exit or OK button, and comments and tooltips. It should modify an existing Piecework B program into a multi-form project with a Splash screen, Summary screen, and ability to independently display or hide a slogan and logo via toggling checkmarks in the menu. It needs to start with the slogan and logo displayed, add a version number and graphic to the About box (displayed modally), and change the Summary data to its own modal form rather than a message box.
Professors Comments1) Only the three body paragraphs were require.docxdessiechisomjj4
Professors Comments:
1) Only the three body paragraphs were required. The introduction and the conclusion were not to be included in the Unit 6 paper. They should be saved for the Unit 8 paper when the thesis will be moved to the end of the introduction.
2) You paper is already over the length limit, so nothing else can be added. Some parts could be deleted, for example: "
Samimi and Jenatabadi (2014), point out that" and "
In another article, Sandbrook and Güven (2014) asserted that
." Those phrases add nothing to the paper and are distracting. You would have to explain who they are, so eliminate that phrase and others like it.
3) Keep in mind that your paper is not a literature review. It is an essay in which you are to explain your topic clearly and concisely. Also keep in mind that your topic is one that is difficult to understand and you are not writing for economists or for those with Ph.D.'s. Write in a manner that your average reader can comprehend. Explain concepts clearly in non-jargon type language. Clarity is your goal.
4) The Federal Reserve Bank information at the end of the introduction is not cited.
5) Bullet points should not be used in this paper. Everything should be integrated into the paragraphs using transitions.
6) Subtitles should not be used. This is a short paper, 2 - 2 1/2 pages double spaced, and they are not needed.
7) What does this mean: "
Globalization makes it possible for huge organizations to comprehend economies of scale
"?
8) Do not use the word "we."
9) Since you are discussing globalization, you must explain which country you are discussing. For example, when you say "federal policy," do you mean the United States?
My draft of paper:
Thesis statement:
Globalization has influenced practically every facet regarding today’s lifestyles.
Globalization
Globalization
refers to the action or process of global incorporation as a result of the interchange associated with world perspectives, goods, concepts, as well as other facets of tradition.
Improvements in transportation (like the steam train engine, steamship, aircraft engine, as well as container ships) in addition to telecommunications infrastructure (such as the development of the telegraph along with its contemporary progeny, the world wide web as well as cellular phones) happen to be significant aspects of globalization. Therefore, it creates new interdependence associated with monetary as well as social functions.
Samimi and Jenatabadi (2014), point out that a
lthough a lot of scholars place the beginnings connected with globalization within contemporary days. Some trace its heritage a long time before the Western Age regarding Discovery as well as voyages towards the New World, others even to the 3rd centuries BC
(Samimi, & Jenatabadi, 2014)
.
Large-scale globalization started out in the 1820s. Back in the Nineteenth millennium as well as in the
early
Twentieth century, the connection of the globe's financial system.
Program EssayPlease answer essay prompt in a separate 1-page file..docxdessiechisomjj4
Program Essay
Please answer essay prompt in a separate 1-page file. Responses should be double-spaced, 11 point font or greater with 1-inch margins.
Based on what you’ve learned about the NYU communicative sciences and disorders master’s program through your application process, please name two faculty members whose research or fieldwork you are most interested in and why.
Ist
• Voice and Voice Disorders
• Neurogenic Communicative Disorders
• Dysphagia
Professor Celia Stewart is a tenured Associate Professor in the Department of Communicative Sciences and Disorders at NYU: Steinhardt School of Culture, Education, and Human Development. She provides classes in Voice Disorders, Interdisciplinary Habilitation of the Speaking Voice, Multicultural and Professional Issues, and Motor Speech Disorders. She maintains a small private practice that specializes in care of the professional voice, transgender voice modification, neurogenic voice disorders, and dysphagia. She has published in the areas of spasmodic dysphonia, transgender voice, dysphagia, Parkinson’s disease, and Huntington’s disease.
2nd
• Perception of linguistic and talker information in speech
• Relationship between talker processing, working memory, and linguistic processing
• Development of talker processing in children with both typical and impaired language development.
Susannah Levi is an Associate Professor in the Department of Communicative Sciences and Disorders. She examines how information about a speaker affects language processing. Her past research has looked at whether people sound the same when speaking different languages and whether being familiar with a speaker’s voice in one language, helps a listener understand that speaker in a different language. Her current work expands on this to examine whether children, like adults, also show a processing benefit when listening to familiar talkers. She is also exploring whether language processing can be improved for children with language disorders using speaker familiarity.
Dr. Levi received her doctorate from the Department of Linguistics at the University of Washington, completed a postdoctoral research position in the Department of Brain and Psychological Sciences at Indiana University. Prior to coming to NYU, she taught at the University of Michigan. She is currently the Director of the Undergraduate Program in the Department of Communicative Sciences and Disorders.
.
Program Computing Project 4 builds upon CP3 to develop a program to .docxdessiechisomjj4
Program Computing Project 4 builds upon CP3 to develop a program to perform truss analysis. A truss consists of straight, slender bars pinned together at their end points. Truss members are considered to be two force, axial members. Thus, the force caused by each truss member - and the internal force in each member - acts only along it’s axis. In other words, the direction of each member force is known and only the magnitudes must be determined. To analyze a truss we study the forces acting at each individual pin joint. This is known as the Method of Joints. We will call each pin joint a node and the slender bars connecting the nodes will be called members. The previous project computed a unit vector to describe the vector direction of every member of a truss structure. To analyze the structure a few other key inputs must be included like the support reactions and external loads applied to the structure. With all of this information, you will need to make the correct changes to the provided planar (2-D) truss template program to be able to analyze a space (3-D) truss. What you need to do For a planar truss, every node has 2 degrees of freedom, the e1 and e2 directions. Therefore, for every planar truss problem, the total number of degrees of freedom (DOF) in the structure is equal to 2 times the number of nodes. We will consider the first degree of freedom for each node as the component acting in the e1 direction. So for any given node, i, the corresponding degree of freedom is (2·i)-1. For the same node, i, the corresponding value for the second degree of freedom, the component in the e2 direction, is 2-i. This numbering notation can be modified for a space truss. The difference with the space truss is that every node has 3 degrees of freedom, one degree for each of the e1, e2 and e3 directions. The degree of freedom indices are extremely crucial in understanding how to set up the matrices for the truss analysis. For this computing project, you will first need to understand the planar truss program and the inputs that are needed for that program. The first input is the spatial coordinates (x, y, z) of the nodal locations for a truss. It is convenient to label each node with a unique number (also known as the “node number”). Each row of the nodal coordinate array should contain the x and y coordinates of the node. We will use the matrix name of “x” for all nodal coordinates. Please note that “nNode” is an integer value that corresponds to the number of nodes in the truss and must be adjusted for every new truss problem. For Node 1 this matrix array input looks like: x(1,:) = [0,0]; Once the coordinates of the nodes are in the program, you will need to input how those nodes are connected by the members of the truss. In order to describe how the members connect the nodes you will also need to label each member with a “member number”. This connectivity array should contain only the nodes that are joined by a member, with each row containing firs.
Project 1 Resource Research and ReviewNo directly quoted material.docxdessiechisomjj4
Project 1: Resource Research and Review
No directly quoted material may be used in this project paper. Resources should be summarized or paraphrased with appropriate in-text and Resource page citations.
Project 1 is designed to help prepare you for the final project at the end of the semester. You will notice that, for your final project in this course, you will be asked to trace a crime or criminal incident through the adult criminal justice system, from initial arrest to the eventual return to the community following incarceration. As you work on the final project, you will encounter numerous decision points or stages in the system. Project 1 will assist you in preparing for your final project by introducing you to topic research. You may then use the results of this project to support your final project paper.
Project 1 Assignment:
Using the designated topic listed below (see, Topics), you will search the UMUC Library Services databases and the Internet for resource material that explains, clarifies, critiques, etc. the topic.
1. Your Resource Research and Review project must contain four (4) outside sources (not instructional material for this course), at least two of which must come from the UMUC Library data base.
2. Locate books, periodicals, and documents that may contain useful information and ideas on your topic. You may conduct your research with the assistance of a UMUC librarian, reviewing your own personal materials on the topic, using the Internet, visiting an actual library, etc. and reviewing the available items. Then, choose those works that provide a variety of perspectives on your topic.
Note: You can connect to Library Services by using the Library link under RESOURCES in the Classroom task bar, or link directly to the UMUC Library Guide to Criminal Justice Resources link in CONTENT
3. Type the reference “citation” information for the book, article, or document using the American Psychological Association (APA) formatting standards. (There are links to APA format standards under Library Services.)
4. Each reference is to be followed by the annotation. The purpose of the annotation is to inform the reader of the relevance, accuracy, and quality of the sources cited. Creating an annotated bibliography calls for a variety of intellectual skills: concise exposition, succinct analysis, and informed library research.
5. Write a concise annotation (150 words) for each reference that summarizes the central theme and scope of the book, article, or document. This must include:
a) briefly, in your own words, describe the content of the article
b) compares or contrasts the work with at least one other article in your research review
The topic: Issues with evidence (DNA, eyewitness testimonies, direct vs. circumstantial, etc.)
Format
The project paper should begin with an introductory paragraph and end with a concluding paragraph
Each annotation should contain approximately 150 words
Double space, 12 pt. font, 1” margins
Cover pa.
Professionalism Assignment I would like for you to put together yo.docxdessiechisomjj4
Professionalism Assignment
I would like for you to put together your current resume or update one that you have previously created. Refer to the attached curriculum vitae as an example to assist with the completion of this assignment. A curriculum vitae, or CV, is typically a longer version of a resume which includes conference and journal publications, research, and awards. CVs are usually 2-3 pages, compared to a resume which should usually be limited to a single page. Since most of you will not have publication or conference presentations at this point in your academic career, please leave that section out and submit a more traditional single page resume.
Education
M.S. Electrical and Computer Engineering, 2012
University of Louisville, Louisville, KY
B.S. Electrical Engineering, 2008
Western Kentucky University, Bowling Green, KY
Experience
Engineering Technician, 2014-Current
Engineering, Manufacturing, and Commercialization Center
Applied Physics Institute
Western Kentucky University
Instructor, 2014 - Current
Electrical Engineering Program
Department of Engineering
Western Kentucky University
Grosscurth PhD Fellow, 2012-2014
Department of Electrical and Computer Engineering
J.B. Speed School of Engineering
University of Louisville
Graduate Research Assistant, 2011-2012
Department of Electrical and Computer Engineering
J.B. Speed School of Engineering
University of Louisville
Electrical Engineer, 2009-2012
Applied Physics Institute
Western Kentucky University
Research Associate, 2008-2009
Applied Physics Institute
Western Kentucky University
Research Assistant, 2005-2008
Applied Physics Institute
Western Kentucky University
Publications
Craig Dickson, Stuart Foster,
Kyle Moss
, Anoop Paidipally, Jonathan Quiton, William Ray, and Phillip Womble,
Stochastic Modeling for Automatic Response Technology with Applications to Climate and Energy,
at the 8
th
Kentucky Entrepreneurship and Innovation Conference, Louisville, KY, June 2012
Jeffrey L. Hieb, James H. Graham, Nathan Armentrout, and
Kyle Moss
,
Security Pre-Processor for Industrial Control Systems,
at the 8
th
Kentucky Entrepreneurship and Innovation Conference, Louisville, KY, June 2012
Jeffery Hieb, James Graham, Jacob Schreiver,
Kyle Moss,
Security Preprocessor for Industrial Control Networks,
at the 7
th
International Conference on Information-Warfare and Security, Seattle, Washington, March 2012
Kyle Moss,
Phillip Womble, Alexander Barzilov, Jon Paschal, Jeremy Board,
Wireless Orthogonal Sensor Networks for Homeland Security
at 2007 IEEE Conference on Technologies for Homeland Security, Woburn, MA, May 2007
Barzilov, P. Womble, I. Novikov, J. Paschal, Jeremy Board, and
Kyle Moss
,
Network of Wireless Gamma Ray Sensors for Radiological Detection and Identification
at the SPIE Defense and Security Symposium, Orlando, FL, April 2007
Alexander Barzilov, Jeremy Board, .
Professor Drebins Executive MBA students were recently discussing t.docxdessiechisomjj4
Professor Drebin's Executive MBA students were recently discussing the benefits of a chart of accounts. Following is a transcript of the discussion. Most of the comments were correct, but two students were off base. Assume the role of Professor Drebin, and identify the two students whose statements are incorrect. Record your answer in Blackboard.
.
Professional Legal Issues with Medical and Nursing Professionals .docxdessiechisomjj4
"Professional Legal Issues with Medical and Nursing Professionals" Please respond to the following:
* From the scenario, analyze the different and overlapping general roles of physicians and nurses as they apply to professional credentialing and subsequent patient safety and satisfaction. Determine the major ways in which these overlapping roles may help play a part in health professional credentialing processes and conduct, and identify and analyze the ethical role these influences play in health care.
Analyze the major professional roles played by physicians and nurses as they apply to physicians’ conduct in the medical arena and to nurses in the role of adjuncts to physicians. Evaluate the degree and quality of care that physicians, nurses, and medical technologists provide in their primary roles, including, but not limited to, patient safety and satisfaction as required in 21st Century U.S. hospitals.
.
Prof Washington, ScenarioHere is another assignment I need help wi.docxdessiechisomjj4
Prof Washington, Scenario
Here is another assignment I need help with. I know the scenario is the same as before but now we need to come up with the project management plan. The Scenario is
You have been asked to be the project manager for the development of an information technology (IT) project. The system to be developed will allow a large company to coordinate and maintain records of the professional development of its employees. The company has over 30,000 employees who are located in four sites: Florida, Colorado, Illinois, and Texas. The system needs to allow employees to locate and schedule professional development activities that are relevant to their positions. Sophisticated search capabilities are required, and the ability to add scheduled events to the employees’ calendars is desired. The system needs to support social networking to allow employees to determine who is attending conferences and events. This will promote fostering relationships and ensure coverage of conferences that are considered of high importance.
Once an activity has been completed, employees will use the system to submit the documentation. The system should support notifications to management personnel whenever their direct reports have submitted documentation. The system should also notify employees if their deadline to complete professional development requirements is approaching and is not yet satisfied.
Project Scope Management Plan
For the given scenario, create a project scope management plan that will detail how the project scope will be defined, managed, and controlled to prevent scope creep. The plan may also include how the scope will be communicated to all stakeholders.
Project Scope
After you have the project scope management plan developed, define the project scope.
.
Prof James Kelvin onlyIts just this one and simple question 1.docxdessiechisomjj4
Prof James Kelvin only
It's just this one and simple question
1. This week we begin focusing on PowerPoint. When you create a PowerPoint presentation, there are many elements included such as: theme, transitions, images, font, color, content layout, etc. List and explain four guidelines you learned about how to create a successful PowerPoint presentation. Additionally, describe some common mistakes that are made when PowerPoint presentations are created.
.
Product life cycle for album and single . sales vs time ( 2 pa.docxdessiechisomjj4
The document discusses the product life cycle for albums and singles over time. It includes charts showing the sales of albums and singles at each stage: introduction, growth, maturity, and decline. The stages are the same for both albums and singles.
Produce the following components as the final draft of your health p.docxdessiechisomjj4
Produce the following components as the final draft of your health promotion program written proposal;
1. Introduction to the Program project.
2. Epidemiological and Needs Assessments Summary
3. Risk Factors, Goals, Objectives and Educational Plans
4. Marketing Plans and Proposed Budget
5. Evaluation Plans
6. Leadership Needs and Collaborative Strategies
.
Produce a preparedness proposal the will recommend specific steps th.docxdessiechisomjj4
Produce a preparedness proposal the will recommend specific steps that could potentially reduce (mitigate) the loss of life and property resulting from you climate impact or natural hazard. The proposal should target a specific person, agency, municipality or organization responsible for emergency mitigation efforts. Seven sections should be labelled as indicated in bold and address the following:
Specifically Identify and state who is the intended audience for your proposal (Target audience)
Identify and describe the climate impact or natural hazard (Hazard)
Identify and explain the risk associated with your specific geographic location (Location)
Describe the atmospheric and geologic conditions or processes that give rise to the impact or hazard (Earth processes)
Describe ways in which human and environmental processes contribute to the impact or hazard (Human processes)
Discuss past impact/hazard events and mitigation or communication policies and their effectiveness (Past events/policies)
Recommend ethically and socially responsible ways to improve current mitigation and communication policies (Proposal)
Make sure and answer according to the bolded labels (Target audience, Hazard, etc.) Responses should be brief, except for your Proposal recommendation. If you have completed the Milestones as directed the majority of this information should already exist!
1. The preparedness proposal should focus on COMMUNICATING the science information to the target audience
2. The proposal MUST include at least two data sources supporting your recommendations and be represented in a graphical format
3. The proposal must be double spaced, size 12 font
4. The proposal must list references/citations where appropriate
1.5-2page.
China Gansu
mudslides. Read mileston I write fist. here will have the information you need use in that paper.
.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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Website: https://pecb.com/
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Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
STAT6402Practice with Descriptive StatisticsReading about desc.docx
1. STAT6402
Practice with Descriptive Statistics
Reading about descriptive statistics is one thing.
Practice using Microsoft Excel to compute a variety of
descriptive statistics for the data set provided below. Assume
that you want to describe your office coworkers in terms of
gender, height, and weight. The following is the data you
collected:
Gender
Height (rounded to the nearest inch)
Weight (rounded to the nearest pound)
M
53
156
F
46
131
M
54
123
M
44
142
F
56
156
F
76
171
F
87
143
F
65
3. 131
For each variable, using Microsoft Excel, compute the mean, the
median, and the mode (if appropriate).
For each variable, using Microsoft Excel, compute the range
and standard deviation (if appropriate).
Using Microsoft Excel, create a visual display for each variable
(bar graph or histogram) as appropriate.
Attach a document with your combined Microsoft Excel printout
results and graphs.
Describing office coworkers in terms of gender, height, and
weight. The following is the data you collected:
Lab in Psychopathology Paper
Woodworth, M. & Porter, S. (2002). In cold Blood:
Characteristics of Criminal homicides As a Function of
Psychopathy. Journal of Abnormal Psychology, 111, 436-445.
Brief Summary
· The sample consisted of prisoners who were convicted for
murder.
· The researchers sought to examine if there were differences in
homicide pattern (specifically, type of violence) between
prisoners who were diagnosed as psychopathic and prisoners not
diagnosed as psychopathic.
· They focused on two types of violence: instrumental and
reactive.
· Instrumental violence occurs when the injury of an individual
4. is secondary to the acquisition of some external goal (or is the
goal in itself).
· Reactive violence encompasses impulsive, immediate, and
emotion-driven acts in response to a perceived threat, danger or
insult.
· Based on intake data from prison documentation, prisoners
were categorized as psychopathic or non-psychopathic using the
Psychopathic Checklist – Revised (Hare, 1991).
· Murders were categorized as instrumental or reactive using
coding criteria derived from the literature on violence.
· The gender of the murder victim was also recorded.
Assignment
You are asked to write a report of the study based on the data
you are given.
Your research questions are:
1) Is there a significant relationship between psychopathy and
murder type?
2) Is there a significant relationship between psychopathy and
murder victim gender?
You should write it as if you are on the team of researchers who
ran the study. You are writing it to communicate your findings
– as if you would be submitting it to a journal for publication.
As such, you must format it in APA style.
You can work in groups to analyze the data, and you can write
the methods and results section as a group, but the introduction
5. and discussion sections should be written individually. The
introduction should be at least two pages long and the
discussion should be at least three pages long. The introduction
should review enough literature to set up your research
questions and hypotheses. The discussion should adequately
discuss possible explanations for the findings, as well as
implications. You should include as many references as
necessary (they can be references included in the original
paper). The whole paper should be at least seven pages long
(not including the title page, abstract, tables, and references).
When you read the original paper, try not to get bogged down
by all the extraneous information. You should not be re-writing
the same paper as the original. Obviously, there will be some
similarities (in the methods section in particular), but you
should tailor the paper to the data you were given, which is very
limited.
Hypotheses
The original study appears to be exploratory in that the authors
do not state clear hypotheses about the relationships between
variables. This is common in early stages of research in a new
area. For the purpose of this assignment however, you should
state clear hypotheses (you can state them in either direction).
SPSS Info:
Variable Name
Label
Values
Subid
6. Subject ID
None
Psychopathy
Psychopathy
0 = Nonpsychopath, 1 = Psychopath
Murtype
Murder Type
1 = Reactive, 2 = Instrumental
Vicgen
Victim Gender
1 = Male, 2 = Female
Data Analysis
Since you only have categorical data, you will have to use a chi-
square analysis. Your independent variable is psychopathy, and
your dependent variables are murder type and victim gender.
1. Analyze ( Descriptive Statistics ( Crosstabs
2. Put ‘Psychopathy’ in Columns and ‘Murder Type’ and
‘Victim Gender’ in Rows
7. 3. Cells ( check ‘Columns’ under Percentages ( Continue
4. Statistics ( check Chi-square ( Continue
5. Ok
A chi-square analysis evaluates both the expected proportions
and the actual proportions of your variables and determines
whether the differences between the two are significant or not.
If the presence of psychopathy has no impact whatsoever on
murder type or victim gender, we would expect the distributions
to be proportionate for each group. In other words, if there is no
relationship between psychopathy and murder type, we should
see the same proportions of instrumental and reactive murders
in each subject subgroup. In turn, if there is no relationship
between psychopathy and victim gender, we should see the same
proportions of male and female victims in each subject
subgroup. Conversely, if there is a significant relationship, we
should see a different pattern of proportions.
Start by entering your data and running your analyses. Save
your data output in a word document (File( Export( select Word
format and a location to save your file( click Export) and
download it on a USB key to take with you (unfortunately, the
computers in the classroom are not connected to the internet). If
you do not have a USB key with you today, save your Word
document in your file folder on the desktop and bring a USB
key to download it next class. Next class will be a ‘group-work
day’, meaning you can work in your groups on the collaborative
parts of the paper (methods and results). Please download and
read the original paper before next class (you can find it on our
Classes website or through PsychInfo).
References
Please be sure to include at least 10 references. Five of them
must be from within the last five years. The more material you
8. read and master, the easier it will be to write the paper.
PAGE
2
In Cold Blood: Characteristics of Criminal Homicides
as a Function of Psychopathy
Michael Woodworth and Stephen Porter
Dalhousie University
This study investigated the relationship between psychopathy
and the characteristics of criminal homi-
cides committed by a sample of 125 Canadian offenders. It was
hypothesized that the homicides
committed by psychopathic offenders would be more likely to
be primarily instrumental (i.e., associated
with premeditation, motivated by an external goal, and not
preceded by a potent affective reaction) or
“cold-blooded” in nature, whereas homicides committed by
nonpsychopaths often would be “crimes of
passion” associated with a high level of impulsivity/reactivity
and emotionality. The results confirmed
these predictions; homicides committed by psychopathic
offenders were significantly more instrumental
than homicides by nonpsychopaths. Nearly all (93.3%) of the
homicides by psychopaths were primarily
instrumental in nature compared with 48.4% of the homicides
by nonpsychopaths.
In terms of its impact on the victim, the victim’s family and
friends, and the financial resources devoted to its investigation,
homicide is the most severe form of antisocial behavior. Despite
9. its
extreme negative consequences, homicide is also one of the
least
studied and most poorly understood forms of antisocial conduct.
An obvious reason for the lack of research on the psychology of
homicide is that it is uncommon compared with other forms of
antisocial and violent behavior. However, it remains a
significant
problem within all cultures and nations (e.g., Daly & Wilson,
1988). Homicide is a heterogeneous phenomenon, associated
with
different contexts, motivations, and types of perpetrators. For
example, some homicides are highly calculated, instrumental
acts,
whereas others are characterized by an apparent lack of
premedi-
tation, occurring in the context of an emotion-laden dispute or
in
response to a situational provocation. Research leading to a
more
thorough understanding of the factors associated with different
forms of homicidal violence could have both basic and applied
implications. As an example of the latter, if specific
psychological
characteristics in offenders were found to be associated with
characteristics of the crime itself, it could allow investigators to
reduce the large field of suspects in many homicide cases (e.g.,
Woodworth & Porter, 1999).
The present research focuses on one psychological construct
that is highly relevant to the criminal justice system (see Hart &
Hare, 1997). Psychopathy is a personality disorder characterized
by a profound affective deficit accompanied by a lack of respect
for the rights of others and societal rules (e.g., Cleckley, 1976;
Hare, 1996, 1998; Porter, 1996). The current state-of-the-art
10. diag-
nostic tool (see Fulero, 1995) in the assessment and
identification
of psychopathy is the Psychopathy Checklist—Revised (PCL–R;
Hare, 1991). As operationalized by the PCL–R, psychopaths are
manipulative, callous, remorseless, impulsive, irresponsible
indi-
viduals who often engage in diverse antisocial behaviors. With
a
prevalence of 15%–25% in the federal offender population, psy-
chopathy is an important risk factor for recidivism and, more
specifically, for violence (e.g., Grann, Langstroem, Tengstroem,
&
Kullgren, 1999; Hemphill, Hare, & Wong, 1998; Kosson, Smith,
& Newman, 1990; Lyon, Hart, & Webster, 2001; Salekin,
Rogers,
& Sewell, 1997). For example, Serin and Amos (1995) found
that
psychopaths were about five times more likely than nonpsycho-
paths to engage in violent recidivism within 5 years of release.
Porter, Birt, and Boer (2001) investigated the complete criminal
career and community release profiles of 317 federal offenders.
They found that psychopathic offenders consistently committed
more violent and nonviolent crimes than their nonpsychopathic
counterparts from late adolescence to their late 40s (also see
Harpur & Hare, 1994). Important from a risk management per-
spective, although the release performance of nonpsychopaths
improved with age, it got worse for psychopaths as they got
older.
Psychopathy also is associated with more severe forms of sexual
violence (e.g., Brown & Forth, 1997; Hare, Cooke, & Hart,
1999;
Kosson, Kelly, & White, 1997; Serin, Mailloux, & Malcolm,
2001) and targeting multiple victim types (Porter, Campbell,
Woodworth, & Birt, in press; Porter et al., 2000).
Overall, therefore, the dominant clinical conception of a psy-
11. chopath is a dangerous person who preys on others across the
life
span (e.g., Hare 1998; Simourd & Hodge, 2000). Given this
observation, a relationship between psychopathy and some
forms
Michael Woodworth and Stephen Porter, Department of
Psychology,
Dalhousie University, Halifax, Nova Scotia, Canada.
This research was graciously supported by an operating grant to
Stephen
Porter from the Social Science and Humanities Research
Council of
Canada (SSHRC) and a grant to Michael Woodworth from the
American
Psychology–Law Society (AP-LS). This study was conducted as
part of
Michael Woodworth’s graduate thesis under the supervision of
Stephen
Porter.
We express appreciation to the Correctional Service of Canada
for
allowing and helping us to collect the data for this study. In
particular, we
thank Doug Boer, Jeff Drugge, and Jeff Earle very much for
their invalu-
able assistance. Thanks to Jeff Hancock, Mary Ann Campbell,
and Angela
Birt for comments on an earlier draft of this article. Thanks also
go to
Peyton Harris, Mary Ann Campbell, Naomi Doucette, Kris
Peace, and Matt
Lafond for their assistance in coding the data.
12. Correspondence concerning this article should be addressed to
Stephen
Porter, Department of Psychology, Dalhousie University,
Halifax, Nova
Scotia B3H 4J1, Canada. E-mail: [email protected]
Journal of Abnormal Psychology Copyright 2002 by the
American Psychological Association, Inc.
2002, Vol. 111, No. 3, 436–445 0021-843X/02/$5.00 DOI:
10.1037//0021-843X.111.3.436
436
Sylviane Houssais
of homicide seems likely. For example, based on their
pathological
personality traits, and in light of previous research on
psychopathic
aggression in general (e.g., Cornell et al., 1996; Serin, 1991), it
is
plausible that psychopaths engage in more instrumental, goal-
driven (e.g., to obtain money or drugs) homicidal violence
relative
to nonpsychopathic offenders who may engage in predominantly
reactive, spontaneous violence (e.g., in the context of a heated
argument). No research to date has examined this issue.
Although there are various conceptions of violent behavior,
many authors have noted that violence may be best understood
by
considering the external goals of the perpetrator. Bandura
(1983)
13. viewed aggression primarily as an instrumental and goal-driven
behavior contingent on external rewards and reinforcement. He
suggested that most aggression is committed with the “pull” of
various resources or gains in mind. In general, instrumental or
“proactive” violence occurs when the injury of an individual is
secondary to the acquisition of some other external goal. For
example, this form of aggression typifies the activities of orga-
nized crime groups who often commit strategic and planned vio-
lence as a means to achieve an otherwise nonviolent goal, such
as
money or drugs (e.g., Amir, 1995). Other researchers have
argued
that emotional or “internal” factors play an important role in
violent behavior. In Berkowitz’s (1983) conception, aggression
can be conceived as a hostile and angry reaction to a perceived
threat or dangerous situation. Accordingly, the primary goal of
aggression is to defend oneself from a perceived threat or to
react
against a perceived environmental frustration. Such reactive ag-
gression encompasses impulsive, immediate, and emotion-
driven
acts in response to a perceived threat, danger, or insult.
More recently, some have observed that this dichotomy, al-
though theoretically important, may oversimplify a highly com-
plex behavior with multiple motivations and manifestations.
That
is, it has been argued that violence may contain elements of
both
instrumentality and emotionality/reactivity (e.g., Bushman &
Anderson, 2001; Cornell et al., 1996; Poulin & Boivin, 2000) in
both children (e.g., Crick & Dodge, 1996; Dodge, 1991; Poulin
&
Boivin, 2000; Vitiello & Stoff, 1997) and adults (e.g., Block &
Block, 1992). Block and Block (1992) observed that the
“expressive–instrumental extremes are ‘ideal types’ that seldom
14. occur in pure form” (p. 65). Further, Kingsbury, Lambert, and
Hendrickse (1997) noted that often there is an overlap between
the
two major types of violence. In fact, Bushman and Anderson
(2001) argued that the instrumental/reactive dichotomy is of
ques-
tionable validity in categorizing all acts of aggression by incor-
rectly assuming that all acts of reactive and/or hostile
aggression
are “automatic” whereas all acts of instrumental aggression are
“controlled.” Nonetheless, according to a number of researchers
(e.g., Eaves, Douglas, Webster, Ogloff, & Hart, 2000), a
determi-
nation of whether violence is primarily instrumental or reactive
may be one of the most relevant criteria in assessing risk for
future
violence and for treatment prognosis in criminal offenders (also
see Heilbrun et al., 1998).
The main purpose of the present study was to examine possible
differences between homicidal violence committed by psycho-
pathic and nonpsychopathic offenders and to focus primarily on
the instrumental and reactive elements of the crime. According
to
Cleckley’s (1976) classic conception, the behavior of the
psycho-
pathic individual often is motivated by a clear external goal
rather
than the powerful emotions of rage or despair associated with
crimes of passion and that many psychopaths, in fact, displayed
a
profound deficit in emotional reactivity. Given their propensity
toward violence in general (e.g., Hart & Hare, 1997), the use of
instrumental or proactive violence would not be unexpected
from
15. the criminal psychopath. The general lack of empathy or
remorse
and the presence of shallow emotions (e.g. Hare, 1991, 1998)
could be manifested in the context of their crimes and, more
specifically, their homicides. On the other hand, psychopathy
often
is associated with impulsivity and poor behavioral controls (and
problems with temper control), suggesting that violence by psy-
chopaths might be highly reactive and inordinate to a particular
situational provocation. A small number of studies have investi-
gated this issue (Cornell et al., 1996; Hart & Dempster, 1997).
Williamson, Hare, and Wong (1987) examined the nature of the
violent offenses in a group of 101 Canadian offenders. They
found
that psychopathic offenders frequently were motivated by
material
gain or revenge (45.2% compared with 14.6% of the nonpsycho-
paths) and did not appear to have been in a state of heightened
emotional arousal at the time of the violent act. In contrast,
nonpsychopathic offenders appeared to have experienced more
emotional arousal during their crimes: 31.7% of the nonpsycho-
paths exhibited strong emotional arousal—such as jealousy,
rage,
or a heated argument during their offense—compared with 2.4%
of the psychopaths.
In more recent work, Cornell et al. (1996) examined the rela-
tionship between psychopathy and violence in 106 male
offenders
from a medium-security state prison. The authors
operationalized
instrumental violence as violence that was goal-driven and re-
quired planning without an antecedent of provocation. Reactive
aggression was defined by an absence of planning or goals and,
instead, involved a dispute or interpersonal conflict with the
vic-
16. tim. They found that, across their criminal histories,
psychopaths
(as classified using the PCL–R) were more likely to have com-
mitted instrumental violence than nonpsychopaths (who were
more likely to have committed reactive violence). Instrumental
violence was most commonly associated with a self-reported
lack
of arousal or anger during the commission of the offense.
Further,
the victim of instrumental violence was typically a stranger,
whereas reactive violence often was associated with high emo-
tional arousal and a close relationship with the victim. There
also
is some evidence for a link between psychopathy and
instrumental/
proactive aggression in nonincarcerated samples. For example,
Chase, O’Leary, and Heyman (2001) found a relationship
between
psychopathy and the use of instrumental violence by male
spousal
assaulters. In their sample of 60 abusive married men, no
individ-
uals who were classified as being reactively aggressive were
psychopathic, compared with 17% of the men who were
classified
as instrumentally aggressive.
There is disagreement about the extent to which the
instrumental–reactive distinction is useful in conceptualizing
the
violence committed by psychopathic and nonpsychopathic indi-
viduals. Dempster et al. (1996) investigated the institutional
files
of 75 adult male violent offenders participating in an inpatient
treatment program. Although psychopaths were found to have
committed more instrumental violence, they also had displayed
17. impulsive behavior in the context of their offenses. Based on
these
findings, Hart and Dempster (1997) concluded that even if psy-
chopathic individuals commit more instrumental crimes, they
may
be “impulsively instrumental.” It is possible, then, that psycho-
437PSYCHOPATHY AND HOMICIDE
Sylviane Houssais
paths could engage in homicides that, although goal-directed,
are
highly impulsive and involve little planning (having elements of
both instrumentality and reactivity). Thus, in addition to
homicides
that appear to be exclusively instrumental or reactive, some pri-
marily instrumental homicides may contain a reactive
component,
and some primarily reactive homicides may contain an
instrumen-
tal component. Conceptually, this complex or diverse violent
be-
havior seems plausible because the current construct of
psychop-
athy encompasses both affective/interpersonal traits, known as
Factor 1 characteristics on the PCL–R (e.g., glibness and
superfi-
cial charm, pathological lying, lack of remorse, and shallow
affect)
as well as Factor 2 characteristics associated with a chronically
antisocial and unstable lifestyle (e.g., a need for stimulation,
im-
18. pulsivity, lack of realistic goals, and promiscuity). There is
some
evidence that instrumental aggression is related to the Factor 1
features of psychopathy, whereas reactive aggression is more
associated with the Factor 2 characteristics (e.g., Patrick &
Zem-
polich, 1998). The present study addressed these issues and was
the first to specifically examine the relationship between
psychop-
athy and homicidal violence.
Method
Sample
The sample was composed of incarcerated homicide offenders
(in the
year 2000) from two Canadian federal institutions, one in
British Columbia
on the west coast and one in Nova Scotia on the east coast. The
inclusion
of offenders from two prisons allowed a large sample size and
could
increase the generalizability of the findings. Mountain
Institution is a
medium-security prison located in British Columbia that houses
approxi-
mately 400 inmates at any given time. A review of file
information
indicated that a total of 92 offenders had committed at least one
homicide,
and extensive efforts were made to obtain adequate information
on these
homicides to include them in our sample. There was detailed
file informa-
tion on the homicide in 74 cases, which were included. The
19. second prison
(Springhill Institution) is a medium-security prison located in
Nova Scotia
also housing approximately 400 inmates. At the time of data
collection,
there were 54 homicide offenders in this institution. Of these,
detailed file
information regarding the homicide was available in 51 cases.
Thus, in
total, there was detailed information on 125 homicide offenders.
Materials
PCL–R (Hare, 1991). The PCL–R has been widely adopted in
the
assessment of psychopathy in forensic populations.
Psychopathy, as mea-
sured by the PCL–R, is characterized by 20 criteria, scored as 0,
1, or 2,
allowing a maximum score of 40. As recommended in the
manual, a score
of !30 was the cut-off used for classifying psychopathy (Hare,
1991). The
PCL–R score is highly reliable over time and has demonstrated
validity
according to a number of indices of validity (e.g., Fulero, 1995;
Stone,
1995). Although there has been some debate over whether
psychopathy
represents a discrete or a continuous variable (e.g., Harris, Rice,
& Quin-
sey, 1994), recent research suggests that psychopathy may
represent a
distinct clinical entity or taxon (see Hart & Hare, 1997).
Nonetheless, we
used both a dichotomous and a continuous score approach to
20. examine
psychopathy and homicide.
In the Canadian correctional system, risk assessments for the
purposes of
conditional release and treatment programs normally include an
evaluation
of psychopathy by a psychologist who has been well trained in
the
administration of the PCL–R. PCL–R assessments are typically
conducted
as part of the intake assessment and for conditional release
decisions and
are based on a structured interview as well as a thorough review
of all
collateral and historical information. A file search yielded all
available
PCL–R scores and corresponding Factor 1 and Factor 2 scores
as reported
in the official risk assessments. (It is now a requirement of the
Canadian
correctional system that a risk assessment [including a PCL–R]
be con-
ducted on all violent offenders.) However, due to the recentness
of this
policy, 29 offenders from the Springhill sample still required a
PCL–R
rating. Although PCL–R assessments are often based on a
review of file
information and an interview with the offender, research (e.g.,
Grann,
Langstroem, Tengstroem, & Stalenheim, 1998; Wong, 1988) has
consis-
tently shown that assessments based solely on the offender’s
file informa-
21. tion are highly similar to ratings including an interview (see
Hare, 1991)
and are appropriate in the absence of an interview (provided
that there is
sufficient file information to code the PCL–R; files on Canadian
federal
offenders are generally extensive, detailed, and multifaceted).
For the
current study, a graduate student in psychology and a senior
undergraduate
student who had been trained in administering the PCL–R
reviewed all
available official file information and scored the 29 other PCL–
Rs. These
raters were kept blind to the purpose and hypotheses of the
study to prevent
any bias in their scoring of the PCL–R.
File documentation concerning the homicide. The crime
information
was coded directly from the official Criminal Profile Reports
(CPR) and
the Psychological Assessment Reports (PAR) included in the
institutional
files. These two documents are considered to be the most
important and
informative files within each offender’s case file for describing
in detail the
offender’s violent crimes. The CPR is written by a case
management
officer and is based on the official police report (submitted to
the prose-
cutor to allow charges to be laid) and court information (e.g.,
submissions
by the prosecutor). The report is an objective description of the
actual
22. crime as a result of a thorough investigation and court
testimony. Within
the CPR, an official, detailed description (typically 1–2 pages
in length) is
provided for each serious offense. The PAR is a detailed
assessment of the
offender’s psychological status and description of violent
crimes, written
by a psychologist. The extensiveness of the documents
contained within
each inmate’s institutional file clearly was sufficient for
completing both
the homicide coding and the additional 29 PCL–Rs.
Procedure
PCL–R reliability. Interrater reliability of the PCL–R
assessments for
the entire sample was examined in two ways. First, 21 offenders
(16.8%)
were randomly selected for dual coding. In these cases, with the
exception
of the PAR documenting the original PCL–R score, all file
information
available on each offender was made available to the blind
coder. This
check ensured that the original PCL–R scores were accurate, as
expected
given that the original raters were all highly trained
psychologists. For a
second reliability check, a set of 33 cases was randomly
selected for dual
coding. However, for these cases, all details pertaining to the
current
homicide offense were completely removed prior to coding.
Although this
23. practice for assessing reliability has rarely been adopted in
psychopathy
studies, we felt that it was an important measure. The rationale
for this
second test of reliability was that coding in the absence of the
homicide
description would circumvent the possibility of “circularity” or
contami-
nation in scoring the PCL–R. In other words, just as it was
necessary for
homicide coding to be done without knowledge of whether the
offender
was psychopathic (see below), we felt that it was important to
demonstrate
that PCL–R scores were not unduly influenced by knowledge of
the details
of the homicide.
Homicide coding scheme. The characteristics of the 125
homicides
were coded on the basis of pertinent information in the
offenders’ files. To
avoid possible rating bias, the coder was kept unaware of the
PCL–R score
(removed prior to coding). Overall, 13 of the 125 (10.4%)
offenders had
committed more than one homicide; 11 offenders had committed
two
homicides, and 2 offenders had committed three homicides.
However, due
to a general lack of file information concerning “historical”
homicides,
438 WOODWORTH AND PORTER
24. Sylviane Houssais
some of which were from decades earlier, only the most recent
homicide
was coded.
To examine in detailed (rather than dichotomous) fashion
whether the
degree of instrumentality and reactivity associated with
homicide was
associated with level of psychopathy, each homicide was rated
on a
Likert-type scale with possible ratings ranging from 1 to 4.
Based on
Cornell et al.’s (1996) coding criteria for instrumental and
reactive aggres-
sion, as well as an extensive literature review, this was
conceptualized as
a continuum as follows:
1. Purely reactive: In order for a homicide to be rated as purely
reactive,
there had to be strong evidence for a high level of
spontaneity/impulsivity
and a lack of planning surrounding the commission of the
offense. Reactive
violence was coded if there was evidence for spontaneity or
impulsivity, a
rapid and powerful affective reaction prior to the act, and no
apparent
external goal other than to harm the victim immediately
following a
provocation/conflict. A clear example of a purely reactive
homicide is if an
25. unknown victim verbally insulted the perpetrator, who in a rage
immedi-
ately started a fight and proceeded to stab the victim to death
with a
weapon of “convenience” (e.g., a broken bottle in a bar).
2. Reactive/instrumental: To qualify for this rating, the
homicide had to
show evidence for both reactive and instrumental violence.
However, the
primary quality of the violence leading to death had to be
reactivity. For
example, using the example above, the reactive/instrumental
description
would apply if after or during the unplanned fight (and eventual
murder),
the perpetrator elected to rob the victim as well. Thus, the
evidence would
suggest that the homicide was unplanned/reactive but that there
was also a
secondary instrumental, opportunistic component.
3. Instrumental/reactive: To qualify for this rating, the homicide
had to
show evidence for both instrumental and reactive violence.
However, the
primary quality of the violence leading to death had to be
instrumental. For
example, an instrumental/reactive homicide would be coded if
the offender
started to commit a bank robbery but in the process proceeded
to murder
a bank teller after becoming agitated when the teller picked up a
phone. In
this case, a crime occurred for an obvious external gain, and the
homicide
26. was part of this instrumental act. However, the homicide
occurred as a
reaction to unplanned events within the context of the crime.
4. Purely instrumental: For a homicide to be rated as purely
instrumen-
tal, the offense had to have been clearly goal-oriented in nature
with no
evidence of an immediate emotional or situational provocation.
The ho-
micide had to have been committed for a clearly identifiable
purpose other
than “hot-blooded” spontaneous anger or a response to an
immediate
frustration. Therefore, a purely instrumental homicide was
coded if there
was strong evidence that the homicide had been intentional,
premeditated
(nonimpulsive), motivated by a clear external goal such as
drugs, money,
to obtain sex or revenge, and not immediately following a
potent affective
reaction. For example, an offender may have carefully planned,
carried out,
and concealed a homicide in order to steal from the victim. We
also
examined this issue categorically to test whether the
psychopaths and
nonpsychopaths had engaged in primarily reactive (rating of 1
or 2) or
instrumental violence (rating of 3 or 4).
Instrumental violence was then classified further according to
the fol-
lowing categories: primary instrumental violence and secondary
instru-
27. mental violence. Instrumental violence was identified as
primary when its
main purpose was to inflict harm on an individual (e.g.,
revenge) and not
to serve some other purpose such as material gain (e.g., drugs,
money). In
contrast, instrumental violence was considered secondary when
the main
purpose was not to inflict pain on the victim but to achieve a
clear goal
(e.g., drugs, money), and violence was committed only as a
means by
which to achieve these goals. Indeed, it should be noted that
although we
relied heavily on Cornell et al. ‘s (1996) original coding
scheme, after an
extensive literature review we decided to include planned
revenge/
retribution as a potential type of instrumental aggression. This
was meant
to reflect the growing concern of researchers that instrumental
violence,
although planned and nonimpulsive, sometimes is committed
primarily for
the purpose of inflicting pain and harm on another person and
that “hostile”
aggression also should sometimes be viewed as instrumental
(e.g., Bush-
man & Anderson, 2001; Indermaur, 1996; Tedeschi & Felson,
1994).
Therefore, if there was a “cooling off” period, or a discernible
gap in time
between the provocation/frustration and the homicide,
revenge/retribution
was coded as an instrumental motive. Further, the various
28. motivations that
the offenders may have had for committing an instrumental
homicide were
investigated. Specifically, the possibility that the instrumental
violence had
been committed (a) for monetary gain, (b) drugs/alcohol, and/or
(c) re-
venge/retribution, (d) to obtain nonconsensual sex, or (e) for an
idiosyn-
cratic reason was recorded. A homicide was not coded if the
motive or
rationale for committing the homicide could not be determined
or if it was
not possible to ascertain whether the homicide had been
spontaneous or
planned.
As was conveyed in our main coding description above, the
degree of
instrumentality or reactivity associated with a homicide mainly
considered
(a) instrumental gain, (b) impulsivity, and (c) level of
antecedent affective
arousal. We assumed that these dimensions would generally be
closely
interrelated in considering homicidal violence. For example, we
predicted
that a clear instrumental gain would generally be associated
with low
impulsivity and low affective arousal. However, it was
important to ex-
plore empirically how these three main components co-occurred
and how
each related to both the instrumentality ratings and the PCL–R
scores.
Therefore, these three dimensions were coded for the entire
29. sample of the
homicides (and dual coded for a reliability check in 19 [15.2%]
cases) to
allow a careful delineation of their interrelationships and
relationships with
instrumental violence and psychopathy. Trained raters coded for
the pres-
ence or absence of an instrumental gain (evidence or no
evidence), impul-
sivity (not, somewhat, or highly impulsive; Hare, 1991), and
affect arousal
(low, moderate, or high amount of emotional arousal).
(Interested readers
may contact the authors for more detailed information on how
the three
dimensions were coded.)
Results
Preliminary Analyses
PCL–R scores and interrater reliability. For the entire sample,
the mean PCL–R total score was 22.27 (SD " 8.81; range "
1–37). Using the diagnostic cut-off score of !30, offenders were
classified either as psychopaths or nonpsychopaths. Ninety-one
(72.8%) offenders scored below the cut-off and were classified
as
nonpsychopaths, whereas 34 (27.2%) offenders scored within
the
psychopathic range.
A preliminary interrater reliability check was conducted on the
PCL–R scores, using 21 (16.8%) randomly selected case files
for
dual coding. Intraclass correlation coefficients (ICC) were
exam-
30. ined to determine the level of inter-rater reliability for
continuous
scores. Interrater reliability was high/acceptable for PCL–R
total,
Factor 1, and Factor 2 scores (ICCs " .92, .81, and .95, respec-
tively; ps # .001). Further, there was no mean difference
between
the two sets of scores (M " 24.95, SD " 7.91, and M " 25.81,
SD " 6.91, for Rater 1 and Rater 2, respectively), t(40) " .37, p !
.05. Similarly, computing Cohen’s kappa revealed an acceptable
level of agreement between Raters 1 and 2 for classifying the
offenders as psychopaths or nonpsychopaths, kappa " .79, p #
.001 (common guidelines for acceptable kappa scores are #.40 "
poor; .40–.59 " fair; .60–.74 " good; and !.75 " excellent; e.g.,
Cicchetti & Sparrow, 1981; Fleiss, 1981).
To examine the potential problem of circularity or criterion
contamination, a second interrater reliability check was
conducted
on an additional 33 (26.4%) randomly selected files in which
the
439PSYCHOPATHY AND HOMICIDE
Sylviane Houssais
raters were kept blind to the description of the offenders’
current
homicide offense (the description of the offense was removed in
advance of coding). Similar to the initial reliability check,
inter-
rater reliability was high/acceptable for PCL–R Total, Factor 1,
and Factor 2 (.97, .95, and .94, respectively; ps # .001). This
31. analysis established that the PCL–R ratings were valid and
argues
against the possibility of circularity in the ratings.
Interrater reliability for homicide coding. An interrater reli-
ability check was conducted on the variables coded pertaining
to
the characteristics of the homicides. A second well-trained rater
who followed the same coding guidelines as the first rater coded
the homicide variables (the second rater had been trained over a
2-day period and was kept blind to the PCL–R data for each
offender). The reliability check (using 21 randomly selected
files)
indicated that the coded scores were highly reliable.
Specifically,
reliability was high/acceptable for type of homicide, K(21) "
.81,
p # .001, and specific type of instrumental violence, K(21) "
.87,
p # .001.1 An interrater reliability check also was conducted on
the three dimensions of the homicide offenses, using 19
randomly
selected case files. ICCs were used to determine the level of
interrater reliability for these scores. Inter-rater reliability was
high/acceptable for gain, impulsivity, and affect (ICCs " .90,
.95,
and .88, respectively; ps # .001).
Descriptive Statistics
Age. The offenders’ mean age at the time of data collection
was 41.8 years (SD " 10.5; range " 18–67 years). The mean age
at the time they committed the current homicide was 30.0 years
(SD " 9.5; range " 14–55 years). The age at which the offender
committed the current homicide did not differ significantly be-
tween psychopaths and nonpsychopaths ( p ! .05).
32. Characteristics of the victims. The victims’ mean age at time
of death (based on a subset of 68 victims for whom the specific
age
at time of death was listed in the file information) was 31.6
years
(SD " 9.5; range " 3–92). The general age group of the victim
was reported in 100 cases. Eight victims were children (0–12
years
old; 8%), 15 were teenagers (15%), 69 were adults (20–64 years
old; 69%), and 8 were seniors (65 years and older; 8%). In
addition, in 8 cases (6.4%) the offender had more than one
victim
during his current homicide offense.
Relationship Between Psychopathy and Homicide Offense
Instrumental/reactive differences as a function of psychopathy.
Overall, 45 (36%) homicides were purely instrumental, 25
(20%)
were instrumental/reactive, 29 (23.2%) were reactive/instrumen-
tal, 16 (12.8%) were purely reactive, and 10 (8%) could not be
coded. Possible differences in the violence committed by the
psychopathic and nonpsychopathic groups were examined.2 Re-
sults indicated that there was a significant difference between
the
two groups, t(113) " 3.73, p # .001, "2 " .11.3 Specifically,
homicides perpetrated by psychopaths were associated with a
higher degree of instrumentality (M " 3.47, SD " .82) than
homicides committed by nonpsychopaths (M " 2.65, SD " 1.10).
There also was a significant correlation between the continuous
PCL–R total scores (0–40) and the instrumental ratings. Higher
scores on the PCL–R were associated with higher levels of
instru-
mental violence, r(115) " .45, p # .001.4 Psychopaths and non-
33. psychopaths were then compared on whether their violence was
primarily reactive (rating of 1–2) or primarily instrumental
(rating
of 3–4). Results indicated that, overall, 70 (60.9%) of the
offend-
ers had committed a primarily instrumental homicide, whereas
45
(39.1%) offenders had committed a primarily reactive homicide.
Again, a significant relationship between type of homicide and
psychopathy was found. Specifically, psychopathic offenders
were
far more likely, #2(1, N " 115) " 17.96, p # .001, to have used
primarily instrumental violence (93.3%), compared with
nonpsy-
chopathic offenders who were more likely to have committed
primarily reactive rather than instrumental violence (51.6%;
(see
Figure 1). It is interesting that nonpsychopathic offenders
(48.4%)
also were clearly capable of committing primarily instrumental
homicides but to a much lesser extent than psychopaths.
An analysis of the three separate dimensions (affect, instrumen-
tal gain, and impulsivity) revealed that although these
dimensions
were partially interrelated, they each contributed in a
meaningful
way to the instrumental/reactive coding scheme. As expected,
gain
ratings were significantly negatively correlated with impulsivity
ratings, r(109) " $.62, p # .001, and negatively (nonsignifi-
cantly) correlated with ratings of affective arousal, r(48) " $.26,
p " .078, whereas affect and impulsivity were positively corre-
lated, r(50) " .59, p # .001. Further, as expected, gain ratings
were significantly positively related to the instrumental/reactive
ratings, r(112) " .63, p # .001, whereas affect, r(50) " $.54, p #
34. .001, and impulsivity, r(112) " $.84, p # .001, were significantly
negatively related.
A hierarchical regression analysis was conducted with affect,
gain and impulsivity entered sequentially as potential predictors
of
the instrumental/reactive ratings. The model was significant,
adjR
2 " .70, F(3, 44) " 37.36, p # .001. Specifically, when affect
was entered into the model, it significantly predicted
instrumental/
reactive ratings, chR
2 " .27, F(1, 46) " 16.87, p # .001. Next, the
gain dimension was entered and was also found to add signifi-
1 Although kappa is most commonly used when comparing the
reliabil-
ity of dichotomous variables, its suitability for a multileveled
categorical
variable has also been shown to be appropriate (Carletta, 1995;
Howell,
1992).
2 As mentioned in the introduction, from our theoretical
framework we
conceptualized the ratings as representing a continuum. We also
analyzed
the instrumental/reactive data categorically using a
nonparametric ap-
proach and obtained the same pattern of results.
3 When the 29 PCL–Rs that had been completed by the
researchers (on
the basis of file information only) were excluded from this
35. analysis, the
effect size was almost identical ( p # .001, "2 " .12), indicating
the same
pattern of results as obtained with the full sample.
4 Previous literature has suggested that individuals who score
above 20
on the PCL–R also display many of the characteristics of
psychopathy,
although they are not formally labeled as psychopathic.
Therefore, the
sample also was broken down into three PCL–R categories of
low (0–20;
n " 39), medium (20–30; n " 46), and high (30–40; n " 30)
psychopathy.
Similar significant results were again obtained, F(2, 112) "
16.32, p #
.001. Specifically, the high-psychopathy group (M " 3.47/4)
committed
60% instrumental, 33.3% instrumental/reactive, 0%
reactive/instrumental,
and 6.7% reactive homicides. The medium-psychopathy group
(M "
3.04/4) committed 43.5% instrumental, 23.9%
instrumental/reactive, 26.1%
reactive/instrumental, and 6.5 % reactive homicides. The low-
psychopathy
group (M " 2.18/4) committed 17.9% instrumental, 10.3%
instrumental/
reactive, 43.6% reactive/instrumental, and 28.2% reactive
homicides.
440 WOODWORTH AND PORTER
Sylviane Houssais
36. cantly to the prediction model, chR
2 " .31, F(1, 45) " 33.38, p #
.001. Finally, when the impulsivity dimension was included in
the
model, it also significantly added to the prediction model, chR
2 "
.14, F(1, 44) " 21.56, p # .001. However, with all three variables
entered concurrently into the model, only the impulsivity
dimen-
sion uniquely predicted instrumental/reactive ratings, $ " $.65,
t(44) " $4.64, p # .001, whereas affect, $ " $.10, t(44) " $.93,
p " .36, and gain ratings, $ " .181, t(44) " 1.52, p " .14, did not
predict scores independently.
It also was important to examine how the three dimensions of
the homicide offense were related to the offender’s overall
PCL–R
score. Results indicated that although the presence of external
gain
was significantly positively related total PCL–R score, r(112) "
.28, p # .01, the presence of impulsivity was significantly nega-
tively related to total PCL–R score, r(112) " $.26, p # .01.
Affective arousal was negatively related to total PCL–R score,
but
the correlation was nonsignificant, r(52) " $.17, p " .23.
To examine the relative contributions of Factor 1 (F1; interper-
sonal/affective traits) and Factor 2 (F2; antisocial behavior) in
predicting the degree of instrumentality within the homicides, a
regression model consisting of F1 and F2 scores (entered simul-
37. taneously into the model) was conducted. The regression
equation
was significant, adjR
2 " .20, F(2, 112) " 15.65, p # .001.
Although the partial correlation for F1 scores was significant,
r(115) " .37, p # .001, the partial correlation for F2 scores was
not, r(115) " .09, p ! .05, suggesting that F1 but not F2 scores
played a role in predicting the level of instrumentality in the
crime.
These results were confirmed by a calculation of the zero-order
correlations between PCL–R total score, Factor 1, Factor 2, and
the
type of homicide (see Table 1).
Figure 1. Primary nature of homicides as a function of
psychopathy.
Table 1
Zero-Order and Partial Correlations Between Factor 1, Factor 2,
PCL–R Total,
and Homicide Type
Type of correlation Factor 1 Factor 2 PCL–R total Homicide
type
Zero-order correlation
Factor 1 — .53* .85* .46*
Factor 2 — .87* .31*
PCL–R total — .45*
Homicide type —
Partial correlation, with Factor 1 removed
Factor 2 — .09
PCL–R total — .13
38. Partial correlation, with Factor 2 removed
Factor 1 — .37*
PCL–R total — .39*
Note. PCL–R " Psychopathy Checklist—Revised.
* p # .001.
441PSYCHOPATHY AND HOMICIDE
Sylviane Houssais
Psychopathy and victim gender. In 41.6% of the homicides,
the victim was male and in 54.4% cases the victim was female.
The relationship between psychopathy and victim gender was
significant, #2(2, N " 115) " 6.94, p # .05. When victim gender
was known, offenders in the nonpsychopathic group committed
homicides against males (48.4%) and females (47.3%) in
approx-
imately equal numbers, whereas offenders in the psychopathic
group committed homicides more commonly against females
(73.5%) than males (23.5%).
Specific type of instrumental violence. Possible motives be-
hind the type of instrumental violence used were examined. In
16
cases, this variable was not coded because the homicides were
purely reactive with no instrumental component. Ten additional
cases were not coded either because of a lack of information.
Therefore, the sample size for this analysis was 99. Results
indi-
cated that 30 homicides (30.3%) were committed for revenge or
retribution, 24 (22%) for monetary gain, 21 (19.3%) to obtain
nonconsensual sex, 11 (11.1%) occurred in a conflict over a
39. female, 7 (6.4%) were for other reasons, and 3 (2.8%) were to
obtain drugs or alcohol. No significant relation was found
between
psychopathy and the specific type of instrumental violence
committed.
General type of instrumental violence. The final issue exam-
ined was whether instrumental homicides showed primary
instru-
mental violence or secondary instrumental violence. Purely
reac-
tive homicides or those that could not be coded because of
insufficient information were excluded from the analysis. In
addi-
tion, 8 cases were excluded because it was unclear whether
instru-
mental violence should be coded as secondary, primary, or a
combination. Therefore, the sample size for this analysis was
97.
Results indicated that secondary instrumental violence had been
committed in 26 (26.8%) of the homicides, whereas primary
instrumental violence was perpetrated in 65 (67.0%) of the
cases,
and 6 homicides (6.2%) showed a combination of both types of
instrumental violence. Thus, more than twice as many offenders
committed primary instrumental violence compared with
second-
ary instrumental violence. However, no significant relation was
found between psychopathy and the general type of instrumental
violence committed, #2(2, N " 91) " .49, p ! .05.
Discussion
Much research has established a strong connection between
psychopathy and criminal behavior, including violence (see Hart
&
40. Hare, 1997). Psychopaths seem to have few inhibitions to
prevent
callous interactions with others across the life span (e.g., Hare
1996, 1998; Harpur & Hare, 1994; Porter, Birt, & Boer, 2001;
Simourd & Hodge, 2000). However, the current study was the
first
to examine the relationship between psychopathy and the most
serious form of crime—homicide. We predicted that
psychopaths
would show a higher level of instrumentality in their homicides
than nonpsychopaths, who would be more likely to have
commit-
ted reactive crimes of passion. On the other hand, it is also
possible
that given their expected pattern of impulsivity, psychopathic
offenders might have perpetrated spontaneous and reactive mur-
ders (e.g., Hare, 1998).
The results clearly supported the hypothesis that psychopaths
are more likely to engage in instrumental or cold-blooded homi-
cides compared with nonpsychopathic individuals. In fact,
almost
all of the psychopaths had committed a primarily instrumental
murder.5 Our data suggested that nonpsychopathic offenders
were
certainly capable of committing instrumental offenses, but they
did
not show the same clear preference for or tendency toward
instru-
mental violence witnessed in the psychopathic offenders. There
are
a number of possible reasons for this finding. First,
psychopathic
offenders characteristically show a marked lack of empathy
toward
41. others (e.g., Levenston, Patrick, Bradley, & Lang, 2000), and
this
appears to extend to their crime victims. Recent research by
Herpertz et al. (2001) indicated that psychopaths display a pro-
found level of hypoemotionality that could effectively disallow
an
inhibition against acting in a violent manner if it served a
selfish
function. Here, psychopaths appeared to be capable of premedi-
tating and carrying out ruthless, cold-blooded homicides that
many
nonpsychopathic (although potentially violent) individuals
would
be considerably less likely to consider perpetrating (also see
Ab-
bott, 2001). For example, one psychopathic offender (scoring at
the 87th percentile on the PCL–R relative to other inmates) ad-
mitted to police that he had decided to murder an ex-girlfriend
because he felt that she was interfering with his new
relationship,
and he simply decided that murdering her would help resolve
this
issue. Another inmate carefully planned and murdered his wife
because he stood to gain financially from her insurance policy.
It
is likely that few people without the affective deficit associated
with psychopathy would seriously consider such acts, and even
fewer would actually plan and carry them out. It is of note that
previous studies have found that an inability to experience or
anticipate the remorse (characteristic of psychopathy) that is
often
a consequence of aggressive behavior may lead to an increase in
instrumental aggression (e.g., Guerra, Nucci, & Huesmann,
1994;
Kingsbury et al., 1997).
42. It was interesting that the overall level of instrumental violence
characterizing these homicides was substantially higher than ex-
pected on the basis of previous contentions. However, although
there seems to have been a long-standing and widely held belief
that most homicides are reactive, emotional, or even irrational,
there were actually few empirical data to speak to the issue
prior
to the current study. In fact, the current study was one of the
first
to look specifically at the offense of homicide in terms of rich,
well-defined instrumental/reactive criteria. In our view, past
con-
ceptions of homicide greatly underestimated the relevance of
fore-
thought and instrumentality in understanding the phenomenon.
The majority of murderers in this study did not “snap” and kill
another person (although some did) as many might have
expected.
In our view, more research is needed (perhaps by interviewing
the
offenders themselves) to increase our understanding of why so
many homicide offenders “chose” to engage in this type of
violence.
Among the most important findings was that nearly all of the
psychopaths had perpetrated primarily instrumental homicidal
vi-
5 Note that the data reported here do not allow a determination
of
whether psychopaths are more likely than nonpsychopaths to
commit an
instrumental homicide (or less likely to commit a reactive
homicide)
because the prevalence of psychopathy in the general population
is not
43. clear (despite a published estimate of 1%; e.g., Hare, 1996).
Nonetheless,
among those who have committed a murder, nonpsychopaths are
far more
likely to have committed a reactive murder.
442 WOODWORTH AND PORTER
Sylviane Houssais
olence and that so few had committed highly impulsive
homicidal
violence. It has been long understood that individuals with psy-
chopathic qualities will sometimes engage in highly
spontaneous,
impulsive behavior in criminal and noncriminal contexts (e.g.,
Ellis, 1987; Hare, 1996). As noted by Newman and Schmitt
(1998), “[P]sychopathic individuals are notorious for their
failure
to inhibit or modify behaviors that culminate in negative conse-
quences” (p. 527). Given this connection with impulsivity and
lack
of behavioral controls, why were the homicide offenders in the
current study unlikely to have engaged in primarily impulsive,
reactive violence? We think that this pattern could possibly
reflect
selective impulsivity; that is, psychopaths may behave in a more
instrumental manner (or, rather, may behave in a less reactive
and
impulsive manner) specifically for the offense of homicide. It is
possible that when committing an act with such extreme
negative
consequences as with homicide perpetration (e.g., lifetime
44. incar-
ceration), psychopaths may plan their actions in a calculating
fashion because the stakes are high. Although it may seem
some-
what paradoxical that psychopaths would still elect to murder
someone after a more rational appraisal of the potentially
serious
costs of perpetrating the act, this process might be influenced
by an
undersensitive behavioral inhibition system (BIS). Some
research-
ers have suggested that the BIS is weaker in psychopaths who
are
seemingly unable to properly inhibit their behavior even when
presented with serious punishment cues (e.g., Fowles, 1980).
Psychopathic offenders also might be more likely than other
offenders to resist an impulse to kill someone when caught in an
emotion-driven dispute or less likely to experience such
powerful
emotions in the first place. Thus, the impulsive behavior often
seen
in psychopaths outside of the context of homicide may not be
simply uncontrollable or reflect an inability to consider the con-
sequences but rather may be a function of not caring to control
or
inhibit the behavior. In fact, our results indicated that of the
three
dimensions of instrumentality we considered, impulsivity
contrib-
uted most to the variance of the instrumental/reactive scores and
was, surprisingly, negatively related to the overall PCL–R score
in
these homicide offenders. It is clear that this issue must be
inves-
tigated in future research before solid conclusions can be
45. formulated.
The results indicate that the PCL–R factor scores were differ-
entially related to the instrumentality of the homicides. Specifi-
cally, Factor 1 scores accounted for much of the variance
associ-
ated with the instrumentality of the homicides, whereas Factor 2
scores did not significantly contribute to this dimension. These
findings appear to be consistent with Dempster et al.’s (1996)
study of 75 adult male violent offenders attending an inpatient
treatment program for violent offenders. They found that Factor
1
was significantly related to ratings of planning and
instrumentality,
whereas Factor 2 actually had a negative relationship with ele-
ments of planning during the offense (see also Cunningham &
Reidy, 1998; Patrick & Zempolich, 1998).
This study had many strengths in addition to being the first to
examine the relationship between psychopathy and homicide.
Our
results supported the contention of researchers such as Bushman
and Anderson (2001) that many acts of aggression cannot be
categorized as strictly instrumental or reactive but, rather,
contain
elements of both. Further, we had access to a large sample to
study
a poorly understood and highly consequential form of abnormal
behavior, devised a highly reliable and rich coding scheme for
characterizing instrumentality and its basic elements, and
ensured
that no circularity problem was present.
Future studies could explore consistencies (or inconsistencies)
between the offender’s primary motivation (instrumental or
46. reac-
tive) for previous homicides and other violent acts and his or
her
motivation for the current homicide. Research examining
whether
these results would generalize across a range of criminal
offenses
would be useful in testing the validity of our selective
impulsivity
hypothesis (e.g., examining whether psychopaths who had com-
mitted instrumental homicide also had committed reactive, non-
homicidal violence). It is also possible that research examining
particular groups or subcultures could obtain different results.
For
example, research on homicides committed by inner-city gangs,
organized criminals, or terrorists could yield different results
re-
garding both the type of homicides committed and the perpetra-
tors’ motivations.
In conclusion, we carefully investigated the psychological as-
pects of homicide—a type of violent behavior that often seems
incomprehensible to both the public and mental health
profession-
als—and found that the construct of psychopathy contributes
much
to our understanding of the phenomenon. Psychopaths engage in
far more instrumental or cold-blooded homicides than other of-
fenders. Given the wealth of information now available on the
behavioral and personality patterns seen in psychopaths across
the
life span (e.g., Porter, Birt, & Boer, 2001), the homicide
investi-
gator could potentially reduce the field of suspects in difficult
investigations. In terms of treatment planning in the prison
setting,
47. it seems clear that a consideration of psychopathy and the type
of
violence committed is necessary (e.g., anger management would
not seem to be an optimal approach for the psychopathic mur-
derer). Future research should attempt to differentiate
nonpsycho-
pathic offenders (nearly half in this study) who commit
primarily
instrumental homicides from those who commit primarily
reactive
homicides. Further, in light of these results, classic conceptions
of
impulsivity in psychopaths may need to be reconsidered. As we
have argued, it may be that “impulsivity” in psychopaths has
less
to do with a lack of control than with conscious decision
making
that depends on a rapid consideration of the gravity of the
consequences.
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444 WOODWORTH AND PORTER
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Received May 7, 2001
Revision received October 24, 2001
58. Accepted December 18, 2001 !
Call for Nominations
The Publications and Communications (P&C) Board has opened
nominations for the
editorships of Contemporary Psychology: APA Review of
Books, Developmental Psychol-
ogy, and Psychological Review for the years 2005–2010. Robert
J. Sternberg, PhD, James L.
Dannemiller, PhD, and Walter Mischel, PhD, respectively, are
the incumbent editors.
Candidates should be members of APA and should be available
to start receiving
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Search chairs have been appointed as follows:
• Contemporary Psychology: APA Review of Books: Susan H.
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• Developmental Psychology: Joseph J. Campos, PhD
• Psychological Review: Mark I. Appelbaum, PhD
To nominate candidates, prepare a statement of one page or less
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59. committee at the following
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The first review of nominations will begin November 15, 2002.
The deadline for accept-
ing nominations is November 25, 2002.
445PSYCHOPATHY AND HOMICIDE
Sylviane Houssais
9/24/13
1
Paper 1 Guidelines
Lab in Psychopathology
Most Important Things to
Remember
- Do not copy formatting from original article
- Purdue Online Writing Lab
60. 9/24/13
2
APA - General Formatting
-spaced
-point font
date” (see syllabus)
APA – Essential Elements
Method
9/24/13
3
Title Page
61. - Short but informative
- Include most important variables
- Two or three word ‘summary title’
- Appears as header on all pages of paper
- Words “Running Head” appear on title page only
Abstract
including research questions, variables,
hypotheses, results.
is once you have finished writing
the paper itself.
9/24/13
4
Introduction
guidance)
- E.g., psychopathy, instrumental violence, etc.
62. relevant gaps in literature
research context and explain operationalization of
variables
ypotheses
Method
- Participants (Who are they? How many? Where
from? Gender? Age?)
- Materials (PCL-R, Prison documentation)
- Procedure (What was involved in diagnosis of
psychopathy? How were the crimes coded?)
9/24/13
5
Results
not?
-square:
χ2 (1, N = 77) = 12.9, p < .0005
e Table 1)
63. section (they go on separate pages at the end
of the paper)
Discussion
not, why?
literature? Include references
your results?
kind of data you had)
sed on these limitations, what future research
directions could be taken?
9/24/13
6
References
introduction and discussion
- General rule: if you make a claim, you must back it
up with a reference
64. Can be taken from the original article or through
search on PsychInfo
Tables
-square analysis
9/24/13
7
Tables
depression and attitudes toward exercise
9/24/13
8
Start with a regular table in Word and use menu functions to
format, e.g.,
• Center vertically and horizontally
• Cell merging
• Row height adjustment
• Gridlines (Table Borders)
65. To center cell content
OR
- Click Table Properties
- Click Cell
- Click Center under ‘Vertical Alignment’
- Click Paragraph
- Click Centered in ‘Alignment’ menu
9/24/13
9
To merge cells
containing ‘Depression Status’ and the cell next to it).
ll merge” icon (see next slide)
OR
- Click Cell merge
9/24/13
10
66. - the cell that contains “Attitude Toward Exercise”
and the one below
- the cell that contains the chi-square symbol and the
one below
9/24/13
11
To adjust the height of rows
- Click Table Properties
- Click Row
- Click Specify Height
- Play with height until the rows are equal
ee next slide to see table after having adjusted first
two rows
9/24/13
12
Delete vertical gridlines and any
unneeded horizontal gridlines
67. gridlines
- There are different ways of doing this. One way is to select
all cells and clear all gridlines; then re-select cells that
require gridlines and add them one-by-one. (See next few
slides).
9/24/13
13
Adjust borders according to APA rules
Italicize according to APA rules
9/24/13
14
Final formatted table