Transcript: John Wayne Gacy The Insanity Defense So is the treatment of those who are mentally ill reasonable and just? Drowned all of 5 of her children in a bathtub Didn't think she did anything wrong, because she was trying to "save them from Satan" Initially was convicted of her charges sentenced to life in prison. But the conviction was overturned due to falsified evidence Retrial; was found not guilty by reason of insanity and was admitted to a state mental hospital Jeffrey Dahmer Andrea Yates Gacy was a serial killer who gained notoriety as the Killer Clown for dressing up as “Pogo the Clown” and performing at children's parties and events. He raped and killed 33 young boys and men in Chicago. He claimed that he lost count of how many of his victims he had buried in a crawl space which he dug, and had thrown 5 of them into the Des Plaines River because it had run out of room. He pled not guilty by reason of insanity, and was able to produce psychiatric experts who would testify for his case. This was rejected by the prosecution team due to the measures Gacy took in avoiding detection, which suggested that he was fully aware of the wrongfulness of his actions. - Was obssesed with his deceased mother - Decided to dig up the corpses recently buried women who resembled her, skinned them, and created a skin suit he would wear and various furniture (lampshades, chair upholstery, etc) -Eventually murdered two women - Gein pled not guilty under reason of insanity and was deemed legally insane. After a 11 year stint in the hospital for the criminally insane, he was tried in 1968 and was found guilty of first degree murder. Cassel, E. (2006, July 28). The Second Andrea Yates Verdict. Counterpunch. Retrieved February 09, 2012, from http://www.counterpunch.org/2006/07/28/the-second-andrea-yates-verdict/ 09/15/87 STATE MINNESOTA v. ERIC WARREN HULIN. (n.d.). FindACase. Retrieved February 12, 2012, from http://www.findacase.com/research/wfrmDocViewer.aspx/xq/fac.19870915_0003.mn.htm/qx “Criminal Procedure: Mentally Ill or Mentally Deficient Defendants” Office of the Revisor of Statutes, State of Minnesota. 2012. https://www.revisor.mn.gov/court_rules /rule.php?name=cr-20#20.01 DeMars v. State of Minnesota, 352 N.W.2d 13 (Minn.1984) Daftary-Kapur, T., Groscup, J.L., O’Connor, M., Coffaro, M.A., & Galietta, M. (2011). Measuring knowledge of the insanity defense: Scale construction and validation. Behavioral Sciences and the Law, 29(1), 40-63. doi: 10.1002/bsl.938 Denno, D. W. (2003). Who is Andrea Yates? A short story about insanity. Duke Journal of Gender Law and Policy, 10, 1-139. Retrieved February 1, 2012, from http://ssrn.com/abstract=452040 Donohue, Andrew et al. “Legal Insanity: Assessment of the Inability to Refrain.” Psychiatry (Edgmont). 2008 March; 5(3): 58–66. Gay, Allyson L. “Reforming the Insanity Defense: The Need for a Psychological Defect Plea.” 2010, Vol. 2 No. 10. http://www.studentpulse.com/articles/304/reforming-the-insanity-defense-the-need-for-a-psychological-defect-plea. Linder, D. (2008). Account of the Trial of John W. Hinckley, Jr. UMKC School of Law. Retrieved February 1, 2012, from http://law2.umkc.edu/faculty/projects/ftrials/hinckley/hinckleyaccount.html McShan, J. (2011, June 20). 10 years after drowning children, Andrea Yates may be ready for release. Local News. Retrieved February 09, 2012, from http://www.khou.com/news/local/Attorney-10-years-after-drowning-children-Yates-may-be-ready-for-release-124202199.html Pirelli, G. et al. Meta-Analytic Review of Competency to Stand Trial Research.” Psychology, Public Policy, and Law 2011, Vol. 17, No. 1, 1–53. Roesch, Ronald et al. “Defining and Assessing Competency to Stand Trial.” 23 Feb 2004. http://www.xmission.com/~sgolding/publications/new_ist.htm “The 'insanity defense' and diminished capacity.” Cornell University Law School. Legal Information Institute. http://www.law.cornell.edu/background/insane/insanity.html Williams, P. (2005, January 6). Andrea Yates murder convictions overturned. Crime & Courts. Retrieved February 09, 2012, from http://www.msnbc.msn.com/id/6794098/ns/us_news-crime_and_courts/t/convictions-overturned-mom-who-drowned-kids/ Zapf, P. A., & Roesch, R. “Alternatives to inpatient evaluations of fitness to stand trial.” Analise Psicologica, 1994. (15) p 419-424. Zapf, P. A., & Roesch, R. “Mental competency evaluations: Guidelines for judges and attorneys.” Court Review. 2000 (37) p 28-35. Competency Assessment Instrument (CAI): An Instrument to Assess Competencies of Providers Treating Severe Mental Illness. (n.d.). Retrieved from http://www.desertpacific.mirecc.va.gov/education/cai-item-key-intro-revised-4-2004.pdf Competency Screening Test « Library of Defense. (n.d.). Library of Defense. Retrieved from http://mpdtrainer.wordpress.com/mental/testing/competency-screening-test/ Georgia Court Competency Test (GCCT-MSH) « Library of Defense. (n.d.). Library of Defense. Retrieved from
Transcript: “In terms of musical performance, for example, it is well established that a musician’s mental image of a melody directs how he or she will actually perform it (e.g., Clarke, 1993; Gabrielsson, 1999; Krumhansl, 1992; Woody, 1999). Thus, a teacher may talk at length about treating the melody differently and even model it repeatedly, but until there is a change in the student’s internal representation of the melody (e.g., what it should sound like), there is no reason to expect a reliable change in performance.” Woody 2006. Brenner, Brenda & Strand, Katherine (2013). A Case Study of Teaching Musical Expression to Young Performers. “Research has confirmed that musicians consider the development of expressive abilities to be an important-if not the most important- part of practice (Kostka, 2002; Lindstrom et al., 2003; Woody, 2000).” (Woody, 2006) "If working with a developing musician, a teacher who asks for a melody to be performed “like liquid velvet” might do well to provide a model of what that sounds like, then explicitly direct attention to the salient musical properties of that model.” Instructional Techniques! Instructional Approaches Expressive Performance- communicating emotions, playing to an audience (Van Zilj & Luck, 2012) “Attention to performer-felt emotion also seems to have an established place in the expressive training of student musicians. Although a few subjects in this study expressed a clear preference for concrete musically based instruction (e.g., “expression has to be translated into technical terms rather than adjectives”), the majority of respondents seemed accustomed to being taught with feeling-oriented terminology.” Broomhead, Paul (2006). A Study of Instructional Strategies for Teaching Expressive Performance in the Choral Rehearsal. "(a) spend more time playing than talking or listening, (b) take advantage of opportunities outside of class to teach some historical and theoretical aspects of the work, and (c) introduce music history and theory according to student readiness." "Research conducted by Persson (1193, 2001) and Linstrom et al. (2003) suggests that musicians seem to be of the opinion that a performer has to experience certain emotions in order to be able to perform in an expressive way." (Van Zijl and Sloboda, 2010) “lessons were rarely guided by explicit goals, tasks or systematic teaching patterns” Emotional Performance- feeling emotions while performing (Van Zijl and Sloboda, 2011), more inwardly focused (Van Zijl and Luck, 2012) “Whereas in the case of emotional playing one was ‘just feeling and enjoying the music’, in the case of an expressive performance some awareness of the act of performing was required.” (Van Zijl and Sloboda, 2010) When teaching expressive performance, some musicians avoid verbal instruction directed at concrete musical properties (e.g. “in a phrase like this, it is appropriate to slow down at the end”) in favor of visual imagery and emotion-based metaphorical language (Barten, 1998; Davidson, 1989; Laukka, 2004; Sheldon, 2004). This approach may reflect a belief that musicians should create personal expressive renditions based on felt emotion (Laukka, 2004; Lindstr6m, Juslin, Bresin, & Williamon, 2003), rather than “simulating expressivity” through explicit planning of dynamics and tempo changes (Woody, 2000, p. 18). Why is this important? Experienced Emotions “Research indicates that movement characteristics and visual aspects are very important for the experience and judgement of a performance by an audience (e.g., Armontraut, Schutz & Kubovy, 2009; Davidson, 1993; Juchniewicz, 2008; Schutz, 2008).” (Van Zijl & Luck, 2012) Some Definitions! "Achieving a more expressive performance may often be as much a matter of attending to mindset as attending to musical skills.” "The teachers uniformly defined the processes by which a performer develops expressiveness as technical skill plus interpretation plus creativity or spontaneity" Hendricks, Karin S. (2010). Investing Time: Teacher Research Observing the Influence of Music History and Theory Lessons upon Student Engagement and Expressive Performance of an Advanced High School String Quartet. Broomhead, Paul, Skidmore, Jon B., Eggett, Dennis L., & Mills, Melissa M. (2012). The Effects of a Positive Mindset Trigger Word Pre-Performance Routine on the Expressive Performance of Junior High Age Singers. Woody, Robert H. (2000). Learning Expressivity in Music Performance: An Exploratory Study. Emotional and Expressive Performance Karlsson, Jessika and Juslin, Patrik N. (2008). Musical expression: an observational study of instrumental teaching. Van Zijl, Anemone G.W., & Luck, Geoff (2012). Moved through music: The effect of experienced emotions on performers’ movement characteristics. Psychology of Music, 41 (2), 175-197. DOI: 10.1177/0305735612458334. Van Zijl, Anemone G.W., & Sloboda, John (2010). Performers’ experienced emotions in the construction of expressive musical performance: An
Transcript: Emotovisim and Moral Principles Emotivism States that moral statements (conclusions) are not said to be true or false, but instead are expressions of emotion; explanations on how one feels, not statements or facts Example: "Wahoo!" or "Ugh" Explains how one feels (emotion) toward a specific topic without portraying an opinion, even if the statement declares the topic to be right or wrong, good or bad. "Increasing student tuition is bad for furthering education" really is saying, " Increased student tuition-ugh!" -by stating something to be good/bad or right/wrong, is furthering one's opinion on how they feel about a subject, but the emotion that one expresses about a topic can be displayed to be good/bad or right/wrong, but doesn't mean that the statement is correct, because it is simply their opinion. -same two statements can be interpreted differently based on their emotivism by how they say it Review Questions Moral Principles - adding moral principle improves the support to a moral arguement Example: -Spanking inflicts unnecessary pain on a child. Therefore, spanking is wrong. -It is wrong to inflict unnecessary pain on a child. Spanking inflicts unnecessary pain on a child. Therefore, spanking is wrong. -This why the moral principles/premises are left out of an arguement because it is already assumed that generally, it is already agreed upon. -Conclusion of a moral arguement, is a moral statement (judgement) about exact kind of action-statement of right or wrong. Moral principle (premise) is a statement expressing a broader class of options to act upon, meaning different conclusions will develop among different individuals . Example: Generally, everyone would agree that murder is wrong, but with comatose patients may cause a moral agruement based off of what is considered "murder". 1. Some insist that patients living under a coma believe their lives should be ended because they are not "truly" living life 2. Others would argue that as long as a patient is breathing, than life should not be taken from them. Example (continued): 1. Murder is the taking of one's life. Coma patients don't live a conscious life. Therefore, it is not wrong to take the life of a coma patient. 2. Murder is the taking of one's life. Coma paitents are still considered alive. Therefore, it would be wrong to take the life of a coma patient. Generally Accepted Moral Principles Personal Benefit: Acknowledge the extent to which an action produces beneficial consequences for the individual in question. Principle of Benevolence: Help those in need. Principle of Harm: Do not harm others. Principle of Honesty: Do not deceive others. Principle of Lawfulness: Do not violate the law. Principle of Autonomy: Acknowledge a person's freedom over his/her actions or physical body Principle of Justice Acknowledge a person's right to due process, fair compensation for harm done, and fair destribution of benefits. Rights: Acknowledge a person's rights to life, information, privacy, free expression and safety. Find the Moral Principle 1. No prisoner of war should ever be intentionally mistreated. Toturing prisoners of war is a case of intentional mistreatment. Prisoners of war should not be tortured. The End! Is the connecting premise that influences a certain conclusion ; known as moral premise -Emotivism? True or False 1. "Ice cream, yay!" 2. I've never liked ice cream. 3. School is hard. 4. Off to school....sigh. Videos!! -"Disneyland- yay!" versus, "Disneyland-boo." Review Questions There is a large amount of agreement on basic moral principles, but how to define what is moral is what triggers arguements. Presented By: Karen Tepe & Carissa Brander -To focus in on a specific conclusion, we need nonmoral statements (premises) to bridge the gap between moral principles and opinion on conclusion. Example: - moral principle (premise) is often missing because it is often already implied with the first premise and conclusion alone Example: Both statemetns are not disagreeing but simply venting their emotion towards a topic Says that moral disagreement is impossible since moral expressions are not statements, therefore they connot contridict one another -The foundation of a moral arguement is not in the moral principles but in the nonmoral principles.
Transcript: The Philippines! <3 In the Philippines, there are between 120 and 175 languages, depending on the method of classification. Four languages no longer have any known speakers. Almost all the Philippine languages belong to the Austronesian language family. Of all of these languages, only 2 are considered official in the country, English and Tagalog. At least 10 of these languages are considered major and 8 of these are given some status as auxiliary languages Dabakan Pakiusap Huwag Po Tayo Mag Vandials Look Mr. Handspiker i can make a prezi :) http://www.thewiplist.com/top-100/?lista=cat__Music-loc__Philippines&tipoLista=completa An example of the language and the only one i had time to find is...... Filipino music is generally played with traditional and indigenous instruments like a zither with bamboo strings, tubular bamboo resonators; wooden lutes and guitars and the git-git, a wooden three-string bowed instrument. In fact you may come across Filipino communities having their individual folk songs to be sung on special events like hele, a lullaby, the talindaw, a seafaring song, the kumintang, a warrior song and the kundiman, a love song I Also Found.... If you want to know about the culture of Philippines, you must explore the Music and Dance of Philippines. Music and Dance are essential forms of expression in a particular culture. Tebon Translation: Take Not The Living Drug Philipineo Dancers <3 The Top 7 Songs in The Philippines Today! Bawal Pumasok Ang Hindi Nakatira
Transcript: according to... http://healthpsych.psy.vanderbilt.edu/Aromatherapy.htm Eucalyptus * The smell of burning plants and wood * Animal fats fooked with therapeutic plants contained "healing properties" ** Olfactory Bulb- Part of the brain, influences emotions and memories, and other basic human functions Helps with muscle aches ("relaxes nerves") and relieves stress Helps with dandruff and arthritis Chamomile Aromatherapy and Relaxation Patchouli Lavender Rosewood Works Nasal Cavity Olfactory Neurons many Helps with headaches and nausea History How it Peppermint Myrrh Ginger Helps with colds, circulation, and arthritis Types Affects the Olfactory System many, Frankincense of aromatherapy Aromatic Substances http://healthpsych.psy.vanderbilt.edu/Aromatherapy.htm http://tlc.howstuffworks.com/family/history-of-aromatherapy.htm http://www.medicalnewstoday.com/articles/10884.php http://www.medicalnewstoday.com/releases/99296.php Cedarwood Eucalyptus The Limbic system of the brain and Dates back to Ancient Civilization These civilizations include: Babylon, Egypt, Rome, Arabia, China, Europe, etc. The farthest back date, to reconciliation, is 2000 BCE So valuable, it could start a war Popular Ancient Scents: Frankincense, Eucalyptus, ginger, patchouli, rosewood, myrrh Believed to: enhance the flavor of food, moisturize skin, relax muscles, repel insects, and "heal wounds" Affects emotions and memories Chemicals enact to help a person reach a more relaxed, calm, or stimulated state of mind Modern discoveries prove that it is more mental and not really physical *** Short Term*** How it was discovered.... Helps with depression, stress, and muscle relaxation Jasmine http://tlc.howstuffworks.com/family/aromatherapy-lemongrass.htm Works Cited Lemongrass Helps with headaches, insomnia, nausea, and stress more! Olfactory Bulb Helps with depression- mental relaxation
Transcript: What has shaped me? Perspectives silly peaceful accepting relaxed by: Abbey Barney musical godly compassionate kind impatient purposeful imaginative reserved fun intelligent open stubborn Who Am I? stubborn seeking hopeful Interests because of my personality active Jackson, MI cautious
Transcript: Zimbardo Early Years Born March 23, 2011 His parents were Sicilian immigrants. and if that's not enough.... and if that's not enough.... Nevertheless.... Can you imagine a 6 year old delivery boy? You know thet guy that did that behavioral experiment on obediance and authority...without the subjects knowing they were being studied? Where he was Summa Cum Laude The experiment Philip Zimbardo The end 6 months Where he ended up running back into Stanley Milgram 31 times!
Transcript: The Book Says: Pioneer Psychologist From the Ch. 11 crew! Skills Interest Future Professors How would you...? What do we hope to achieve in our career? choosing " Something you think about, when you dont have to be thinking about anything." The Book Says: LIF but its not Everything As a social worker, how would you advise women in their childbearing years who frequently abuse drugs and psychoactive substances? p. 53 How would you explain to a worried parent that a sudden loud cry does not necessarily signify pain? Earning a living and choosing an occupation are important themes of early adulthood... Carl Rogers Choosing a career is a big part of... What should you consider when a career? One student said Thank you! We can still go to heaven even if we dont get the job we dreamed about Students Status: Become a pillar in your community Security: Salary, Benifits Happiness: Do you enjoy what you do? Does it support your lifestyle? Shaila Rachel Josh Skills Interest Demand Schedule
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