...Q) Evaluate the use of a longitudinal research design when considering upbringing as an explanation for criminal behaviour. (15) A) Longitudinal studies are psychological investigations carried out over a long period of time, or at various intervals over a long period of time. They allow psychologists to study changes in behaviour and, for instance, partiality to crime, and how this behaviour and the attitudes of those partaking in such behaviour change over time and why. But there is a flaw in the fact that longitudinal studies like Farrington, et al., have many extraneous variables that can affect the validity of the results. This is not an issue for studies like Wikstrom & Tafels Peterborough Youth Study, which was a snapshot study â a study conducted at just one point in time â and consists of a singular analysis of the school reports of 2,000 14/15 year olds and one interview, thus making the practicality of psychological research far easier than the 40 year-long longitudinal study Farrington conducted. On top of this, the most commonly used approach to collecting data from longitudinal research is self-report; both Farrington and Wikstrom & Tafel used them. Self-report techniques are a good indicator of partiality to criminal behaviour because you can ask personal questions and learn about smaller crimes that unreliable criminal records (used by Farrington in a bid for concurrent validity) and school reports (used by Wikstrom and Tafel for the same purpose) omit...
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...SAJ DEVSHI (C) AQA Psychology (A) Psya2 A* Students Model Essays The A* Students Handbook For More Psychology Resources visit: www.Loopa.co.uk C HAPTER 1 A little about me Firstly thank you for purchasing this book for AQA Psychology Psya2 (Paper 2). A bit about me: My name is Sajan Devshi and I was a private student that self-taught myself AQA Psychology from 2011-2012 and I received my certificate in January 2013 Achieving an A* Grade. The certificate you can view on my website http://www.loopa.co.uk - You can also get my other A* model essay answers from there too for the other topics I did. I achieved an A* grade overall scoring two A’s in Psya1 and Psya2 as well as 100% in both my A2 exams (Psya3 and Psya4) My final score was 373/400 ums points. (You only needed 90% in A2 and 320 for an A* grade). So basically I didn’t just beat the boundary - I absolutely smashed it. How did I do it? It wasn’t easy and I am by no means some savant genius. I made great notes and essays that simplified things for me as I had no teachers and it is these notes I share with you now for Psya2 and the essay questions that can be asked for it. If your curious to know more about me you can visit my website at http://www.loopa.co.uk There it tells you more about me, how I self-taught myself as well as contact me directly for help and advice as well as get my other essay answers there instantly. Theres also great resources there too with more added on a weekly basis...
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...STUDENTS’ ATTITUDES TOWARDS COUNSELLING: A CROSS-CULTURAL STUDY by KATLEGO FANDIE This thesis is submitted in accordance with the requirements for the degree Philosophiae Doctor in the FACULTY OF THE HUMANITIES DEPARTMENT OF PSYCHOLOGY at the UNIVERSITY OF THE FREE STATE BLOEMFONTEIN January 2015 Promoter: Prof. L. Naudé DECLARATION I declare that the thesis hereby submitted by Katlego Fandie for the degree Philosophiae Doctor at the University of the Free State is my own independent work and has not previously been submitted by me at another University/Faculty. I further more cede copyright of the thesis in favour of the University of the Free State. SIGNATURE: _____________________________ DATE:____________________________ i DECLARATION OF SUPERVISOR ii PROOF OF LANGUAGE EDITOR 083 2877088 +27 51 4367975 corrieg@mweb.co.za CORRIE GELDENHUYS POSBUS 28537 DANHOF 9310 3 January 2015 TO WHOM IT MAY CONCERN Herewith I, Cornelia Geldenhuys (ID 521114 0083 088) declare that I am a qualified, accredited language practitioner and that I have edited the following PhD thesis by Katlego Fandie: STUDENTS’ ATTITUDES TOWARDS COUNSELLING: A CROSS-CULTURAL STUDY All changes were indicated by track changes and comments, to be addressed by the researcher. ............................................................ C GELDENHUYS MA (LIN – cum laude), MA (Mus), HED, HDLB, UTLM ACCREDITED MEMBER OF SATI –...
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...Vondráčková ADDICTIVE BEHAVIOUR ON THE INTERNET Thesis Supervisor: Assoc. Prof. David Šmahel, M.Sc. et Ph.D. Brno 2012 I declare that I have written this thesis independently and all cited resources have been listed in the references. Praha 20 November, 2012 Petra Vondráčková Acknowledgements I would like to thank my supervisor David Šmahel for his invaluable help and guidance, and also for the opportunity to get the valuable experience in doing the research in psychology. Many thanks also to my colleague Jaroslav Vacek for inspiring discussions that we have had on this topic. I would also like to thank the co-authors of presented texts. In addition, special thanks are due to the people who were willing to participate and shared their own experience with Internet use and addictive behaviour on the Internet. Content 1. Introduction 8 2. Theoretical background 10 2.1. Behavioural addiction 10 2.1.1. Defining the concept 11 2.1.2. Classification of behaviour addictions 12 2.1.3. Behavioural addiction in the context of diagnostic manuals of mental disorders 13 2.1.4. Similar traits of behavioural and substance addictions 15 2.2. Internet addiction 24 2.2.1. Historical background and main research areas 26 2.2.3. Identification of Internet addiction 28 2.2.4. Prevalence rates of Internet addiction 32 2.2.5. Correlates of Internet Addiction 35 2.2.6. Treatment of Internet addiction 37 2.2.7. Future research directions 39 3. Comparing...
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...Vondráčková ADDICTIVE BEHAVIOUR ON THE INTERNET Thesis Supervisor: Assoc. Prof. David Šmahel, M.Sc. et Ph.D. Brno 2012 I declare that I have written this thesis independently and all cited resources have been listed in the references. Praha 20 November, 2012 Petra Vondráčková Acknowledgements I would like to thank my supervisor David Šmahel for his invaluable help and guidance, and also for the opportunity to get the valuable experience in doing the research in psychology. Many thanks also to my colleague Jaroslav Vacek for inspiring discussions that we have had on this topic. I would also like to thank the co-authors of presented texts. In addition, special thanks are due to the people who were willing to participate and shared their own experience with Internet use and addictive behaviour on the Internet. Content 1. Introduction 8 2. Theoretical background 10 2.1. Behavioural addiction 10 2.1.1. Defining the concept 11 2.1.2. Classification of behaviour addictions 12 2.1.3. Behavioural addiction in the context of diagnostic manuals of mental disorders 13 2.1.4. Similar traits of behavioural and substance addictions 15 2.2. Internet addiction 24 2.2.1. Historical background and main research areas 26 2.2.3. Identification of Internet addiction 28 2.2.4. Prevalence rates of Internet addiction 32 2.2.5. Correlates of Internet Addiction 35 2.2.6. Treatment of Internet addiction 37 2.2.7. Future research directions 39 3. Comparing...
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...history of psychology, and current paradigms and theories. We will cover neuroscience, sensation, perception, memory, and language, stress and health psychology, personality and social psychology, intelligence, and developmental psychology. Because of time limitations, none of these topics can be covered in great depth. The reference textbooks and the material presented in class will serve as the primary sources for the material to be covered. INTRODUCTION TO THE STUDY OF PSYCHOLOGY Psychology is the scientific study of behaviour and mental processes. It is an academic and applied discipline involving the scientific study of mental processes and behaviour. Psychology also refers to the application of such knowledge to various spheres of human activity, including problems of individuals' daily lives and the treatment of mental illness. It is largely concerned with humans, although the behaviour and mental processes of animals can also be part of psychology research, either as a subject in its own right (e.g. animal cognition and ethnology), or somewhat more controversially, as a way of gaining an insight into human psychology by means of comparison (including comparative psychology). Origins of the psychology Near the end of 19th century things started drawing together. Questions raised by philosophers were being examined by physiologists, and vice versa. a. What is the relationship between the mind and the body? b. Why do people loose their minds? What is insanity? c. How do we...
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...your research project your research project a step-by-step guide for the first-time researcher NICHOLAS WALLIMAN with Bousmaha Baiche SAGE Publications London • Thousand Oaks • New Delhi To my wife, Ursula © Nicholas Walliman 2001 Chapter 2 © Dr Bousmaha Baiche 2001 First published 2001 Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act, 1988, this publication may be reproduced, stored or transmitted in any form, or by any means, only with the prior permission in writing of the publishers, or in the case of reprographic reproduction, in accordance with the terms of licences issued by the Copyright Licensing Agency. Inquiries concerning reproduction outside those terms should be sent to the publishers. SAGE Publications Ltd 6 Bonhill Street London EC2A 4PU SAGE Publications Inc 2455 Teller Road Thousand Oaks, California 91320 SAGE Publications India Pvt Ltd 32, M-Block Market Greater Kailash – I New Delhi 110 048 British Library Cataloguing in Publication data A catalogue record for this book is available from the British Library ISBN 0 7619 6538 6 ISBN 0 7619 6539 4 (pbk) Library of Congress catalog record available Typeset by Keystroke, Jacaranda Lodge, Wolverhampton. Printed in Great Britain by The Cromwell Press Ltd, Trowbridge, Wiltshire CONTENTS Acknowledgements Introduction 1 2 3 4 5 6 7 8 Research and the Research Problem Information...
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...NOT FOR DISTRIBUTION: USE ONLY IN COMPLIANCE WITH COPYRIGHT: DAVID RISSTROM AN INTERPRETATION OF LAW IN CONTEXT Bottomley, S., Gunningham, N. and Parker, S., 1991, Law in Context, The Federation Press, Leichhardt. { } = additional material from lectures. ( ) = my comments. (See ‘x’) refers to book page number. A short (somewhat boring) message from the summary executioner before you dive in; These notes are an interpretation of the book Law in Context and the lectures given as part of the 1991 Course. They are not a satisfactory substitution for reading the text. You are only likely to get the maximum value out of this summary by reading it in conjunction with the text. The question of ‘the law in whose context’ may be worth keeping in mind as you read. This is an interpretation seen through my eyes, not yours. My comments are not unbiased, as it is as equally unlikely that yours may be. So my ‘advice’ is consider what is said here and in the book considering the need to understand the ‘mechanics’ that help make sense of the more involved themes that develop in the book as you progress through Law in Context. The observations, important in their own right, may be particularly useful for seeing how their often ubiquitous expression is taken as ‘normal’ in the areas of wider society, such as in discussions of economics and power. It is unlikely that you will find any ‘right answers’ from this summary, but I do hope it helps you in synthesising...
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...SECOND 21ST CENTURY ACADEMIC FORUM CONFERENCE AT HARVARD MARCH 8 - 10, 2015 MARTIN CONFERENCE CENTER HARVARD UNIVERSITY BOSTON, MA USA Teaching, Learning, and Research in the “Just Google It” Age CONFERENCE PROCEEDING VOL. 5, NO.1 ISSN: 2330-1236 Table of Contents Authors Paper Title Page Maryam Abdu Investigating Capital Structure Decisions and Its Effect on the Nigerian Capital Market 1 Norsuhaily Abu Bakar Rahimah Embong Ibrahim Mamat Ruzilawati Abu Bakar Idris Abd. Hamid Holistically Integraded Curriculum: Implications for Personality Development 16 Sandra Ajaps Geography Education in the Google age: A Case Study of Nsukka Local Government Area of Nigeria 30 Helen Afang Andow Impact of Banking Reforms on Service Delivery in the Nigerian Banking Sector 45 Billy Batlegang Green IT Curriculum: A Mechanism For Sustainable Development 59 Rozeta Biçaku-Çekrezi Student Perception of Classroom Management and Productive Techniques in Teaching 74 Thomas J.P.Brady Developing Digital Literacy in Teachers and Students 91 Lorenzo Cherubini Ontario (Canada) Education Provincial Policy: Aboriginal Student Learning 101 Jennifer Dahmen Natascha Compes Just Google It?! But at What Price? Teaching Pro-Environmental Behaviour for Smart and Energy-Efficient Use of Information and Communication Technologies 119 Marion Engin Senem Donanci Using iPads in a dialogic classroom: Mutually exclusive or naturally compatible? 132 Nahed Ghazzoul Teaching and Learning in...
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...# 2011 University of South Africa All rights reserved Printed and published by the University of South Africa Muckleneuk, Pretoria EDPHOD8/1/2012Ã2014 98753223 3B2 Karin-mod Style CONTENTS Learning unit PREFACE SECTION 1 A theoretical framework 1 The pastoral role of the educator in South African public schools: a theoretical framework SECTION 2 Practical examples 2 Understanding cultural diversity in my public school classroom 3 The ABC of building schools for an integrated South African society à diverse people unite 4 Education for human rights and inclusivity 5 Child abuse: an educator's guide for the Senior Phase and FET 6 HIV/AIDS education at school 7 Educators' pastoral role in their schools and communities: an opportunity to care SECTION 3 Crisis and trauma in adolescence 8 Crisis: the theory 9 The crisis intervener and the person in crisis: prevention, prejudice and the intervener 10 Crisis intervention: general models 11 The skills for ensuring a positive relationship and interview between the crisis intervener and the adolescent in crisis SECTION 4 The religious world of the learner 12 Understanding religious diversity in my school 186 122 136 144 168 16 24 41 57 81 92 Page (iv) 2 EDPHOD8/1/2012±2014 (iii) PREFACE The study material for this module comprises four sections. Section 1: The theoretical framework for the pastoral role of the educator (see learning unit 1) Section 2: Practical examples to illustrate the applied competence of the community...
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...THE NERVOUS SYSTEM The nervous system allows the animal to quickly detect, communicate and co-ordinate information about its external and internal environment so it can make efficient appropriate responses for survival and/or reproduction. The two major parts of our nervous system are the central nervous system (CNS) and peripheral nervous system (PNS). The CNS is made of the brain and spinal cord. The cranial nerves, spinal nerves and ganglia make up the PNS. The cranial nerves connect to the brain. The cranial and spinal nerves contain the axons (fibres) of sensory and motor nerve cells. Nerve cells areas are also known as neurons. Neurons are the basic unit of the nervous system. They carry information or impulses as electrical signals from one place to another in the body. There are 3 types of neurons: Sensory Neurons- Sensory neurons carry electrical signals (impulses) from receptors or sense organs to the CNS. Sensory neurons are also called afferent neurons. The cell body of sensory neurons is outside the CNS in ganglia. Motor Neurons- Motor Neurons Carry Impulses From The CNS To Effector Organs Motor Neurons Are Also Called Efferent Neurons. The Cell Bodies Of Motor Neurons Are Inside The CNS. Interneurons- These are also called intermediate, relay, or associative neurons. They carry information between sensory and motor neurons. They are found in the CNS. TOP The Structure of Neurons A Neuron consists of THREE MAIN PARTS: A. CELL...
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...nor is it possible to ignore the effects of factors outside the workplace on a person's status at work. To seek equality at work without seeking equality in the larger society – and at home – is illusory.Thus an examination of the issues surrounding women, gender and work must be holistic. That means considering the role of productive work in life as a whole and the distribution of unpaid work as well as the myriad questions relating to employment. This important anthology brings together the thinking of leading philosophers, economists and lawyers on this complex subject. Selected recent articles from the multidisciplinary International Labour Review are assembled for the first time to illuminate questions such as how we should define equality, what equal opportunity means and what statistics tell us about differences between men and women at work, how the family confronts globalization and what is the role of law in achieving equality. There is an examination of policy – to deal with sexual harassment and wage inequality, for example, as well as part-time work, the glass ceiling, social security, and much more. A major reference on the best of current research and analysis on gender roles and work. Martha Fetherolf Loutfi has been Editor-in-Chief of the International Labour Review, a Senior Economist for the Brandt Commission and in the ILO’s Employment and Development Department and an associate professor of economics. She has written books and articles on ...
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