http://www.merlot.org:80/merlot/ A search of MERLOT materials Copyright 1997-2013 MERLOT. All rights reserved. Sun, 19 May 2013 04:04:07 PDT Sun, 19 May 2013 04:04:07 PDT http://www.merlot.org:80/merlot/images/merlot.gif http://www.merlot.org:80/merlot/ 44 34 http://www.merlot.org/merlot/viewMaterial.htm?id=384148 This site contains information about the problems related to the release of the mentally ill from correctional facilities into our communities. Included on this site are links to the actual program, videos containing updates, discussion boards, information about a model facility that one community is using to combat the cycle of release/re-arrest, along with additional readings on this issue. According to the authors of this site, 2/3 of the mentally ill who are released from our jails and prisons will be re-arrested within 18 months. This program is related to and follows some of the mentally ill offenders who were interviewed for the previous program produced by Frontline, "The New Asylums.״ http://www.merlot.org/merlot/viewMaterial.htm?id=670476 Training application using simulations and an interactive environment to model and display a child's behavior based on interventions applied by the user. Caregivers learn to effectively implement proven behavioral strategies and techniques using game-based technology. The goal is to provide parents and caregivers with an opportunity to learn and practice reinforcing skills they want to see increase and to use extinction to reduce rates of behaviors they would like to see decrease. To progress, the user will have to master the skills of reinforcement and extinction.This is a free app http://www.merlot.org/merlot/viewMaterial.htm?id=80404 The Milgram Reenactment is an authentic reconstruction of one part of Stanley Milgram's Obedience to Authority experiment conducted at Yale University in from 1960 for several years. http://www.merlot.org/merlot/viewMaterial.htm?id=280709 This case has been designed as a focus for learning about the legal, ethical and practice issues emerging from a child protection case scenario. As the case moves from allegations of abuse to planning for permanent care, learners can be asked to interpret and assess an unfolding scenario of complex need and to consider a variety of responses designed both to promote the welfare of the three children and ensure parents' rights are actively considered.The case study consists of five short video clips representing the case at different points in time and offering the different perspectives of key players in the case: an anonymous caller; social workers involved in the initial investigation; a neighbour; a foster carer; and Jasmine Donnelly the thirteen year old daughter of Sharon. http://www.merlot.org/merlot/viewMaterial.htm?id=77330 Describes the positive side of anmial testing and shows that there are standards that scientists must uphold. Testing isn't meant to hurt the animals. http://www.merlot.org/merlot/viewMaterial.htm?id=425948 Instructors conducted a lesson study in which they designed, taught, observed, analyzed and refined a lesson on bystander intervention in a college introductory psychology class.Learning Goals. The academic learning goal of the lesson was to develop students' ability to explain the "bystander effect" and how the presence of other people can affect individual behavior. A broader goal of the lesson was to develop students' ability to explain human behavior in terms of multiple factors or variables, which is an important facet of social science reasoning. This latter goal is important because students often resist the complexity of multiple factors and tend to rely on a single factor to explain behavior--something we call "The One Factor Theory.״Lesson Design. The lesson involved students in developing ideas about why bystanders help or do not help people in need. Prior to the lesson students did a homework assignment (pre-test) in which they read "bystander scenarios" that depict people in need of help. For each scenario they predicted whether the onlooker would help the person in need and then gave reasons why an onlooker would or would not help in the specific situation. In class students compared their answers on the pre-test and compiled a set of factors that influence people in bystander situations. The instructor then introduced a research-based model of bystander intervention, and led a discussion comparing students' ideas to the model. At the end of class each student wrote an individual analysis explaining the similarities and differences between the model and his or her group's ideas of bystander behavior. As a homework assignment, students analyzed another set of bystander scenarios (post-test exercise).Major findings about student learning. On the pre-test students tended to explain helping behavior in terms of the bystander's character and personality (e.g., compassionate people help others). On post-test exercise personality-based explanations decreased and social psychological explanations (i.e., situational factors) increased. During the lesson students generated a wide range of factors involved in bystander intervention and developed plausible explanations for them. In general, they were able to think in terms of multiple factors on the bystander scenarios. Although the lesson evoked the kind of thinking we hoped for, we do not know whether this single lesson changed students' beliefs about the importance of situational variables as determinants of social behavior. For example, during the group discussion some students maintained that character and "upbringing" are primary determinants of bystander actions. The lesson may have uncovered a belief about human nature that influences students' willingness to accept social psychological explanations of behavior. http://www.merlot.org/merlot/viewMaterial.htm?id=83941 A study of how many women are abused while pregnant in West Virginia. http://www.merlot.org/merlot/viewMaterial.htm?id=426428 Psychology Professor, Mark Laumakis (San Diego State University), discusses his experience of transforming his large lecture course. http://www.merlot.org/merlot/viewMaterial.htm?id=227657 This WebQuest is in Spanish and allows students to learn concepts related to leadership theories, ie. Fiedler, Hersey & Blanchard, Vroom-Yetton-Jago... It includes several questionnaires to asset situational variables and to choose the most appropriated leadership’s style.(Permite aprender los conceptos relacionados con las teorías de liderazgo - Fiedler, Hersey & Blanchard, Vroom-Yetton-Jago...-. Incluye diversos cuestionarios para evaluar las variables de situación y elegir el estilo de dirección adecuado.) http://www.merlot.org/merlot/viewMaterial.htm?id=229694 This website is in Spanish. The students can think about manager roles, tasks, responsibilities and skills. This can be carried out by simulating a manager selection process.(Mediante la simulación de un proceso de selección de mandos para una empresa, los estudiantes deben reflexionar sobre los roles y funciones a desempeñar por los mandos y las habilidades necesarias para estos puestos.)