Or, rather, I was formally trained as an historian. But my approach to teaching strategy is essentially an historical approach. I routinely start out a new seminar group with the question, "So:
Reiner 4 Neuroethics 65 Neuroscience has substantially advanced the understanding of how changes in brain biochemistry contribute to mechanisms of tolerance and physical dependence via exposure to addictive drugs.
Promoting a brain disease concept is grounded in beneficent and utilitarian thinking: However such claims may yield unintended consequences by fostering discrimination commonly associated with pathology.
Specifically, the language of neuroscience used to describe addiction may reduce attitudes such as blame and responsibility while inadvertently identifying addicted persons as neurobiological others.
This paper examines the merits and limitations of adopting the language of neuroscience to describe addiction. It argues that the reframing of addiction in the language of neuroscience provides benefits such as the creation of empowered biosocial communities, but also creates a new set of risks, as descriptive neuroscience concepts are inseparable from historical attitudes and intuitions towards addiction and addicted persons.
In particular, placing emphasis on the diseased brain may foster unintended harm by paradoxically increasing social distance towards the vulnerable group the term is intended to benefit. Burgess Hillary Burgess 29 Quinnipiac L. Lawyers need to be able to identify when their clients have legal problems outside of their narrow area of specialty and they need to devise legal solutions that do not violate other areas of law.
However, law students tend to forget a significant amount of the doctrine and policy before they graduate. Researchers have found ways to improve learning, especially for the complex learning that takes place in law school.
Applying these techniques in law school would allow professors to cover more doctrine at more sophisticated levels while knowing that their students will retain much of their lessons throughout their career. This article begins by mapping common law school learning tasks onto a leading taxonomy of learning objectives.
This article argues that the legal curriculum engages all six levels of learning by traditionally teaching the lowest four levels of learning.
However, law schools traditionally test on the highest four levels of learning because this level of thinking is required to practice law competently. To help professors teach all six levels of learning optimally, this article provides a neuroscience and cognitive psychology perspective on how students learn.
This section serves as a reference for any professor interested in how students learn. The article reviews research that indicates that students learn more, at deeper levels, while retaining information longer when they engage in multimodal learning, especially learning involving visual aids and visual exercises.
This article serves three purposes. First, it provides professors with a review of the theoretical and scientific literature on learning theory as it applies to law school. This information will provide professors a reference when they reform the overall legal curriculum, modify teaching strategies, and create innovative teaching methods.
Secondly, this article provides professors with information about teaching methods that increase student learning and retention in law school, on the bar, and for a lifetime career in law.
Third, this article provides concrete guidelines for law faculty interested in incorporating visual aids effectively in their teaching. The article also provides many concrete examples of specific teaching techniques that professors could adopt in their own class immediately.
Burton Angela O. Children in state foster care systems and juvenile prisons are particularly at risk of overmedication with psychotropic drugs. Psychotropic drugs act directly on the brain to affect behavior, emotion, or mood.
Because they are deemed to be highly addictive and susceptible to abuse and diversion into the illegal drug trade, some are designated as controlled substances under the United Nations Convention on Psychotropic Substances, This international treaty requires the United States government to protect the public — including children in state custody — from medically unjustified exposure to psychotropic drugs.A comprehensive review of positive psychology.
Positive psychology. William D. Tillier; Calgary Alberta; Update: Under construction. [page 2] Foreword. The Education Reform Act provides for the establishment of a National Curriculum comprising core and other foundation subjects, to be taught to all pupils of compulsory school age in maintained schools, for each of which there are to be appropriate attainment targets, programmes of study and assessment arrangements.
|Download-Theses||Differences Similarities Between Prescriptive And Descriptive Strategies Schools Business Essay This course is designed for students pursuing accounting or business careers and who are interested in gaining a more thorough knowledge of accounting principles and procedures to analyze financial data.|
|2012 and before.||Course Listing For Courses AC Financial Accounting 3 Credits This course is an introduction to accounting concepts and the elements of financial statements including basic accounting vocabulary and analysis of business transactions from an accounting viewpoint.|
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Law and Neuroscience Bibliography Browse and search the bibliography online (see search box below) Click here to learn more about the Law and Neuroscience Bibliography.. Sign up here for email notifications on new additions to this bibliography..
Graph of the Cumulative Total of Law and Neuroscience Publications: An exploration of the nature and history of capitalism. Global capitalism, colonies and Third-World economic realities. Differences and similarities between prescriptive and descriptive strategies Similarities There is a strong similarity to descriptive and prescriptive strategies.
As the definition reads; descriptive: “what is usually done” or prescriptive: “what can be done most realistically” could end up being the same outcome on many occasions. Differences Between Prescriptive And Descriptive Schools Of Strategy.
Differences and similarities between prescriptive and descriptive strategies Similarities There is a strong similarity to descriptive and prescriptive r-bridal.com the definition reads; descriptive: “what is usually done” or prescriptive: “what can be done most realistically” could end .