Over twenty years ago, a particular expert witness guaranteed that the individual on trial for murder would kill again. In that case, the jury found the defendant guilty and sentenced the offender to death. This expert witness was disciplined by his or her professional organization and the Supreme Court spoke strongly against him or her. Extensive research in the last twenty years has greatly informed us about death row inmates. You will examine these findings here.
Using the module readings, a video titled , and the Argosy University online library resources, respond to the following questions:
Describe the myths and facts regarding inmates on death row.
What profiles might be useful to describe inmates on death row?
What kind of profiling would be misleading? Length of paper: 912 typed double-spaced pages to include 34 page session transcript, title page, and references. No abstract or table of contents is required. Do not exceed 12 pages for the entire project, title page through reference page.. Font: Times New Roman, 12 pt
The article applies Blooms (B. S. Bloom, M. D. Engelhart, F. J. Furst, W. H. Hill, & D. R. Krathwohl, 1956) Taxonomy of Educational Objectives, Handbook I: Cognitive Domain to the process of graduate-level writing in counselor education. Blooms Taxonomy is provided as a mechanism to help students develop and demonstrate cognitive complexity when writing comprehensive literature reviews. The article outlines common assumptions held by students operating at each level of the Taxonomy, typical organizational structure and content of papers at each level of the Taxonomy, and tips to move writing to more cognitively advanced levels.
Graduate students in counselor education write numerous papers. One of the more common types of papers assigned is the comprehensive review of the existing literature. Both masters- and doctoral-level students are expected to write literature reviews for courses, and doctoral students eventually use their writing skills for literature reviews in their dissertations.