Promoting human goods and reducing risk

Rehabilitation should be concerned with equipping offenders with the capabilities and values to live prosocial and personally meaningful lives. is depends on the acquisition of accurate knowledge of the social and physical world, development of a robust understanding of their own values and standards, the ability to pursue their own personal good in specific environments, and being able to utilise the resources they require to overcome routine obstacles in the pursuit of that good. ese two sets of capacities are embedded in a narrative identity that reflects peoples’ commitments, personal projects or goals, and subsequent activities. Narratives are stories of past experience and sets of expectations about future experiences and lives. ey both guide the actions of individuals and shape their experiences and lives (Kekes, 1993; Ward & Stewart, 2003). A person’s sense of who he is emerges from his personal projects and activities in the world.

Human rights and dignity in offender rehabilitation

The concept of human rights is a moral (and legal) one that that is intended to safeguard provision of the social, economic, environmental, and psychological goods necessary for a dignified human life. Over the last 3 years, several papers on the implications of rights-based thinking for the assessment and treatment of offenders have appeared. In this paper, I draw from this work—in particular, the conceptual model developed by Ward and Birgden (2007)—and examine its practice recommendations and implications. First, I analyze the concept of dignity and its role in human rights thinking. Then the Ward and Birgden model of human rights is outlined and ethically justified. Finally, I discuss some of the major assessment and treatment consequences of this human rights approach.

Human rights and forensic psychology

Objectives. Human rights serve to orientate practitioners to the necessary conditions for a minimally worthwhile life for service users, the prerequisites for a life of dignity and a chance at happiness, and the opportunity to incorporate into their life plans cherished values and goals. In this introduction to the special section paper, I discuss the basic concept of human rights and outline their relevance for clinical practice with offenders.

Method. I explore the core values associated with human rights and suggest that one of their primary functions is to protect the internal and external conditions of individuals' agency and their pursuit of better lives.

Conclusion. I briefly outline the three articles comprising this special section of LCP on human rights that address issues of risk, therapeutic jurisprudence, and the rights of detained persons.

Regulatory design strategies and enforcement approaches for research involving human embryos and cloning in Australia and the United Kingdom – time for a change.

This paper examines regulatory design strategies and enforcement approaches in the context of the UK and Australia’s regulation of research involving human embryos and cloning. The aim is to discuss current regulation in view of the impending review of the Research Involving Human Embryos Act 2002 (Cth) and the Prohibition of Human Reproductive Cloning Act 2002 (Cth). It is argued that the type of regulation used in relation to those who are licensed to research in Australia is unsuitable due to an over-emphasis on deterrence and the authoritarian approach taken by regulatory bureaucracies. The cost and efficiency of the current system is also questioned. The central thesis is that a co-regulatory system that combines the existing framework legislation with self-regulation should be adopted for licence holders. Such regulation of licence holders should include responsive regulatory strategies. ‘Command and control’ design strategies and deterrence approaches present in the current regulatory systems for breaches of legislation by non-licence holders and serious breaches by licence holders should be maintained.

Reading room: experiments in posture, movement and comprehension

Participants were required to balance on a seesaw while reading texts in the mirror. They read forward, backward, upside-down and mirror texts while seated. They also crouched, twisted and stretched to read texts from floor to ceiling.

An analysis on human personality and hotel web design : a Kohonen network approach

Having an eye catching and attractive website could help hotels to compete in the vigorous online market. This study attempts to examine the relationship between human personality and the web design preferences. Kohonen Networks were adopted to cluster people with similar personality characteristics and identify their differences on web design preferences. Empirical results indicated people with similar personality traits have similar design preferences. For example, to attract those who got high scores in agreeableness, conscientiousness and openness but low score in neuroticism, a web page should start with a language selection page with introductory movie, one large image on the web page showing hotel interior design with hotel guest in the photo, and with background music.

Wurdi Youang : re-thinking myths about landscape and Indigenous science

Despite recent political attempts to re-write the terra nullius myth for Australia, additional Indigenous sub-myth layers about landscape stewardship and cultural knowledge have been substantially overlooked. Pre-contact Indigenous scientific knowledge, landscape architecture strategies, and land stewardship histories and practices have received little legitimate credibility or academic discourse in this rewriting. One sub-myth is that Indigenous Australians have no astronomical scientific expertise and knowledge and that there is no physical evidence of this expertise. Thus, Indigenous Australians possess no ability to translate Dreaming story to astrological configuration, nor explore astronomy. Such is increasingly becoming a myth as it belies a suite of landscape architectural installations and cosmological narratives now being documented and researched. This paper addresses this myth by bringing forth a review of Indigenous cosmological knowledge for south-eastern Australia, with a substantive discussion about archaeo-astronomical evidence. The paper explains the cultural importance of the Wurdi Youang landscape installation for the Wathaurong community, and its role in Australian landscape architectural histories and practice.

Using models in teaching and learning science

Models can be excellent tools to help explain abstract scientific concepts and for students to better understand these abstract concepts. A model could be a copy or replica, but it can also be a representation that is not like the real thing but can provide insight about a scientific concept. Models come in a variety of forms, such as three dimensional and concrete, two dimensional and pictorial, and digital forms. The features of models often depend on their purpose: for example, they can be visual, to show what something might look like, dynamic to show how something might work, and or interactive to show how something might respond to changes. One model is often not an accurate representation of a concept, so multiple models may be used.
Students’ modelling ability has been shown to improve through instruction and with practice of mapping the model to the real thing, highlighting the similarities and differences. The characteristics of a model that can be used in this assessment include accuracy and purpose. Models are commonly used by science teachers to describe, and explain scientific concepts, however, pedagogical approaches that include students using models to make predictions and test ideas about scientific concepts encourages students to use models for higher order thinking processes. This approach relates the use of models to the way scientists work, reflecting the nature of science and the development of scientific ideas. This chapter will focus on the way models are used in teaching: identifying pedagogical processes to raise students’ awareness of characteristics of models. In this way, the strengths and limitations of any model are assessed in relation to the real thing so that the accuracy and merit of the model and its explanatory power can be determined.

Real science and school science : endless wonder versus the drive to explore

Science may be simply defined as a way of finding out about how the world works. It is often viewed as objective and being built on a step-wise procedural base. The question arises as to whether school science needs to be different to cutting-edge (‘real’) science since the outcomes have different purposes, one requiring scientific breakthroughs, the other being imitative and simple. The divergence between these two realities of science impacts on the development of science curricula in that relevance for students, rather than purely imitating real science, steers science curricula.