![]() "It is of utmost importance to secure individuals with extensive knowledge of capital laws. Highly skilled and experienced investigators are expensive and so are highly skilled and experienced criminal attorneys," the statement says.ĬRIME NEWS: Three Killed in Montgomery County "After careful research of this capital murder case, we have determined a great need for extensive investigations. The Mississippi Supreme Court has overturned convictions or ordered a new trial in some cases in which he testified. He drew criticism for conducting about 1,500 autopsies a year, and in 2008 the state dropped him from its list of recommended pathologists. Hayne, who lacks national board certification in forensic pathology, for many years performed most of the autopsies in the state. He testified she was shot twice when she was already down. He testified she probably was shot in the thigh first, then the left buttocks, the chest and then in the head. Hayne also testified in the penalty phase of the case to decide if Hughes would get a death sentence or life in prison without parole.ĭuring the penalty phase, Hayne testified Banks would have been conscious during at least two gunshot wounds for 15 to 20 minutes, except for the last one when she was shot in the back of the head. ![]() Hayne testified Banks was shot four times, including once in her head, and stabbed at least three times, but Hayne said he believes Banks already was dead when she was stabbed. I believe that this science-focused, student-centered approach is at the heart of good teaching.Hayne, a forensic pathologist, testified for the prosecution in Hughes' case. Effective active learning components I use include small group discussions, classroom debates, and requesting students to react to controversial material or provide personal examples of course concepts. My ideal classroom is an active learning environment with students talking as much as the instructor. I gauge student learning in class by using real-time questions and evaluate learning progress via varied activities, including writing assignments, classroom participation, and group and individual presentations, in addition to objective and essay exams. I provide clear learning objectives at the start of each topic and offer a summary of key points after each lecture. In terms of organization, I communicate clear course expectations and provide feedback after exams and papers. In my lab, students learn the theories that drive the research and the hypotheses that govern particular experiments, as well as the "whys" behind each informed consent, each test, very survey and debriefing. I also recruit and mentor undergraduate students for my own research, as well as assist them in projects they have spearheaded. I share up-to-date information about the methods, theories, and findings of psychology in my classes. My role as a cognitive aging researcher is interwoven with my role as an instructor. To provide quality teaching, I integrate teaching with science, in the classroom and in research mentoring. ![]() ![]() I facilitate student success through course structure, critical thinking, and transparent teaching practices that promote students' metacognition (learning about learning and thinking about thinking). Everything I do in the classroom and research mentoring is designed to support student achievement of their academic and professional goals. My teaching goals are to encourage students to take ownership of their learning and to arm them with the scientific thinking skills necessary to be critical consumers of research and to meet their goals as future scholars.
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