We Live In A Society Where The Police Are Not Seen As The

We live in a society where the police are not seen as the good guy. People have a hard time believing they are safe with a policeman. Over the year’s things has changed for the public. Our technology is better and more connected with other people. Many videos of police over using their power are able to circulate over social media and the web. People are seeing many bad views on police than good. Which lead society hard to trust the people who protect and service us. Police misusing power leads to the debate of the constitutional law and amendments. Incidents like police handling their victims roughly have gone unpublished before better technology. Lawfulness and legitimacy plays a role in a police line of work, yet, society has changed†¦show more content†¦Due to the likely of the children to get shot or mistaken as a criminal with a weapon. There has been injustice death for those that did not live through a come across from an authority. Violations of arrest have happened where one’s rights are not respected or given. For this reason, many tend to consider the procedural justice than the outcome. Social interaction between the police and citizens are necessary and critical. If the community does not feel that their group of people do not matter to police this will create a deterrence. But, if the interaction between both succeed this can lead to compliance and understanding for an easier outcome for both sides. For example, gun offenders and other criminals feel lack of respect from officers. The smallest error one policeman can make can leave a harsh impression on all authority. In the same way, there can be stereotype for authority due to having the law to assist them to do illegal actions. This assisting them to getting away as much as they desire, which most of society believes. Peel s second principle of the nine implies the ability of the police to perform their duties is dependent upon public approval of police actions. This entitles that police are to maintain respect to keep the public respect and well being. So, why do those who encounter the police care for procedural justice? It is normal everyday life for one feel respect and as an equal. TheShow MoreRelatedAfrican Americans Have Been Victims Of Racist And Discriminatory1533 Words   |  7 Pagesattention of the public by the media in scenarios of police brutality and unequal practices toward minority individuals; specifically African American men. Rodney King, Malice Green, Tamir Rice, Michael Brown, Freddie Gray, Eric Garner, and Walter Scott are all African American men that died at the hand s of the police. Police brutality can be defined as the use of excessive force, verbal assault, or psychological intimidation by a member of the police force. Today race is still used in a negative wayRead MoreAnalysis Of George Orwell s 1984 1608 Words   |  7 PagesWe live in a fast-paced world, one that thrives off of individuals being constantly connected to others around the world. Whether it be for an important business meeting, or for connecting with friends on one of the many social networking sites available, the luxury and convenience of such a connection allows for great leaps forwards in our technology. However, as this technology becomes more advanced, so too does the technology that exists to intrude upon our daily lives. It is the possibilityRead MoreThe Effects Of Race On America Today1429 Words   |  6 PagesAmerica Today By, Alex Peterson Soc 420 Final Racial oppression and racism have been an issue seen throughout the history of the United States. During the 60’s the era of the Civil Rights movement Americans saw advances in racial equality. 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Its also explain that the ability of living together in harmony is one of lesson learned from Piil. Bali tribe also famous with Bhinneka Tunggal Ika, Tatwam Asi, meaning as â€Å"I is I am and you is you are, even we are differentRead MoreYouth in Crime Essay876 Words   |  4 PagesAppearance, location, and race all deal with how people as well as police authority characterize individuals without truly knowing how that person is. Race is one of the biggest factors when it comes to criminalization because of what people see on the media and from what they are told. It usually is the younger generation that are viewed as criminals not only because of where they live and who they associate themselves with, or with what is seen on the media but also because some young people come from aRead MoreCrime in our society836 Words   |  4 Pagesand therefore more challenging. Criminals are becoming more organised and sophisticated, operating with little regard for national boundaries. What is Crime? Crime has so many faces, and is perpetrated by people at so many different levels of our society that you may ask yourself what exactly it is. The answer is simple; crime is any activity in conflict with a just law - laws made to protect the citizens of this country and enforced by our Constitution. The task of fighting crime is becoming moreRead MoreThe Black Lives Matter Movement886 Words   |  4 PagesThe Black Lives Matter movement began as a social media hashtag. Hashtags identify a subject matter that should be discussed among social media aficionados. As time went on and the injustice against African Americans began to concern the public, this hashtag rallied numerous Americans of different ethnicities, backgrounds, and religions together for a cause. This cause was the deaths of unarmed black men and women from the hands of the police and the prejudice against African Americans because ofRead More1984 Dystopia Analysis1539 Words   |  7 Pagesdystopia is a society of characterized by human misery, a squalor, oppression, disease, or overcrowding (â€Å"Dystopia†). In George Orwell’s book 1984 the society is depicted as a utopia when in reality it’s not the perfect place, it’s written to represent a dystopia. It takes place in 1984 in a dyst opian America where it’s actually called â€Å"Ocieana†. The book tries to make itself seem like a perfect society, using propaganda, and presented government. They would look like the perfect society to some people

Segmentation of Mercedes Benz Free Essays

Case 2 Nuclear Energy: Making a Comeback? In the 2010 State of the Union address, the president called for more clean-energy jobs, with expansion of nuclear power as an alternative energy source. He declared, â€Å"To create more of these clean energy jobs, we need more production, more efficiency, more incentives. And that means building a new generation of safe, clean nuclear power plants in this country. We will write a custom essay sample on Segmentation of Mercedes Benz or any similar topic only for you Order Now † Other countries, such as Great Britain, are already planning to build new nuclear plants. Although none have been built in the United States for many years, the 104 currently operating plants generate almost 20 percent of America’s electricity. Wind and solar energy together generate less than 5 percent. An alloy of enriched uranium powers nuclear reactors. How large is the world’s supply of uranium? How long will it last? Uranium, a metal, is relatively common and can be found in rocks and even seawater as well as in ore deposits in the earth. With 24 percent, Australia has the largest supply overall, but Kazakhstan recently declared that it had surpassed Australia’s output. Canada has less than 10 percent of the world’s supply, but has the highest concentration of top-quality ore. Worldwide, about 67,00 tons of uranium are used each year. At current demand, that supply is expected to last about 70 years. The World Nuclear Association (WNA) predicts that nuclear reactor capacity will increase by about 27 percent in the next decade and that the demand for uranium will grow by 33 percent in response. There is some debate about when the demand for uranium will be greater than the supply that can be mined economically. Antinuclear activists point out that mineral resources are nonrenewable. Just as the world will eventually run out of oil and coal, it will also run out of uranium. Some analysts believe that this will happen sooner rather than later. Environmentalists object to destructive mining techniques. In Australia, activists are concerned with the land rights of indigenous Australians. Another potential roadblock is that uranium mining in general is impeded by a lack of infrastructure and a shortage of experienced workers, factors that drive up processing costs. And, a still-unsolved and crucial problem is how to manage safe, long-term storage of spent nuclear rods, which continue to emit radioactivity. The World Nuclear Association disagrees with these assessments. First, not all uranium deposits have been discovered. Since 1975, the number of known deposits has tripled. Advances in geological research and more exploration will detect many more. As mining techniques improve, known deposits that are currently unreachable will become economically accessible. The WNA predicts that at current rates of usage, known supplies will last 200 years rather than 70 or 80. Second, ore deposits are not the only sources of uranium. It is also found in nuclear weapons, available because of various disarmament treaties. The end of the Cold War in the late 1980s also meant the end of the nuclear arms race. Nuclear warheads contain high-quality enriched uranium. Utility companies and governments also have stockpiles of the metal. Third, research is ongoing to make enrichment facilities and reactors more energy efficient. Fourth, unlike oil or coal, uranium can be recycled from spent nuclear fuel rods and from tailings (uranium left over from the enrichment process). These techniques should also improve over time. Other sources, such as phosphates and seawater, could become economically viable in the future. Questions for Critical Thinking 1. What factors do you think will affect the supply and demand curve for nuclear energy? 2. Describe what type of competition you predict will arise in the nuclear energy industry. How to cite Segmentation of Mercedes Benz, Papers

Sentence Completion Test Essay Example For Students

Sentence Completion Test Essay JOURNAL OF PERSONALITY ASSESSMENT, 74(3), 371–383 Copyright  © 2000, Lawrence Erlbaum Associates, Inc. Sentence Completion Tests: A Review of the Literature and Results of a Survey of Members of the Society for Personality Assessment Margot Holaday, Debra A. Smith, and Alissa Sherry Department of Psychology University of Southern Mississippi Test usage surveys consistently find that sentence completion tests (SCTs) are among the most popular personality assessment instruments used by practitioners. What is not noted is which SCTs practitioners are using, why these tests are so popular, and whether practitioners are using formal scoring. We surveyed a random selection of 100 members of the Society for Personality Assessment. With a 60% return rate on a single mailing, we found that most psychologists who use incomplete sentence tests use the Rotter (1951) Incomplete Sentences Blank with children (18%), adolescents (32%), and adults (47%). Most practitioners said they do not read stems aloud and record answers themselves, and even fewer said they use formal scoring. The most common reasons for using an SCT are (a) to use it as part of an assessment battery (41 endorsements), (b) to determine personality structure (18 endorsements), and (c) to elicit quotable quotes (17 endorsements). Implications for practitioners and training suggestions for academicians who prepare future psychologists are noted. Test usage surveys consistently find that sentence completion tests (SCTs) are among the most commonly used personality assessment instruments. They were ranked second by Japanese clinicians (Ogawa Piotrowski, 1992, as cited in Piotrowski, Keller, Ogawa, 1993), third by clinical psychologists (Goh Fuller, 1983), fifth by clinicians working with adolescents (Archer, Maruish, Imhof, Piotrowski, 1991), fourth by school psychologists (Kennedy, Faust, Willis, Piotrowski, 1994), fifth by representatives of mental health service providers, and third by members of the Society for Personality Assessment in response to the question: â€Å"With what 5 projective tests should the professional practitioner be competent? † (Piotrowski, 1985, p. 81). It is curious that SCTs are referred to as a generic 372 HOLADAY, SMITH, SHERRY classification, yet other personality instruments are ranked in these surveys by name (e. g. , Rorschach or Minnesota Multiphasic Personality Inventory–2 ), not by category (e. g. , inkblot and storytelling technique). Despite the recognized popularity of SCTs, what is not known is which ones practitioners are using, whether they score these instruments according to any theory or guideline, why the tests are so popular, or why they are lumped together as if they all provide the same psychological information. This information is important to academicians who are charged with preparing future psychologists to perform appropriately on their internships and to practitioners who develop their own test batteries to provide the most patient information in the least amount of time. To become familiar with the possible pool of SCT choices, we reviewed the literature and logged the following information about each SCT: name of test; author(s); date first discussed; theory, rationale, or purpose; population for whom it was developed; number of items; subscales, if any; scoring procedures; reliability; validity; and any other relevant information. SCT LITERATURE REVIEW The Tendler Sentence Completion Test (Tendler, 1930) is based on psychodynamic theory; its primary purpose is to help psychologists gain emotional insight into patients’ problems. It has 20 stems and can be given to patients of any age if they can perform the task. The Tendler Sentence Completion Test has no subscales, and scoring procedures are based on the projective hypothesis and clinical judgment. Reliability is not reported. Content validity is claimed through qualitative analysis of patients’ biographical information. According to Tendler, stems are designed to provoke emotional states, such as sadness or happiness, rather than thought processes. All stems are published in the original article. The Sentence Completion Test for the Office of Strategic Services Assessment Program (Murray MacKinnon, 1946; Stein, 1947, 1949) is a free-association method used by the Veterans Administration. It is based on psychodynamic theory with the stated purpose of analyzing brief responses to assess program candidates’ personalities. This instrument was designed for adults and has 100 stems examining family, past experiences, drives, goals, cathexes, energy, time perspective, reaction to others, and others’ reaction to the candidate. According to the authors, the test should be administered in two parts because of its length. Scoring is based on clinical judgment and the projective hypothesis. Helpful techniques for analyzing responses are included in the article. Reliability is not reported. Content validity is based on correlations between the candidate’s personality and the psychologist’s experience, insight, and knowledge of the dynamics of behavior. All stems are published in Stein’s (1947) article. The Incomplete Sentences Blank (Rotter, 1951; Rotter Willerman, 1947) was developed as a screening method to identify maladjusted high school and college SENTENCE COMPLETION TESTS 373 students. Forty-item forms are available for each group with only minor differences between them. There are no subscales. Scoring requires judging responses on content (positive, neutral, or conflict) using three levels of numerical weights. Underlying theory is not mentioned. Reliability coefficients are based on interrater agreement (. 44–. 1) and test–retest scores from 6 months to 3 years (. 38–. 54). Concurrent validity was assessed by correlating obtained scores with level of psychiatric disturbance as judged by clinicians (. 20–. 39) and personality tests such as the MMPI, the Taylor Manifest Anxiety Scale, and the Beck Depression Inventory (Rotter, Lah, Rafferty, 1992). Although the original norm tables were published in 1949, findings from more recent studies are included in the 1992 manual. Means of different samples of college students range from 119. 9 to 148. 5, indicating that local norms must be established to interpret results. The instrument is published by the Psychological Corporation (Rotter et al. , 1992). The Forer Structured Sentence Completion Test (written in 1950; Forer, 1960, 1993) was designed to focus on a wide variety of attitudes and value systems and is based on Henry Murray’s theory of needs, press, and inner states. There are no norms given, but there are forms for adolescent boys or girls and adult men or women. The instrument has 100 items, with four subscales: Interpersonal Figures, Wishes, Causes of Personal Emotions, and Reactions to Emotions. Responses are scored by using a checklist and clinical evaluation form to analyze the subscales on a variety of emotions, drives, and desires. No reliability or validity information is reported in the manual. The test is available through Western Psychological Services (1998). The Sentence Completion Test (Sacks Levy, 1950) was developed to explore specific clusters of attitudes or significant areas of an individual’s life. The theoretical basis or appropriate ages of test takers have not been reported. It is a 60-item instrument with four subscales (Family, Sex, Interpersonal Relationships, and Self-Concepts), each of which is measured on 15 different attitudes, such as fears, guilt, and goals. A rating sheet with the four appropriate stems rearranged under the 15 attitude headings allows a clinician to rate the examinee’s responses on a continuum that ranges from no significant disturbance to severely disturbed. Reported interrater agreement coefficients range from . 48 to . 57 and â€Å"77% of the statements were rated in close agreement with clinical findings† (Sacks Levy, 1950, p. 372). Stems, rating table, and scoring instructions are published in the 1950 article. An adaptation of this test translated into Hebrew was used with children living in a kibbutz (Rabin, 1965). The Miale–Holsopple Sentence Completion Test (Holsopple Miale, 1954) was designed to permit the expression of thoughts and feelings in a nonthreatening manner by adults. According to the authors, the test was not designed to conform to a theory but was a means to â€Å"draw valid inferences concerning unconscious and semiconscious desires, motives, conflicts, and systems of personality organization† (p. 1). There are 73 sentence stems, no subscales, and no formal scoring procedures. 374 HOLADAY, SMITH, SHERRY According to the authors, reliability and validity coefficients for psychological tests are â€Å"illusory,† and sentence completion interpretations should be the responsibility of the examiner. The complete test is published in the authors’ book, Sentence Completi on: A Projective Method for the Study of Personality (Holsopple Miale, 1954; see also Potash, de Fileo Crespo, Patel, Ceravolo, 1990). The Sentence Completion Method (A. R. Rohde, 1946, 1957; B. R. Rohde, 1960), which is based on Murray’s theory of needs, was designed to uncover reactions and needs that lie deeper than those generally acknowledged by the individual. The instrument has 65 items, with no specific subscales. Scoring is based on Murray’s need states and environmental forces (press) with the inner integrates, inner states, and general states that are reproduced in A. R. Rohde’s (1957) book. Scoring examples and norms are reported for ninth-grade students. Interrater reliability was 95% on 36 protocols, and test–retest reliability ranged from . 76 to . 82. Concurrent validation using teacher ratings as the criterion yielded coefficients from . 30 to . 96. All stems and scoring procedures have been published in A. R. Rohde’s (1957) book The Sentence Completion Method. The Peck Sentence Completion (Peck, 1959) is based on psychodynamic theory and principles of free association, and its purpose is to measure the mental health of normal adults. Individuals age 40 or older were participants for a quantitative analysis. Responses to the 41 stems (called attitudes) were rated as positive, negative, or neutral, implying high or low levels of adjustment. A large number of â€Å"unhealthy† responses indicated maladjustment. Interrater agreement ranged from . 53 to . 86. Ten of the 41 statements correctly identified individuals as having high or low adjustment as judged by their responses on the Thematic Apperception Test and interviews. The article in which the Peck Sentence Completion test was reproduced included an interesting commentary about what it meant â€Å"to be a typical, normal American† (Peck, 1959, p. 253) in 1959. The Aronoff Sentence Completion (Aronoff, 1967) was developed to integrate sociology with Maslow’s theory of personality. Aronoff used this instrument to study the underlying needs of adults in a homogeneous cultural group that might have been influential in forming their sociocultural system. There are no norms and no subscales for the 33 sentence stems and the 13 projective questions. Responses are studied to understand how individual needs are related to the culture of a group within the framework of Maslow’s needs. No reliability or validity information is reported. All items and questions are reproduced with scoring examples in Aronoff’s (1967) book, Psychological Needs and Cultural Systems. The Personnel Reaction Blank (Gough, 1971) is based on a theory of antisocial behavior and was designed to measure integrity (character) for the purpose of selecting future employees to fill nonmanagerial positions. Appropriate for applicants over the age of 14, the Personnel Reaction Blank has 90 items, but only 42 are scored. Items are divided into two sections: work preferences and personal reactions. Hand-scoring keys are printed on each page of the test. Reported split-half SENTENCE COMPLETION TESTS 375 reliability is . 73, and test–retest reliability is . 56. Validity coefficients range from . 20 to . 57. The test can be ordered through Consulting Psychologists Press (1998). Loevinger’s Sentence Completion Test of Ego Development (Washington University Sentence Completion; Loevinger, 1987; Loevinger Wessler, 1970; Loevinger, Wessler, Redmore, 1970) is a 36-item test used to measure the level of ego development based on Loevinger’s theory of personality. It is appropriate for individuals ages 12 and older. Separate forms containing only minor differences are available for women and men. Each response is classified as Impulsive, Self-Protective, Conformist, Self-Aware, Conscientious, Individualistic, or Integrative (Hy Loevinger, 1996). Lord Of The Flies - What Evil Lurks In The H EssayThese off-balance, nonsequential probes are what make an open-ended SCT different from a structured (or even unstructured) interview, yet a fourth of the respondents said that one of the reasons they used an SCT was â€Å"as a substitute for a structured interview. † If that is the case, then the stems should represent a sampling of all the questions one would ask in a standard interview, except they would be randomly ordered. However, none of the 15 tests we reviewed contain all the questions usually included in a structured interview. Twenty-four respondents reported that they did not score SCTs administered to children, 27 said they did not score adolescents’ SCTs, and 26 said they did not score tests given to adults. Apparently examiners, relying on their own clinical skills, interpret the content of responses according to their own theoretical orientation. Over a period of years, examiners might become so familiar with typical responses from their client populations that unusual responses stand out. In other words, examiners become their own databases, and they informally establish local norms for their practice. For example, Margot Holaday, who worked with adolescents for 11 years, could argue strongly that the following benign response is highly unusual from 16-year-old males and warrants further examination: â€Å"I like †¦ my mom. † Examiners who rely on clinical skills instead of formal scoring to interpret SCTs should use the same SCT consistently with all clients rather than switching from one to another, so that unusual responses will stand out. The reasons why examiners use SCTs appear to be related to the way the test is administered; that is, whether the client or the therapist reads and writes responses. Practitioners who (a) want to observe behavior, handwriting, or written-language skills; (b) want to keep their client busy while scoring something else; or (c) are conducting research would gain more information if clients worked independently. Only tests completed by the client alone can be accurately scored. On the other hand, if the goal were to determine personality structure, to develop a therapy strategy, or to establish rapport, examiners would be more likely to read stems and record answers themselves. The interaction between the examiner and the examinee becomes another source of information. Practitioners also reported using SCTs to obtain quotable quotes that could lend support to diagnoses in psychological reports, to â€Å"find out what the client wants you to know,† and to discover â€Å"cognitive themes not revealed by other tests. † Many of the stems on the Incomplete Sentence Blank could provide direct information to corroborate diagnoses. For example, â€Å"I feel †¦ like crying† might be linked to depression, dysthymia, or adjustment disorders; â€Å"I regret †¦ nothing† could indicate denial, conduct disorder, or antisocial personality disorder; â€Å"At bedtime †¦ I have trouble sleeping† could reveal posttraumatic stress disorder, depression, anxiety, or insomnia. In other words, SCTs provide unique SENTENCE COMPLETION TESTS 381 information about clients that cannot be obtained by other tests because the open-ended questions permit a wider range of responses than other projective tests or paper-and-pencil personality tests. Limitations of the Study Although 60 members of the Society for Personality Assessment responded to the survey, a second mailing might have encouraged more people to return their questionnaires. We wish we had asked everyone who reported using tests not listed on the survey to send us a copy. People might be using old tests that had been copied and retyped so many times that the original author’s name had been forgotten. It is also possible that practitioners have devised their own tests that contain new stems that permit a wider understanding of client personalities. These new stems or prompts might yield important information that could be shared with other practitioners. Implications for Academic Instructors Students should be exposed to a wide variety of SCTs and should choose ones that comprise stems that are appropriate for their client’s developmental age, psychological functioning, and cultural milieu. Tests developed for college students should not be used with elementary school children or older clients who have been out of school for 30 years or more. In addition, SCTs should be theory based and should contribute substantially to diagnostic accuracy and treatment planning. For example, practitioners whose theoretical orientation is existential would probably gain much information if their SCT included stems that ask about thoughts and feelings about death. A cognitive behaviorist might be more interested in stems that explore clients’ attributional beliefs. A therapist working with minority or disenfranchised groups should include questions relevant to that group’s functioning within a majority society very different from their own. Most SCTs do not have stems asking about spirituality, eating habits, sexuality, illness, anxiety, addictions, prejudice, money, or employment, yet many clients have problems in these areas. Students should be taught how to develop additional items to be added to standard SCTs that are relevant to their practice. Using the same test developed by themselves for many years allows them to become their own databases. It also saves money, because they do not have to purchase copyrighted SCTs. Because most practitioners do not score their SCTs, it does not make sense to spend class time teaching scoring methods. SCTs apparently will remain popular with practitioners, because the tests provide so much information that is valuable for diagnoses, treatment planning, and report writing. Although the Incomplete Sentences Blank is the most popular test reported by members of the Society for Personality Assessment, it is not necessarily the best SCT for all clients. Practitioners may be better served by writing some of their own stems, reading them aloud to their clients, and recording the responses 382 HOLADAY, SMITH, SHERRY themselves. SCTs should (a) be tailored to provide appropriate and accurate information about clients’ personalities, (b) be based on the theoretical orientations of the examiner, (c) reflect the needs and expectations of clients’ cultural and religious backgrounds, and (d) be appropriate for clients’ academic and mental developmental levels. REFERENCES Archer, R. P. , Maruish, M. , Imhof, E. A. , Piotrowski, C. (1991). Psychological test usage with adolescent clients: 1990 survey findings. Professional Psychology: Research and Practice, 22, 247–252. Aronoff, J. (1967). Psychological needs and cultural systems. Princeton, NJ: Van Nostrand. Brown, L. H. , Unger, M. A. (1998). PAR comprehensive catalog. Odessa, FL: Psychological Assessment Resources. Consulting Psychologists Press. (1998). Consulting Psychologists Press catalog. Palo Alto, CA: Author. Forer, B. (1960). Word association and sentence completion methods. In A. I. Rabin M. R. Haworth (Eds), Projective techniques with children (pp. 210–224). New York: Grune Stratton. Forer, B. R. (1993). The Forer Structured Sentence Completion Test. Los Angeles: Western Psychological Services. Goh, D. S. , Fuller, G. B. (1983). Current practices in the assessment of personality and behavior by school psychologists. School Psychology Review, 12, 240–243. Gough, H. G. (1971). Preliminary manual for the â€Å"Personnel Reaction Blank. † Palo Alto, CA: Consulting Psychologists Press. Hamberger, M. J. , Friedman, D. , Rosen, J. (1996). Completion norms collected from younger and older adults for 198 sentence contexts. Behavior Research Methods, Instruments, and Computers, 28, 102–108. Holsopple, J. Q. , Miale, F. R. (1954). Sentence completion: A projective method for the study of personality. Springfield, IL: Thomas. Holt, R. R. (1980). Loevinger’s measure of ego development: Reliability and national norms for male and female short forms. Journal of Personality and Social Psychology, 39, 909–920. Hy, L. X. , Loevinger, J. (1996). Measuring ego development. Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Kennedy, M. L. , Faust, D. , Willis, W. G. , Piotrowski, C. (1994). Social emotional assessment practices in school psychology. Journal of Psychoeducational Assessment, 12, 228–240. Lanyon, B. P. , Lanyon, R. I. (1979). Incomplete Sentence Task instruction manual. Chicago: Stoelting. Loevinger, J. (1987). Paradigms of personality. New York: Freeman. Loevinger, J. (Ed. ). (1998). Technical foundations for measuring ego development: The Washington University Sentence Completion Test. Mahwah, NJ: Lawrence Erlbaun Associates, Inc. Loevinger, J. , Wessler, R. (1970). Measuring ego development (Vol. 1). San Diego, CA: Jossey-Bass. Loevinger, J. , Wessler, R. , Redmore, C. (1970). Measuring ego development (Vol. 2). San Diego, CA: Jossey-Bass. Mayers, K. S. (1991). A sentence completion task for use in the assessment of psychotic patients. American Journal of Forensic Psychology, 9, 19–30. Murray, H. A. , MacKinnon, D. W. (1946). Assessment of OSS personnel. Journal of Consulting Psychology, 10, 76–80. Peck, R. F. (1959). Measuring the mental health of normal adults. Genetic Psychology Monographs, 60, 197–255. SENTENCE COMPLETION TESTS 383 Piotrowski, C. (1985). Clinical assessment: Attitudes of the Society for Personality Assessment membership. Southern Psychologist, 2, 80–83. Piotrowski, C. , Keller, J. W. , Ogawa, T. (1993). Projective techniques: An international perspective. Psychological Reports, 72, 179–182. Potash, H. M. , de Fileo Crespo, A. , Patel, S. , Ceravolo, A. (1990). Cross-cultural attitude assessment with the Miale–Holsopple Sentence Completion Test. Journal of Personality Assessment, 55, 657–662. Psychological Assessment Resources, Inc. (1998). PAR comprehensive catalog. Odessa, FL: Author. Rabin, A. I. (1965). Growing up in the kibbutz. New York: Springer. Rabin, A. I. , Zltogorski, Z. (1985). The Sentence Completion Method: Recent research. Journal of Personality Assessment, 49, 641–647. Rohde, A. R. (1946). Exploration in psychology by the Sentence Completion Method. Journal of Applied Psychology, 30, 169–181. Rohde, A. R. (1957). The Sentence Completion Method. New York: Ronald. Rohde, B. R. (1960). Word association and sentence completion methods. In A. I. Rabin M. R. Haworth (Eds. ), Projective techniques with children (pp. 210–224). New York: Grune Stratton. Rotter, J. B. (1951). Word association and sentence completion methods. In H. H. Anderson G. L. Anderson (Eds. , An introduction to projection techniques (pp. 279–310). New York: Prentice Hall. Rotter, J. B. , Lah, M. I. , Rafferty, J. E. (1992). Rotter Incomplete Sentences Blank. San Antonio, TX: Harcourt Brace. Rotter, J. B. , Willerman, B. (1947). The Incomplete Sentences Test as a method of studying personality. Journa l of Consulting Psychology, 11, 43–48. Sacks, J. M. , Levy, S. (1950). The Sentence Completion Test. In L. E. Abt L. Bellak (Eds. ), Projective psychology (pp. 357–402). New York: Knopf. Stein, M. I. (1947). The use of a sentence completion test of the diagnosis of personality. Journal of Clinical Psychology, 3, 45–56. Stein, M. I. (1949). The record and a sentence completion test. Journal of Consulting Psychology, 13, 448–449. Tendler, A. D. (1930). A preliminary report on a test for emotional insight. Journal of Applied Psychology, 14, 122–136. Western Psychological Services. (1998). Western Psychological Services catalog. Los Angeles: Author. Williams, R. E. , Vincent, K. R. (1985). Loevinger’s Washington University Sentence Completion Test. In D. J. Keyser R. C. Sweetland (Eds. ), Test critique (Vol. 3, pp. 395–401). Kansas City, MO: Westport. Margot Holaday Department of Psychology University of Southern Mississippi Box 5025 Hattiesburg, MS 39406–5025 Received March 4, 1999 Revised April 30, 1999

Beowulf Vs. Macbeth

Literature is full of different genres and specific styles which help create varied works. The pieces of literature are imaginative and absolutely different writings which may be united under the genres and styles. However, even when the genres differ, it is possible to come across some specific similarities. Reading Beowulf, an Anglo Saxon poem, and Macbeth by William Shakespeare, the first impression is that these two pieces of literature are not alike. Advertising We will write a custom essay sample on Beowulf Vs. Macbeth specifically for you for only $16.05 $11/page Learn More However, a close reading of these two pieces also makes sure that a tragedy, the genre of Macbeth, and the epic poem, Beowulf’s genre, have a number of similarities, however the differences are more numerous. Comparing and contrasting the genres of these two plays the similarities are more interesting for consideration as they are more difficult for identification. It i s important to point to the similarities in Beowulf and Macbeth, they are as follows, the presentation of the heroes, the consideration of the ethical themes and the final stage of the plays which helps to draw some ethical conclusions based on the peculiarity of the actions of the heroes. It is not a secret that the presentation of the heroes differs from genre to genre, however, reading both these pieces of literature, it becomes obvious that both heroes in the epic poem and in the tragedy are notable people full of brave intentions and desire to act in favor of the society. Macbeth is a tragic hero who is a leader in the society, possesses some particular extraordinary features. Here is how the author describes him, For brave Macbeth–well he deserves that name– Disdaining fortune, with his brandish’d steel, Which smoked with bloody execution, Like valour’s minion carved out his passage Till he faced the slave; Which ne’er shook hands, nor bade f arewell to him, Till he unseam’d him from the nave to the chaps, And fix’d his head upon our battlements (Shakespeare 8). The characteristics of Beowulf is as follows, â€Å"the hero had acted with flawless courage†¦ he was the most famous of exiles, a protector of warriors, acknowledged among men for his valorous deeds, his remarkable strength – after Heremod’s struggles came to an end, the eclipsed that hero (Beowulf 26)†. Considering these two quotes from the texts, the similarity is obvious. Being tragic and epic heroes, they are similar in being the protectors and hopes for their societies. Advertising Looking for essay on comparative literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More The author presented their main characters in different genres as similar as no other genres could perform. Therefore, it should be concluded that tragic and epic genres are similar in presenting the main ch aracters, the heroes of their times. These two pieces of writing, tragic and epic, help consider the ethical and moral side of the discussion. Macbeth makes a severe mistake. His pride and self-assured behavior does not give him an opportunity to see all the warning and at the end the hero dies being combated and destroyed. The death of the main character is the characteristic feature of the tragedy as the genre. Macbeth stands on the path of violence â€Å"seeing himself at a point of no return† (Beardwood and Macdonell 7). Shakespeare presents this part in the text as follows, â€Å"Returning were as tedious as go o’er’† (Shakespeare 89). Beowulf is also concerned with the human values and moral choices. The epic heroes â€Å"are capable of performing acts of great courage; they are also capable of suffering intensely for their deeds† (Warsh and Spring 22). Thus, the ethical concern of the heroes is one more similarity in two pieces of writing . However, the close consideration of the moral actions of each of the heroes helps conclude that pride was the failure in Macbeth, while Beowulf managed to conserve the positive attitude of the society by means of his actions. Straggling with dragons and other dangerous creatures, Beowulf showed himself as a person of great courage and fearless performance who is able to cope with difficulties. Of course, the tragedy and the epic poem contain more themes which are presented in the plays, more problems which are solved and more conclusions which allow the audience to create personal opinion about the main character as the heroes who were presented as the leaders of the society. The final scenes are very important in understanding the main purpose of the discussion. Considering Beowulf as the character who kills monsters for the benefit of the mankind, the authors wants the audience to look at him as not as on the fighter, but as on â€Å"a large scale of the human history† ( Warsh and Spring 23), even though the epic poems do not have the aim to present the history in the chronological order. Several specific situations are considered and a reader can draw a conclusion about the whole mankind. Advertising We will write a custom essay sample on Beowulf Vs. Macbeth specifically for you for only $16.05 $11/page Learn More Macbeth has different conclusions where his mistakes are reveled. The death of the main character is the main characteristic feature of the play that offers audience food for thoughts what could be in case Macbeth performed in another way. The human actions are offered as the basis for analysis and the reader should clearly get the main idea of the last speeches. She should have died hereafter. There would have been a time for such a word. Tomorrow, and tomorrow, and tomorrow Creeps in this petty pace from day to day To the last syllable of recorded time. And all our yesterdays have lighted fools The way to d usty death. Out, out, brief candle. Life’s but a walking shadow, a poor player That struts and frets his hour upon the stage, And then is heard no more. It is a tale Told by an idiot, full of sound and fury, Signifying nothing (Shakespeare 146). These lines are full of pain to Lady Macbeth, however, even her death does not make Macbeth look at life from another angle. He understands what the warning says only when it is too late. Therefore, it may be concluded that tragedy and epic poetry are two different genres, however, having considered the examples of Beowulf, an Anglo Saxon poem, and Macbeth by William Shakespeare it may be concluded that there are several similarities between these two plays. The features of the main characters, their goals as the leaders of the society, the moral and ethical lessons and the final scenes which are the most important in understanding the main idea of the plays are the similarities which are the central here. Tragedy and epic poem are a bsolutely different genres aimed at achieving various goals by means of particular methods, however, the plays under consideration help to conclude that the similarities are also possible even within various genres. Works Cited Beardwood, Robert and Kate Macdonell. Macbeth. New York: Insight Publications, 2011. Print. Beowulf. New York: Wordsworth Editions, 2007. Print.Advertising Looking for essay on comparative literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More Shakespeare, William. Macbeth. New York: Filiquarian Publishing, LLC., 2007. Print. Warsh, Lewis and Michael Spring. Beowulf. New York: Barron’s Educational Series, 1984. Print. This essay on Beowulf Vs. Macbeth was written and submitted by user Sylas Hyde to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Latinos in Entertainment & The Portrayal of a Culture essays

Latinos in Entertainment & The Portrayal of a Culture essays Today, more than ever, mass media communications play a vital role in informing the daily decisions that shape our lives. Similarly, opinion polls and images that are broadcast persistently over the airways increasingly influence the public policies and programs that govern our nation. The entertainment industry is a closed industry with few opportunities to gain access. Many who manage an entrance do so by taking internships at studios, networks and production companies, etc. These opportunities are given to young adults known to persons already within the industry usually to their acquaintances, family and friends. Since there are few Latinos in the industry, the opportunities given to them are rare. When viewing the images seen on the screen, people write about what they know. Since there is only a sprinkling of Latino writers being produced, the Latino image with a Latino perspective is rarely seen. Instead what you see is non-Latinos' ideas of what a Latino is. Often this im age comes from the negative stereotypes writers have seen in film and TV, or the news, or from Latinos they know, most of whom are their waiters, maids, gardeners or nannies. As Latinos are the largest and fastest growing minority in our nation, they represent a significant proportion of the viewership of these media outlets. Correspondingly, their self-perceptions and interactions with the media should play an important role in determining how the media are governed and how Latinos can demand accountability from those who regulate them. There are to be definite distinctions in how Latinos are portrayed or even publicized in our U.S. media. When we look at America today many may coin the term Hyphenated America: land of Italian-Americans, Irish-Americans, German-Americans, African-Americans, and Mexican-Americans. The hyphenated identity has deep roots in American racial and ethnic history. This is the context in which Latinos must be conside...

Why am I here, in this Class Essay Example | Topics and Well Written Essays - 750 words

Why am I here, in this Class - Essay Example My mother is a great woman who sacrificed a lot for her family and her children. She did not receive many good opportunities in her life and hence she could not complete her high school years. Despite of her efforts, my other siblings could not make it to college. My mother’s efforts and her desire to see her children achieve a good educational stand fuelled the passion in me to attend college. The inability of my siblings to attend college further pushed me to strive harder to achieve a good academic stand and pursue my future education in the best possible way so that I could have a great career. I am here in this English class to avail the most of my opportunity to attend college and to gain the most from the knowledge imparted by my teachers. The importance and significance of English language on the global scale cannot be denied. English is an international language that is used almost universally in most of the countries of the world. It is a means of communication globa lly used by people from different places and regions to interact with each other. It is the official language of the most important internationally recognized organizations across the world. Furthermore, the best universities across the globe also impart education in English and thus it is important to have a good stand in English language. This language serves to be useful in all aspects of an individual’s life. It is important for acquiring higher level education and it is also essential in other key sectors which include business, travel and medicine. I believe that English is a language which is important not only during the educational years of an individual but it is also a language which is of extreme importance in the professional field of a person if he wishes to become a part of an internationally accredited organization. My purpose to attend this class stands clear as I wish to have a good command over English Language so that my writing, reading as well as communi cating skills in English improves. I wish to give my undivided attention towards understanding the important grammatical aspects of English so that not only does my written English get better but my fluency and speaking power also advances. Furthermore, this class is of utmost importance because a good command over English will assist me in understanding the other subjects taught in college. This is because English is the language which is used for teaching the other subjects as well. I wish to enhance my vocabulary and grammatical skills through proper learning of English. This learning will also prove to be beneficial for me in the long run as it will be of assistance to me in my future education in university as well. It will help me in understanding my course subjects. English is a language which is a medium of communication and thus my learning would provide for improving my interactive skills and boast my self-confidence as I would easily be able to collaborate and interact wi th my colleagues, friends and teachers. English will be of help to me in my professional career as well as it will provide me with an opportunity to appear confidently in interviews in good organizations. I will be able to collaborate and interact with my employers as well as coworkers in a fluent manner. I have had a difficult life but I managed to make my way through to college by facing all the hurdles that came my way. I made my mother as well as my siblings proud by reaching to a level where they wished to see me. I will work hard to make the most out of my educational years so that I can achieve success and prove myself in the academic as well as professional field. My presence in this English class is a step towards the accomplishment of my goals in my education.

Modern management of Honda Company Research Paper

Modern management of Honda Company - Research Paper Example Honda is the leading global developer of motorcycles and internal combustion engines. It is located in Singapore, Japan. This company became dominant over Nissan in 2001 and gained the position of one of the most successful and largest manufacturers in Japan. In 2008 Honda over passed Chrysler and became the greatest manufacturer in the USA. In the world the Company gains the position of the sixth largest manufacturer of automobile. As far as we can see, the company is a powerful and estimable competitor in the arena of the global automobile industry. In order to advance its positions in the modern world, Honda should increase its sales. Unlike its main competitors, the Detroit Big Three and Toyota, Honda gained a 1% increase of sales in America (The Official Website of Honda). Still, there is a need to focus more on the demands of global markets and take into account advanced needs if the customers all over the world. Two basic pillars of the modern demand of the automobile industry is environmental safety and energy efficiency. Moreover, in accordance with recent statistical data: â€Å"Honda is the largest engine maker in the world, producing nearly 11 million engines annually for its three product lines, including sales of engines to other manufacturers. Honda also builds products in more than 100 manufacturing plants in 33 countries, employing more than 125,000 associates globally† (The Official Website of Honda). The most beneficial strategy chosen by Honda in terms of economical crisis in the world can be illustrated by the Civic and the Accord automobiles. These models of automobiles are of mid-size and there is a high fuel-efficiency of the vehicles. There is also an essential flexibility of the automobiles. Moreover, within the last decade Honda managed to create their factories more flexible and these are able to reshape any Honda model of the automobile at any moment. Global locations of the Company’s plants in such countries as Canada , England, Brazil, Belgium and many others indicate their leading positions of Japanese market and the important role it plays globally (Honda Raffles Trip to Japan to Celebrate 20 Years).   Another benefit of Honda is its acknowledgement by the customers around the globe, because it produces economically friendly automobiles. Moreover, constant innovative developments indicate Honda’s ability to be successful in the global arena. High quality products at a low price- this is one of the main advantages of the company as well, especially in the post-crisis economical period. Environmental factors affecting business Modern automobile industry exists in a challenging global environment. Such factors, as social, political, economic and technological ones should be taken into account by the car producers. On the example of Honda it should be noted that this large car manufacturer is surrounded by preventive environmental factors. Political factors, such as degree of intervention in the economy, are rather influential external factor for automobile industry. There are set customers protection laws, which are focused on the safety of customers’ interests. Moreover, the qualities of the infrastructure of the economy as well as the knowledge of the workforce are determinant factors in the political context of the country. Practices of employment or labor laws are also important for the automobile industry. Workforce protection laws are followed by Honda. Moreover, a tendency for a constant innovations and technological advancement is also reflected by the policies of the Company. Economic Environment of Honda influences development of economically safe and reliable automobiles and engines, which are customer-friendly. Business decisions of Honda are developed with respect to the main concerns of economic factors (Khanfan & Loudon, 2008). There is a strong