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Sample Reviews from the real 3rd edition by susan anker, Mental Measurements Yearbook. Below are three sample reviews like the ones you will find in the pages of the Mental Measurements Yearbook or online through Test Reviews Online. Most tests will have two reviews by two independent reviewers, and will contain descriptive information and an evaluation of the test's technical properties. All Mental Measurements Yearbook test reviews are copyrighted by the Buros Institute. Reviews may be printed for individual use only, and may not be otherwise duplicated or distributed without consent. 3rd Edition By Susan Anker. Information on citations of test reviews can be found on essays by susan anker the Buros website under FAQ.
Draw-A-Person Intellectual Ability Test for papers resource, Children, Adolescents, and Adults. Purpose: Designed to estimate intellectual ability from a human figure drawing. Administration: Individual or group. Price Data, 2006: $99 per complete kit including examiner's manual (75 pages), 50 administration/scoring forms, and 50 drawing forms; $45 per examiner's manual; $40 per real 3rd edition 50 administration/scoring forms; $25 per 50 drawing forms. Authors: Cecil R. Reynolds and Julia A. Hickman.
Review of the Draw-A-Person Intellectual Ability Test for Children, Adolescents, and dissertation, Adults by essays 3rd edition by susan anker, JONATHAN SANDOVAL, Professor of Education, University of the Pacific, Stockton, CA: DESCRIPTION. The Draw-A-Person Intellectual Ability Test for Children, Adolescents, and Adults (DAP: IQ) consists of the evaluation of 23 features of a human figure drawing produced in response to the instruction draw a picture of yourself (examiner's manual, p. On Human Resource. 5). Examinees are asked to draw a full figure from a frontal view. Each of the drawing features (e.g., eyes, clothing, arms) is individually scored from 0 to 1, 0 to 2, 0 to 3, or 0 to 4 points. A maximum score of 49 points is possible.
Raw scores may be converted into 3rd edition, a single standard score, an IQ with a mean of 100 and standard deviation of 15, a T-score, a z-score, or a stanine. The manual also provides percentile ranks, age equivalents and grade equivalents. The test may be individually or group administered to individuals from age 4 years to 89 years and 11 months and is untimed. On Human. The time to administer and score the test is from 8 to 15 minutes. Administration requires a pencil with eraser and drawing form. The administration/scoring form is 3rd edition by susan, used to record test information and lessons on writing a thesis, the scoring of each drawing feature. Real. The authors recommend that examiners using the measure be formally trained in robert essay, assessment and have knowledge of current theories of cognitive development and neuropsychology. The examiner's manual is by susan, straightforward and provides technical information, normative data, and scoring examples. The test is not intended to provide a comprehensive evaluation of cognitive ability. The developers claim it offers a lower bound estimate that may supplement, and have less cultural specificity than, other intelligence tests.
It may be inappropriate for use with examinees who have visual or motor impairments. DEVELOPMENT. Admission For University Of Michigan. The DAP: IQ is the real essays 3rd edition by susan anker, latest in essay for university, a long line of measures aimed at essays 3rd edition anker, using human figure drawings as estimates of cognitive ability. In the past, these measures have focused on children, and topics, the authors of this test wished to extend the real essays by susan, applicability to adults. Additionally, the authors hoped to develop a single set of a thesis statement criteria to be used across the age span with both genders. Another goal was to essays anker produce current norms, and to research papers on human resource reduce the influence of motor skill on the scoring of figure drawings. TECHNICAL.
Norms for the test were based on 2,295 individuals matched to U.S. Census data from 2001 with regard to geographic area, gender, race, Hispanic origin, family income, educational attainment of parents, and disability status. The normative sample was obtained by soliciting volunteer examiners from the publisher's customer files and essays anker, setting up additional sites throughout the essay of michigan, country with a focus on Texas. More protocols were collected than used in scoring, so the match to by susan census information could be obtained. Samples were obtained at each age from 4 to 16 and thereafter in age ranges (10-year groupings from 19 to admission essay for university of michigan 40, a 15-year grouping from 40 to 55, a 5-year grouping from 60 to 75, and a 15-year grouping from 75 to 90). Real Essays 3rd Edition By Susan Anker. These age brackets of scores were developed from a continuous norming procedure and are consistent with cognitive developmental theory. There is admission essay of michigan, some evidence of internal consistency and stability of the DAP: IQ score. Real Anker. The coefficient alpha estimates for the age groupings varied from .74 at age 4 to .87 at age 30-39, with a mean and median value of .82. The standard errors of measurement vary between 4 and 5 points.
Alphas calculated by gender, ethnicity, and handedness indicate the on writing statement, same range of coefficients. Anker. The manual reports as evidence of reliability, correlations with scoring systems by Koppitz and Goodenough-Harris by three scorers. These correlations are .85, .86, and .86. This information is dissertation sur l'animation, more usually considered evidence of concurrent validity. Stability estimates over a short 1-week period yielded a test-retest correlation of .84 (n = 45).
Interscorer reliability was estimated at .95 for protocols selected from anker across the sample, and at .91 for the more difficult-to-score age group of 6 to 11. In all, the estimates of lessons on writing reliability are acceptable and by susan, comparable with the reliabilities found for other human figure drawing tests. The test developers provide validity information based on theory, on content, on response processes, on internal structure, and on relationship to other constructs. The scoring on the tests across ages parallels the theoretical progress of the expression of fluid ability across the lifespan. The content of the test has been used historically to estimate general mental ability in several other measures. The partial point-biserial correlations between each item and topics, the adjusted total are sufficient to suggest the items are tapping the same construct, as do the alpha statistics. A rationale for the test is that everyone regardless of culture or economic background commonly experiences the human figure. The content is also less influenced by education and the task is simple.
External evidence of validity includes total score correlations with scores derived from other scoring systems, and correlations with other established measures of real essays 3rd edition anker intellectual functioning and achievement. Robert Segmented. Correlations between DAP: IQ total score and real essays 3rd edition by susan anker, the Detroit Tests of Learning Aptitude-Primary: Second Edition scores (all corrected for unreliability) are .60 for Nonverbal, .42 for Verbal, and .54 for General Mental Ability. Papers. For the Wechsler Intelligence Scale for Children-III correlations are .33 with Verbal, .49 with Performance, and .46 with Full Scale. The DAP: IQ correlates .39 with Woodcock Johnson-Revised (WJ-R) Broad reading, and .36 with Wechsler Individual Achievement Test (WIAT) Reading. Correlations with Math are .46 with WJ-R Broad math and .43 with WIAT Math. The authors report additional moderate correlations in the same range for other subject scores on these achievement measures for children between 6 and real, 11 years of colours essay age. Both convergent and divergent validity data are reported. By Susan Anker. The DAP: IQ has moderate correlations (around .40) with the Developmental Test of Visual Perception-Adolescent and admission, Adult, a measure of real essays 3rd edition visual and motor perception administered to standardization sample participants 11 years of age and up, and lower correlations (between .36 and essays 3rd edition, .25) with the real 3rd edition anker, Developmental Test of Visual-Motor Integration and dissertation, Bender-Gestalt Test using the Koppitz scoring system for children ages 4 through 10, suggesting the test shares some variance with visual perceptual skill. The low correlation of .18 with a measure of motor speed, the real 3rd edition, composite score of the Comprehensive Trail Making Test, is evidence that the research resource, test does not tap rapid motor skill or sequencing ability.
Very small correlations with scores from the Rey Complex Figure Test and Recognition Trial indicate that copying skill alone is by susan, not assessed by dissertation sur l'animation, the DAP: IQ. The examiner's manual also presents data on subgroup performance. In the anker, normative sample, there were no differences in means above the 4-point SEM for gender, handedness, or four of the five ethnic groups examined. However, the African American mean was 6 points below average. A group from the standardization sample labeled mildly mentally retarded had a mean score of 77 and a group labeled learning disabled had a mean of 92 on the DAP: IQ. The test developers addressed potential fairness issues by examining differential item functioning on the test by ethnicity and gender.
The results showed moderate or large effect sizes for a thesis, four items on gender, although they balanced each other, and no moderate or large effect sizes in the race and ethnic comparisons. COMMENTARY. Human figure drawing measures offer a useful adjunct to the assessment of intellectual functioning. The DAP: IQ has a large normative base, is quick to administer, and is easy to score. The norms would only seem to approximate roughly the geographical distribution of the population, because much of the data are from Texas, and many samples of convenience were combined to produce them. Real Essays 3rd Edition. However, the norms are based on colours essay topics a larger sample than other similar measures, have been examined with sophisticated psychometric methods, and essays 3rd edition anker, are more current. Much more evidence on reliability and validity will be needed, as the manual reports only the minimum necessary to meet standards. For example, studies could be done testing multiple drawings done at the same time (Draw yourself and someone of the opposite gender) and across somewhat longer spans of time. The test developers have not mentioned why they have excluded parallel forms of the on writing a thesis, test as are found on other drawing tests.
Most of the validity information to date has been collected on children up to age 12. More studies with other age groups and with other well-validated verbal and nonverbal measures of intellectual functioning need to be done before the 3rd edition by susan anker, test may be confidently used with adolescents and adults. A major use of the colours essay, test may be with English language learners because of its nonverbal nature. The language status of the Latino and Asian children in the standardization sample and real essays, other research samples was not discussed. Studies of the performance of the DAP: IQ with English language learners would be welcome to justify this application of the test.
The test developers claim that the estimate of sur l'animation intellectual functioning on this test is a lower bound estimate, but this assertion will need to be validated, as some children and adults may have domain specific skill in drawing that exceeds their general cognitive ability. SUMMARY. The DAP: IQ authors have succeeded in providing a successor to the Goodenough Harris Drawing Test (T7:1084) and others. It can be used for rough screening and verifying other test results, particularly when language is an issue. It has been developed using modern constructs and modern psychometric methods. The reliability and validity information, although somewhat limited, justify the cautious and judicious use of the test. All Mental Measurements Yearbook test reviews are copyrighted by the Buros Institute. Reviews may be printed for individual use only, and may not be otherwise duplicated or distributed without consent. Information on citations of test reviews can be found on the Buros website under FAQ.
Purpose: To measure visuo-spatial learning and recall. Scores, 5 : Learning Index, Displacement Score, Total Displacement Score, Delayed Recall, Delayed Recognition. Price Data, 2006 : L113.50 per real essays 3rd edition anker complete kit including manual (15 pages), 25 scoring sheets, test grids, practice grids, and picture cards; L35.50 per 50 scoring sheets. Authors: Romola S. Bucks, Jonathan R. Willison, and Lucie M. T. Byrne. Publisher: Harcourt Assessment [England]. Review of the Location Learning Test by ANITA M. HUBLEY, Associate Professor of dissertation sur l'animation Measurement, Evaluation, and Research Methodology, University of British Columbia, Vancouver, British Columbia, Canada: DESCRIPTION.
The Location Learning Test (LLT) is an individually administered measure of visuospatial learning, recall, and recognition designed for older adults. The authors claim it will be particularly useful to real essays by susan anker professionals interested in dissertation, the effects of aging, dementia, or drugs/alcohol. There are two forms of the test. Each begins with a practice trial; if the real 3rd edition, examinee fails the practice trial, testing stops. Lessons On Writing A Thesis Statement. Otherwise, the examinee is shown a 5x5 grid on by susan which 10 common objects are pictured. The examinee observes the layout of the root essay, objects for 30 seconds before he or she is provided with a blank grid and asked to real essays 3rd edition by susan anker place cards showing the objects, one by one, in the correct squares of the grid. There are five learning trials, although testing may stop earlier if the examinee scores perfectly on two consecutive trials. After a 15-minute interval, either delayed recall or recognition may be administered, but not both. For the delayed recognition task, the research papers resource, examiner combines the 20 cards showing the common objects from Versions A and B and, one by one, asks whether each picture was on essays anker the grid or not.
The administration instructions are clear and easy to follow. The authors do not describe how long it takes to administer the test, but it should take about 30 minutes (including the delay interval). Recording performance and computing displacement scores (i.e., the total number of colours squares away from correct placement for objects) for each trial is essays 3rd edition anker, quick and easy. Real Essays 3rd Edition By Susan. Four key scores are computed. The Total Displacement Score is the sum of the anker, displacement scores on each trial. The Learning Index shows the rate of essay improvement across the learning trials.
A calculator is needed to avoid errors in computing the ratios used to obtain the real essays, average improvement. The Delayed Recall Score shows the amount of information forgotten over the delay interval. Finally, the Discrimination Index reflects the ability to discriminate target items from distractors on the recognition task. No information is provided about how long it takes to score performance. DEVELOPMENT. In developing the LLT, the authors wanted a visuospatial test that would (a) assess learning and recall of visuospatial information, (b) be appropriate for older adults, and (c) not require complex or fine motor control, drawing ability, or verbal ability. Dissertation Sur L'animation. The authors trace the origins of the LLT to some informal work (manual, p. 3) by Shallice and Warrington in the early 1980s and an experimental version developed by a Master's student of one of the authors in 3rd edition by susan, 1986.
An early version of the test (Bucks Willison, 1997) consisted of a single form with 10 colored line drawings of common objects (9 of which differed from the objects in the current LLT) and a 30-minute delayed recall. A recognition trial was administered after the first learning trial. The 5x5 grid was selected because it could not be easily divided into quadrants by examinees; objects were placed randomly with the restriction that none would be placed in colours essay, the corners. The locations of real 3rd edition by susan anker objects for Version B are the research papers on human resource, same as for Version A, but have been rotated 180 degrees. By Susan. Overall, however, little detail is provided about the on human, development of the LLT. For example, no information is real 3rd edition, provided about topics why 10 objects were used, how specific objects were selected for the test, whether objects in both versions are equally common, why a 30-second observation period was selected, why five learning trials were selected, why a 15-minute delay interval was selected, how the scoring approach (i.e., displacement scores) was developed, and how the essays 3rd edition anker, final set of scores was selected. TECHNICAL. The standardization sample for LLT Version A consisted of sur l'animation 186 community-dwelling men and women ages 50 to 96 years living in England. By Susan Anker. The majority of the sample was from the Bristol area (n = 128). No information is provided about race/ethnicity of the sample and, although the robert root segmented, authors tried to obtain a sample from real 3rd edition anker a range of social classes and obtained National Adult Reading Test (NART) estimates of IQ, the sample is not necessarily representative of the on writing statement, larger population. Normative data are provided separately by age group (50-69, 70+ years) and NART-IQ group (85-99, 100-114, 115+).
A 2 x 3 x 4 (gender x NART-IQ group x age decade) ANOVA was conducted to determine the normative groups to real essays 3rd edition by susan be used; however, it is unclear how many men and women were obtained in dissertation sur l'animation, each age decade and the small sample size raises concerns about the essays by susan anker, statistical power of the analyses and thus the selection of normative groupings. As the authors noted, the norms are not appropriate for individuals with NART-IQs less than 85 and caution should be exercised when using the norms for individuals with NART-IQs in papers on human resource, the 85-99 range. 3rd Edition Anker. Norms are provided in the form of percentile ranks for Total Displacement Score, Learning Index, and papers on human, Delayed Recall Score and essays, a 5% cutoff score for the Delayed Recognition Discrimination Index. Although the robert essay, entire standardization sample completed all five trials of the LLT, the norms for Delayed Recall and Delayed Recognition are based on very small groups as participants only completed one of these tasks. Meaningful estimates of reliability for memory tests are often difficult to obtain due to features such as item interdependence within and real essays, between trials and practice or recall effects. In the present case, parallel forms reliability was sought using LLT Version B, which was completed by a subsample of only 49 individuals and could not be examined by age and NART-IQ group.
The majority of root segmented this group (n = 31) completed Version A first and Version B 1 week later; the rest completed the tests in essays, the reverse order. Lessons Statement. The two versions correlated .71 for the Total Displacement Score and real essays 3rd edition by susan, .49 for the Learning Index. The correlation of the two versions at delay was not reported. Very limited validity evidence is provided to support inferences made from the LLT. The test manual reports that correlations between the segmented, LLT Learning Index and two visual tasks (the Design Learning subtest of the Adult Memory and Information Processing Battery [Coughlan Hollows, 1985] and the Shapes test from Doors and People [Baddeley, Emslie, Nimmo-Smith, 1994]) were in the low moderate range (rs = .49 and .44, respectively) but were higher than the correlation (rs = .22) with the Hopkins Verbal Learning Test (Brandt, 1991) in a sample of 47 older adults. Correlations between the LLT Displacement Score and both the real 3rd edition by susan anker, Design Learning subtest and the HVLT were similarly low (rs = -.24 and -.29) whereas the correlation with the Shapes test was slightly higher (rs = -.37). This is fairly weak evidence. Further validation work is needed, including contrasted or known groups validity that shows LLT performance differs between cognitively intact and impaired samples. For example, some promising preliminary work conducted with an earlier version of the LLT showed performance differed between small groups of cognitively intact elderly and dementia patients (Bucks Willison, 1997), but this needs to lessons on writing a thesis be shown with the current version of the test. COMMENTARY.
The LLT is a brief and easy test to administer that shows a great deal of promise. Its key strengths are that it has ecological validity for older adults and does not rely on real by susan anker complex or fine motor control, drawing ability, or verbal ability. Scoring is papers resource, not too difficult but does require a calculator. The norms need to be strengthened using a larger and perhaps more ethnically and real essays, geographically diverse sample. The evidence supporting the parallel forms reliability of Versions A and B is not convincing enough to recommend using the norms with Version B. In future development of the LLT, the authors might consider using statistical equating procedures to real essays by susan equate performance on Versions A and B. Most critically, however, validity evidence is extremely limited. It is surprising that a test that the authors describe as particularly useful to real 3rd edition by susan . those concerned with the effects of dementia and ageing, as well as the effects of drugs and sur l'animation, stressors such as alcohol, benzodiazepines and cholinesterases (manual, p. 4) is presented without any validity evidence to back up these claims. Once appropriate validity evidence is obtained, the manual would benefit from the addition of specific recommendations to assist test users with interpretation of the results (e.g., case studies with different profiles of performance or different clinical groups). SUMMARY. The LLT was designed to be an individually administered measure of visuospatial learning, recall, and recognition for older adults that would be of particular use to professionals interested in the effects of aging, dementia, and drugs/alcohol.
The test meets its goal of assessing visuospatial learning, recall, and real essays 3rd edition, recognition in an ecologically valid manner and stands out from the majority of visuospatial tests in on writing, that it does not rely on complex motor control or drawing ability. Anker. Unfortunately, very little validity evidence is provided to support the inferences to be made from the LLT and the lack of known groups validity evidence, in particular, means the 3rd edition by susan anker, LLT cannot be recommended for real 3rd edition by susan anker, clinical use at this time. All Mental Measurements Yearbook test reviews are copyrighted by papers resource, the Buros Institute. Reviews may be printed for individual use only, and may not be otherwise duplicated or distributed without consent. Information on citations of real test reviews can be found on on writing a thesis the Buros website under FAQ. Purpose: Designed for adult probation and parole risk and needs assessment. Population: Adult probationers and parolees. Scores: 8 scales: Truthfulness, Alcohol, Drugs, Resistance, Aggressivity, Violence, Antisocial, Stress Coping Abilities. Price Data: Available from publisher. Comments: Both computer version and paper-pencil formats are scored using IBM-PC compatibles; audio (human voice) administration option available.
Author: Risk Needs Assessment, Inc. Publisher: Risk Needs Assessment, Inc. Cross Reference: For a review by Tony Toneatto, see 12:338. Review of the real essays 3rd edition by susan anker, SAQ--Adult Probation III by ROBERT SPIES, Associate Director, Buros Institute of Mental Measurements, University of Nebraska--Lincoln, Lincoln, NE, and essay, MARK COOPER, Training Specialist, Center on Children, Families the Law, University of Nebraska--Lincoln, Lincoln, NE: DESCRIPTION. The Substance Abuse Questionnaire--Adult Probation III (SAQ) is a 165-item test, administered either by real essays 3rd edition by susan anker, paper-and-pencil or computer.
All items are of the selection type (predominantly true/false and multiple-choice). Essays 3rd Edition By Susan Anker. Risk levels and recommendations are generated for each of eight scales: Alcohol, Drug, Aggressivity, Antisocial, Violence, Resistance, Stress Coping, and Truthfulness. The Truthfulness scale is meant to real essays by susan anker identify test-takers who attempt to minimize or conceal their problems. Nonclinical staff can administer, score, and interpret the SAQ. Data must be entered from an real anker, answer sheet onto a PC-based software diskette. The computer-generated scoring protocol produces on-site test results--including a printed report--within several minutes. Real Essays By Susan. For each of the eight scales, the report supplies a percentile score, a risk categorization, an explanation of the risk level, and (for most scales) a recommendation regarding treatment or supervision. The percentile score apparently is dissertation, based on the total number of problem-indicative items that are endorsed by the test-taker.
According to the Orientation and Training Manual, each raw score then is essays by susan, truth-corrected through a process of adding back into each scale score the research resource, amount of real 3rd edition anker error variance associated with a person's untruthfulness (p. 8). The adjusted percentile score is reported as falling within one of four ascending levels of risk (low, medium, problem, severe problem). The responsible staff person is expected to use information from the report, along with professional judgment, to identify the severity of risk and needs and to develop recommendations for dissertation sur l'animation, intervention. DEVELOPMENT. This SAQ is the latest version (copyright, 1997) of a test that has been under development since 1980. Essays Anker. The original SAQ, intended for assessment of adult substance abuse, has been adapted for use in risk and needs assessment with adult probation and parole clients. Two scales--the Antisocial and Violence scales--have been added since development of the SAQ in 1994.
Materials furnished by the developer (including an Orientation and Training Manual and real essays, An Inventory of Scientific Findings) provide minimal information regarding initial test development. Real Anker. The definitions provided for each scale are brief and relatively vague. On Writing Statement. The constructs underlying several scales appear to overlap (e.g., the Aggressivity and Violence scales), but little has been done to theoretically or empirically discriminate between these scales. Real Anker. No rationale is offered in the manual for how these scales fit together to measure an overarching construct of substance abuse. The developer cites no references to current research in the area of substance abuse. TECHNICAL. Information describing the norming process is vague. The Orientation manual makes reference to local standardization, and annual restandardization, but does not provide details. In one section the developer claims to have standardized the SAQ on the Department of Corrections adult offender population (p.
7). Robert Segmented. In another report, standardization is said to have eventually incorporated adult probation populations throughout the United States (An Inventory of Scientific Findings, p. 5). One might assume, based on the citing of SAQ research studies involving literally thousands of probationers that the recency and relevance of norms is beyond question. The developer, however, has not provided the documentary evidence needed to justify this assumption. The developer has investigated--and found--gender differences on some scales with certain groups to whom the essays 3rd edition, test has been administered. In response, gender-specific norms have been established for those groups (usually on a statewide basis). There is no evidence that other variables such as ethnicity, age, or education have been taken into account in the norm-setting process. The items selected for use in the test have several commonalities. Most items focus on personal behaviors, perceptions, thoughts, and attitudes and for university of michigan, are linked in a direct and very obvious way to the content of real essays by susan anker associated scales (e.g., I am concerned about my drinking, from the Alcohol scale). Almost all items are phrased in the socially undesirable direction; agreeing with the item points to the existence of robert root segmented a problem or a need for intervention.
The developer acknowledges that the items may appear to some people as intrusive, and that clients are likely to minimize or under-report their problems. In the SAQ, the response to this concern has been the inclusion of the Truthfulness scale and calculation of truth-corrected scale scores. Unfortunately, the statistical procedures underlying this important score correction are neither identified nor defended. Internal consistency for the individual subscales of the essays 3rd edition, SAQ has been well-established by a large number of developer-conducted studies that report Cronbach alpha estimates generally in the .80s to .90s. Robert Segmented. These high values for internal consistency may in real essays 3rd edition by susan anker, part be explained by the similarity of the items within each scale (i.e., repetition of the same basic question, using slightly different words or context). Evidence of other reliability estimates (other than for internal consistency) to support this instrument generally are lacking. The Inventory of Scientific Findings cites only one study in which a test-retest reliability coefficient was reported. Administering an early version (1984) of the SAQ to a small sample of 30 college students (not substance abusers or legal offenders), a test-retest correlation coefficient of .71 was found across an dissertation, interval of one week.
Evidence to support the validity of the SAQ is real essays by susan, limited. Some concurrent validity evidence is presented, in the form of multiple studies showing modest correlations between some SAQ scales and subscales of the Minnesota Multiphasic Personality Inventory (MMPI). The developer indicates that the MMPI was selected for this validity study because it is the most researched, validated and widely used objective personality test in the United States (Inventory of Scientific Findings, p. Real Essays 3rd Edition By Susan. 14). This explanation, however, does not suffice as a rationale for use of the MMPI to support concurrent validity; and no theoretical framework is provided about how the SAQ subscales relate to the personality constructs underlying the MMPI. In other reported studies, the SAQ is 3rd edition anker, shown to be modestly correlated with polygraph examinations and the Driver Risk Inventory (DRI). Again, the developer does not adequately specify how any correlation between these measures advances the efforts at dissertation, validation. The studies cited, and the validation process in general, do not meet accepted psychometric standards for substantiating validity evidence established in the Standards for Educational and Psychological Testing (AERA, APA, NCME, 1999). These same deficiencies were noted in the prior review of the SAQ (12:338), but no corrective action appears to have been taken. COMMENTARY.
The value of the real 3rd edition by susan, SAQ as a measure of substance abuse severity with criminal justice populations seems to be compromised on a number of levels. First, the test lacks a clear focus. Real Essays By Susan Anker. Only two of eight scales deal directly with substance abuse, and the developer has made no attempt to 3rd edition by susan combine the scale scores into some form of aggregate substance abuse severity score. Given this, the test name is a bit misleading, and the test itself probably is most wisely judged on the basis of the eight individual scales. Second, there are concerns--previously noted--about the individual scales and by susan anker, items selected for the scales.
Included within those concerns are lack of construct articulation, lack of construct differentiation among scales, the real essays by susan, predominance of items that are phrased in a socially undesirable direction, and homogeneity of item content within scales. Robert. Item phrasing and real by susan anker, the bluntness of the items (e.g., I am a violent person, from the real by susan anker, Violence scale) would appear to invite problems with response sets. The use of truth-corrected scores to handle problems with test-taker denial cannot be fairly evaluated due to insufficient information from the developer. Last, caution in the interpretation of reported risk levels and essays 3rd edition anker, risk level recommendations must be advised. The developer, for example, has determined that percentile scale scores falling within a given percentile interval represent a medium risk level, whereas scale scores falling within a contiguous but higher interval of scores qualify for a problem risk level. There is no clarification, however, of the meaning of the essay for university of michigan, labels medium and problem. Further, there are no statements regarding how the two risk levels are to be discriminated from one another, and no identification of essays anker outcomes (or probabilities of outcomes) that are tied to the levels. The categorization of scores into risk levels essentially amounts to implementation of three cut scores on each scale. Given the lessons on writing statement, developer's failure to essays ascertain or cope with errors of measurement, the risk level interpretations and their corresponding recommendations are substantially compromised.
SUMMARY. The developers, to their credit, have produced a risk assessment instrument that can be administered, scored, and interpreted in a relatively efficient and cost-effective manner. They have considered thorny issues such as denial on the part of robert segmented test-takers and gender differences in the norming process, but the differential impact of ethnicity and age has not been addressed. An earnest attempt has been made to provide risk assessment information and recommendations that are pertinent to the demands of the criminal justice practitioner. On balance, however, the SAQ falls far short of the mark. Insufficient reliability or validity evidence exists to assert that the test consistently or accurately measures any of by susan its associated constructs. There is continued doubt, in the words of the prior reviewer of the SAQ, that the lessons, test conveys any useful information additional to simply asking the client if they have an alcohol-drug problem, if they are violent, and how they cope with stress (Toneatto, 1995, p. 891).
Readers seeking an alternative test for real essays 3rd edition, a substance abusing population may wish to consider tests such as the Substance Abuse Subtle Screening Inventory (SASSI).
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Resume Format Guide - Reverse-Chronological, Functional, Combination Styles. By Resume Genius. Making a perfect resume needs more than just error-free spelling and real by susan grammar. A resume must be framed and formatted to present you in the best way possible, a process that requires combining creativity, composition, and admission essay of michigan marketing. Therefore, we’ve written this resume format guide to be a comprehensive resource to essays anker those looking to format their own resumes. Lessons A Thesis Statement! We provide writing tips, expert advice, and essays anker sample images covering every resume format for your convenience. Looking for for university more resume samples? Click the link below. How to Choose the Best Resume Format.
Use the chart below to essays by susan get a quick idea of colours essay topics which resume format will be best for presenting your unique job experience. As you may have seen above, job seekers have three options when it comes to formatting their resume: Chronological, Functional, and Combination . Each resume format has their own set of advantages and 3rd edition by susan disadvantages for different kinds of on writing statement job seekers, so be sure to choose wisely. Check out the in-depth writing guides below to get every bit of information needed to create the best resume for you: To get inspiration and an idea of what your resume can look like, we’ve created three huge libraries of resume format examples . The links below are separated by resume style and include industry-specific samples. Visit each library and find your industry. As the 3rd edition name suggests, a reverse chronological resume presents your work experience information from newest (most relevant) to oldest (least relevant). This means the resume will begin with your most recent job, and end with your oldest experience. This structure allows you to present yourself in terms of your promotions and upward career mobility , and is therefore particularly useful for robert root segmented entry to mid level applicants looking to by susan anker boost their careers. I should use a reverse chronological resume format if… I want to demonstrate a vertical career progression. I want to apply to a job in essay, a similar field.
I don’t have large work experience gaps. I shouldn’t use a reverse chronological style if… I have multiple gaps in my employment history. I am considering working in a new industry I frequently change jobs. To learn more about what should be in included in 3rd edition, a reverse-chronological resume, click here. The functional resume format frames the candidate in terms of the skills and abilities he/she believes are most relevant to the job opening . Unlike the reverse chronological resume, the functional resume ignores when and where the candidate learned or performed those skills . The candidate and simply lists them at robert essay, the top of the resume in order of most relevant to least relevant skills. Even the “least relevant” skill should still be relevant to the job you are applying for. “Least relevant” here really means “the least relevant of your most relevant skills.” Warning: Many human resources professionals have negative impressions of functional resumes precisely because they do not reveal chronological information, making it seem like the essays 3rd edition anker candidate is hiding something.
By using the functional format, job candidates can achieve three big goals: provide evidence that they are strong candidates for the job, and hide work experience gaps (if they haven’t been working for periods of time.) help hiring managers quickly locate specific skills that are required for a particular position, which is beneficial. I should use a functional resume format if… I have unusually large gaps in my employment history. For University Of Michigan! I am in the midst of a big career change into a new industry. I want to 3rd edition promote a specific skill set.
I shouldn’t use a functional style if: I want to highlight my upward career mobility. I am a student or entry-level candidate that lacks experience. I lack relevant or transferable skills. To learn more about essay for university what should be in included in a functional resume, click here. A combination resume is literally a combination of the reverse-chronological and functional resume formats. Combination resumes will often begin with a professional profile or summary of 3rd edition by susan qualifications that includes skills, abilities, and achievements relevant to robert the job opening. (This is the functional part.) This introductory section is then followed by your reverse-chronological professional experience, education, and additional sections. (This is the reverse-chronological part.)
I should use a combination resume format if… I want to showcase a relevant and real by susan well-developed skill set. Lessons Statement! I want to transfer to real by susan anker a different industry. I am a master at what I do. I shouldn’t use a combination resume format if… I am a student or entry level candidate. I want to emphasize my educational experience. Topics! I lack relevant qualifications and real 3rd edition anker skills.
To learn more about what should be in included in a combination resume format, click here. If you have any specific questions not answered in this guide please feel free to post them in the comments at the bottom of the page and one of our Senior Resume Experts will be glad to answer them for research papers on human you! PS. Need that job? Be sure to real 3rd edition download our Resume Checklist to ensure that you’ve written a complete, professional resume.
Click Here to Download. Our Resume Checklist. If I apply a admin. job but I only have relevant experience several years ago, and now in school learning social service. Robert Essay! How can I make my resume? Emphasize old skills and real 3rd edition by susan anker transferable skills from social service in a combination or functional resume. Good luck on the job hunt! Yes, if you have several impressive awards/honors then they can definitely be place above your professional experience.
Good luck on the job hunt! We suggest using a combination format. Best of luck on colours the job hunt! We suggest that you stick with the 3rd edition traditional reverse-chronological format. Good luck! I did a career shift recently to teaching after having a graduate degree and 10 years experience in planning and development. I have recently completed a graduate degree in dissertation sur l'animation, education and 3rd edition by susan have 2 years of teaching experience in dissertation sur l'animation, a preschool setting and trying to real essays 3rd edition by susan now make the shift to elementary age. Do you think I should use a combination resume? A combination resume should work for your situation. Check out our combination format writing guide for more info: https://resumegenius.com/resume-formats/combination-resume-samples.
For a chronological resume, if I completed an internship with a past employer — while simultaneously being employed by them — does the internship go above or below the dissertation primary employment experience? (E.g., I worked at HSBV from 8/2013 – 12/2015, with my internship — also at real by susan, HSBV — from 1/2015 – 5/2015, so right in the middle of my employment with them. Real 3rd Edition! Should the internship be listed before, or after?) You should list you internship after your employment. Good luck! I have what I perceive to 3rd edition be a unique situation (I understand everyone thinks they are different). I am an army veteran of real essays 3rd edition by susan anker nearly 7 years and essays 3rd edition by susan anker now I am studying to get my BS is Homeland Security. For University! I joined the essays by susan army at 19 in 2006 and got out in 2013. From 2013 until January of this year, I have been trying to make my own way as an entrepreneur. Lessons On Writing Statement! I was largely unsuccessful and in order to stay on real 3rd edition by susan top of my bills I ended up taking odd jobs during the lessons on writing a thesis statement day while working as a bouncer at various bars and clubs at real 3rd edition anker, night. I am currently looking for an internship as part of my degree program so i need to create a resume.
I thought a functional resume would be ideal so as to blur the past 3 years. However, I understand from this article that students should use a chronological resume. A Thesis! I need to know how firm that rule is. Also, if anyone has any specific guidance for my resume I am very willing to accept advice. 3rd Edition Anker! Thanks.
In your situation, we would suggest using a functional format. Robert Root Essay! This will allow you to focus on real 3rd edition by susan anker your skills that are relevant to the internship you are applying for. Good luck on the job hunt and thank you for your service! Okay so I am a third year college student looking for a part-time job that fits my class schedule and isn’t in the fast-food industry to lessons on writing statement help me pay rent next year. Essays 3rd Edition! I have never had to write a resume for any of my other jobs so I’m at papers on human, a loss as to what to do. I am applying as an entry-level applicant but I also didn’t work during my freshman year and essays anker about half of my sophomore year. Therefore I’m not really sure how to approach this and I really need this job. Please help!
Thanks! Good luck on the job hunt! Consider adding a ‘Publications’ section to root include your research and writing experience. Good luck on real essays by susan the job hunt. Several positions require a chronological resume be included.
I am over 40, most recent position was over 5 yrs ago as a Seasonal Tax Professional with HR Block. Recently received my AA degree. I do not include employment start – end dates on my resume for dissertation many reasons but I am not trying to by susan anker look like someone who can not or will not follow directions either. Please share your thoughts. Hi I used to dissertation be a pediatric nurse for real essays anker two years till moved to this country on 2012 and have been working at Walmart since then, recently got my RN license and want to start working as a nurse…what type would you recommend me? In your case, we suggest using a functional resume.
Best of real luck on the job hunt! Hi, I am presently working as Project Manager in construction company and before this I worked as Operations Manager in a different company. Real By Susan Anker! Now I want to apply for a job (Title : Plant Manager). I am confused which format I should choose to post for real this job opportunity. Real By Susan! Please recommend. We suggest sticking with the essay traditional reverse-chronological format. By Susan! Best of colours essay luck! Detailing all 18 years of essays your experience might be overdoing it. With three pages, there is likely some redundant information that you could cut. However, if you truly feel that all of your content is relevant and of interest to the employer, then stick with what you have. Best of luck on the job hunt!
I am now trying to rejoin the full-time workforce after almost a 17 year absence. Prior to marriage mother hood I was a very successful Director of Public relations for a well known beauty company in robert root segmented essay, NYC (1990-1996). Anker! After that I joined a small firm on Long Island as their first ever Director of PR and advertising (1997-1999). Then babies came. 6 years later I joined a local firm as their Director of Operations (office manager) from lessons, 2006-2009. Then my family and anker I moved to Switzerland and just returned after 7 years. I was a teacher of English as a Second Language. I am looking for work in almost any capacity: From Communications manager to administrative assistant. Root Essay! I am struggling with how to present my resume. I’ve been letting my cover letters explain the 3rd edition anker history and why I would be a good fit for resource any given position, but I’m sure my resume is holding me back. Any ideas.
Thanks in advance! If you’re looking to get back into communications or office management, then it might be better to use a functional format. This will allow you to emphasize your skills instead of the dates of your work experience. As far as explaining work gaps in your cover letter, check out this how-to guide: https://resumegenius.com/cover-letters-the-how-to-guide/cover-letter-red-flags-solutions. While I was in real 3rd edition anker, high school I did my internship at for State Farm. After I graduated I was offered a job there and stayed there for 2 years. I have recently worked at the National Instituted of papers Health for a year. I currently want to real 3rd edition by susan anker go back to essay finding an office job or something related and real 3rd edition need help deciding what type of resume I should use? Based on the info you’ve given us, a ‘Chronological’ format would still be appropriate.
Best of lessons on writing a thesis luck! If the the position you are applying for is also an administrative job, then stick with the traditional Reverse-Chronological resume format. Good luck on the job hunt! Glad you liked it! Hi there! This is great. Real By Susan! I was just wondering, if I’ve been at the same position for research papers on human 3 years (2014-present) but did a second job for 6 months in 2015 that I would like to real anker list, would I put that first (since technically 2015 is more recent than 2014)? Or would I list that after my current position, since I’m still presently in this role? Thanks! List your current position first.
Best of luck! A combination or functional resume would be suitable. Best of root luck! It sounds like a functional format would be a good choice. By Susan Anker! Good luck on the job hunt! Hi there Elizabeth,
You have a bit of flexibility with the resume format, but when in doubt go with reverse-chronological. Because you’re lacking in transferable skills, I’d recommend working on your resume objective to get your application started on the right foot. https://resumegenius.com/how-to-write-a-resume/career-objective-writing-guide. Also consider the soft skills you’ve built during your time working in a call center. Many of these could potentially be transferable. https://resumegenius.com/how-to-write-a-resume/skills-section-writing-guide. Good luck with your job application! Yes, a combination resume is colours essay, perfectly suited to real essays 3rd edition someone of colours essay your experience, even with the career change. Good luck making the shift back into your previous field!
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14 Skills and Values Employers Seek in Jobseekers. by Randall S. Hansen, Ph.D., and Katharine Hansen, Ph.D. Job Skills to list on real essays 3rd edition your Resume. Deals with acting in a responsible and fair manner in all your personal and lessons on writing statement, work activities, which is seen as a sign of maturity and real essays 3rd edition, self-confidence; avoid being petty. How to describe this skill on your resume: Conscientious go-getter who is highly organized, dedicated, and committed to professionalism. Employers probably respect personal integrity more than any other value, especially in light of the many recent corporate scandals. How to describe this skill on your resume: Seasoned professional whose honesty and integrity create effective leadership and optimal business relationships. Research. Deals with openness to new ideas and concepts, to working independently or as part of a team, and to carrying out multiple tasks or projects. How to describe this skill on your resume: Highly adaptable, mobile, positive, resilient, patient risk-taker who is real 3rd edition, open to new ideas.
Employers seek jobseekers who love what they do and will keep at 3rd edition by susan anker it until they solve the problem and anker, get the essay topics job done. Real 3rd Edition By Susan Anker. How to on writing describe this skill on your resume: Productive worker with solid work ethic who exerts optimal effort in successfully completing tasks. 5.Dependability/Reliability/Responsibility. There#8217;s no question that all employers desire employees who will arrive to work every day? on time? and ready to work, and who will take responsibility for their actions. How to describe this skill on essays by susan your resume: Dependable, responsible contributor committed to excellence and success. Statement. Employers want employees who will have a strong devotion to the company? even at times when the essays 3rd edition company is not necessarily loyal to its employees. How to describe this skill on your resume: Loyal and dedicated manager with an excellent work record. 7.Positive Attitude/Motivation/Energy/Passion. Admission Essay Of Michigan. The jobseekers who get hired and the employees who get promoted are the ones with drive and passion? and who demonstrate this enthusiasm through their words and actions.
How to describe this skill on your resume: Energetic performer consistently cited for unbridled passion for essays 3rd edition, work, sunny disposition, and upbeat, positive attitude. Look at it this way: if you don#8217;t believe in yourself, in your unique mix of skills, education, and abilities, why should a prospective employer? Be confident in yourself and what you can offer employers. How to essay describe this skill on your resume: Confident, hard-working employee who is committed to achieving excellence. 9.Self-Motivated/Ability to Work Without Supervision. While teamwork is always mentioned as an important skill, so is the ability to work independently, with minimal supervision. How to describe this skill on your resume: Highly motivated self-starter who takes initiative with minimal supervision. No matter what your age, no matter how much experience you have, you should always be willing to learn a new skill or technique. Jobs are constantly changing and evolving, and you must show an openness to grow and real by susan anker, learn with that change. How to describe this skill on your resume: Enthusiastic, knowledge-hungry learner, eager to robert root essay meet challenges and real essays 3rd edition anker, quickly assimilate new concepts.
While there is segmented, some debate about whether leadership is something people are born with, these skills deal with your ability to essays by susan anker take charge and manage your co-workers. A Thesis Statement. How to describe this skill on your resume: Goal-driven leader who maintains a productive climate and confidently motivates, mobilizes, and coaches employees to meet high-performance standards. 12.Multicultural Sensitivity/Awareness. There is possibly no bigger issue in the workplace than diversity, and real essays, jobseekers must demonstrate a sensitivity and awareness to other people and cultures. How to describe this skill on your resume: Personable professional whose strengths include cultural sensitivity and an ability to build rapport with a diverse workforce in multicultural settings. Deals with your ability to design, plan, organize, and implement projects and tasks within an allotted timeframe. Root Essay. Also, involves goal-setting.
How to describe this skill on your resume: Results-driven achiever with exemplary planning and organizational skills, along with a high degree of detail orientation. Because so many jobs involve working in one or more work-groups, you must have the ability to work with others in a professional manner while attempting to achieve a common goal. How to describe this skill on by susan your resume: Resourceful team player who excels at a thesis building trusting relationships with customers and colleagues. Final Thoughts on Employment Skills and Values. Employability skills and personal values are the critical tools and traits you need to succeed in the workplace? and they are all elements that you can learn, cultivate, develop, and maintain over your lifetime. Real Essays Anker. Once you have identified the on human resource sought-after skills and values and assessed the real essays 3rd edition anker degree to which you possess them, begin to market them by building them into essays by susan anker your resume, cover letter, and interview answers) for job-search success. See also our Transferable Job Skills for Jobseekers.Click here to begin building your own resume! More Information about real essays by susan anker Employability Skills: Skills Employers Seek, reporting on annual results from the National Association of Colleges and Employers (NACE) survey of employers to determine the top 10 personal qualities/skills employers seek.
From the Career Development Center at Binghamton University. Skills Employers Seek, from Loughborough University. Skills Employers Seek, from Psych Web Top 10 Soft Skills in Demand, from LiveCareer Resume Skills Section, from LiveCareer. Building Tools That Build Better Work Lives. Since 2005, LiveCareer’s team of career coaches, certified resume writers, and research on human, savvy technologists have been developing career tools that have helped over 10 million users build stronger resumes, write more persuasive cover letters, and develop better interview skills. Real 3rd Edition By Susan Anker. Use our free samples, templates, and writing guides and our easy-to-use resume builder software to help land the job you want. Dr. Robert Root Segmented. Randall S. Hansen. Dr. Randall S. Hansen is founder of Quintessential Careers, one of the real essays 3rd edition oldest and most comprehensive career development sites on the Web, as well CEO of EmpoweringSites.com.
He is also founder of MyCollegeSuccessStory.com and EnhanceMyVocabulary.com. He is publisher of Quintessential Careers Press, including the Quintessential Careers electronic newsletter, QuintZine. Dr. Hansen is also a published author, with several books, chapters in books, and hundreds of articles. He’s often quoted in the media and conducts empowering workshops around the country. Finally, Dr. Hansen is also an educator, having taught at the college level for sur l'animation, more than 15 years.
Visit his personal Website or reach him by email at email@example.com. Check out Dr. Hansen on GooglePlus. Katharine Hansen, Ph.D., creative director and 3rd edition anker, associate publisher of Quintessential Careers, is an educator, author, and blogger who provides content for Quintessential Careers, edits QuintZine, an electronic newsletter for jobseekers, and admission essay, blogs about storytelling in by susan anker the job search at A Storied Career. Papers On Human. Katharine, who earned her PhD in organizational behavior from Union Institute University, Cincinnati, OH, is author of real essays anker Dynamic Cover Letters for New Graduates and lessons, A Foot in real 3rd edition by susan anker the Door: Networking Your Way into the Hidden Job Market (both published by Ten Speed Press), as well as Top Notch Executive Resumes (Career Press); and topics, with Randall S. Hansen, Ph.D., Dynamic Cover Letters, Write Your Way to a Higher GPA (Ten Speed), and The Complete Idiot’s Guide to Study Skills (Alpha). Visit her personal Website or reach her by e-mail at firstname.lastname@example.org. Check out essays 3rd edition by susan anker, Dr. Hansen on GooglePlus. I AM A CAREER CHANGER This page is your key source for all things career-change related.
You#8217;ll find some great free career-change tools and resources. Changing careers can be traumatic, especially if you have been in your current career for a long time, but you do not have to go through the process alone or  Quintessential Careers: Career and Job-Hunting Blog. Quintessential Careers: Career and Job-Hunting Blog Career and job-search news, trends, and scoops for job-seekers, compiled by the staff of Quintessential Careers.The Quintessential Careers Blog has moved!! These pages remain as an archive of our previous blog posts. Please check out the new and lessons statement, improved Quintessential Careers Blog for real essays by susan, Job-Seekers and Careerists. Interview Advice Job  The Quintessential Directory of Company Career Centers. The Quintessential Directory of Company Career Centers Where job-seekers can go directly to the job/career/employment section of a specific employer#8217;s Website.Because more and more companies are developing career and employment centers on their corporate Websites, Quintessential Careers has developed this directory, which allows you to go straight to the career and employment section of the  Quintessential Careers: I am a Career Coach or Counselor. The Quintessential Directory of Company Career Centers Where job-seekers can go directly to the job/career/employment section of a specific employer#8217;s Website.Because more and more companies are developing career and real, employment centers on their corporate Websites, Quintessential Careers has developed this directory, which allows you to go straight to essays 3rd edition by susan anker the career and employment section of the  Mighty Recruiter Mighty Recruiter. Customer Service Customer Service.
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History: Ancient/ Augustus Caesar term paper 19240. In ancient history there have been many great leaders who have come to the forefront to save the Roman Empire from destruction and demise. The leaders and heroes of the Roman Empire are countless, but one leader stands out from all the rest. Real Essays 3rd Edition Anker. Augustus Caesar’s contributions to Roman history helped make Rome the dominant empire we study and remember today. (Octavian) Augustus Caesar is without a doubt the greatest political leader in the history of the Roman Empire. As a young adolescent, Octavian demonstrated his leadership ability long before having thoughts of becoming the first emperor of Rome. Octavian’s strengths, feats, and accomplishments as a military leader show just a portion of his great political skills he pocessed. After the murder of Octavian’s great uncle, Julius Caesar, in 44 BC; Octavian along with Mark Antony, and Lepidus formed the Second Triumvirate. The three men lead their armies into Rome. Lessons A Thesis. The Roman Assembly granted the Second Triumvirate full power for five years.
With full backing of the essays by susan, Roman Assembly, Octavian, Antony, and Lepidus raged a bloody campaign against all those who opposed them. As a reward for outstanding service to the Second Triumvirate, the land won from conquered victims was distributed amongst deserving soldiers. Octavian and his two companions put a temporary end to the civil war of the Roman Empire in 42 BC. The Triumvirs, at Philippi in Macedonia, defeated the 3rd edition by susan, republicans led by Brutus and Cassius. They divided the essays by susan, empire between themselves. Antony remained in the wealthy East, Lepidus got control of Gaul and Spain, and Octavian received Italy. This was not the most generous of gift for essay, young Octavian. He had the difficult task of settling the veterans of Italy. This involved redistributing land and forcibly expelling any of the previous landowners. “In time, Octavian forced Lepidus into retirement and won control of all western provinces.”(Chodorow 90) By 32 BC, Italy and the western provinces swore an oath of allegiance to Octavian. Octavian could than concentrate his efforts on moving against Antony, for 3rd edition by susan, total control of the essay, Roman Empire.
The Battle of Actium in 31 BC was arguably one of the most important naval battles in the history of the essays anker, Roman Empire. Lessons On Writing. Upon defeat by real essays Octavian at this furiuos naval battle, Antony flees to Egypt with his lover Cleopatra. The following year in Egypt, Octavian and his army again defeat Antony. Conesquently, Antony and Cleopatra commit suicide. With the victory at dissertation sur l'animation the Battle of Actium, Octavian was now sole ruler of Rome and all its provinces. Upon the real 3rd edition by susan, defeat and death of Antony, Octavian proclaimed the restoration of the Republic of Rome. However, he had no intention of stepping down as ruler. In 27 BC, with more of theatrical gesture than sincerity, Octavian placed the republic at the disposal of the Senate and the Roman people. “The Senate thereupon, realizing by essay past experience its own helplessness and knowing that it did not possess the organization for ruling the great Roman world successfully, gave him [Octavian] officially the command of the army and the control of the most important frontier provinces. Besides these vast powers he held also the important rights of a tribune. 3rd Edition Anker. ”.(Breasted 680) Octavian’s position was now legitimized by the Senate’s request that he command and lead Rome. He was given the military command, known as Imperium for ten years.
This office included the administration of Roman provinces that required the presence of the army. The official name of robert root segmented Octavian became Imperator Caesar Augustus From that time would be known as Augustus, which means “the Exalted”. Augustus received the tribuncian power for life and assumed the role of protector of the Roman people. He also received the right to intervene in those provinces administered by the Senate. The backbone of essays by susan anker Augustus’ power came from being Imperium of the military. Essay For University. “The major portion of the army was not, however, kept in Italy, where rebellious generals might intrigue with the Senate and rise in sudden revolt. Instead, the real by susan, Roman legions (twenty-eight of them, of six thousand men each, plus enough auxiliary forces to bring the total to about four hundred thousand men) were stationed at the other boundaries of the lessons on writing a thesis, realm in just those places where there might be trouble with the barbaric tribes beyond the border.”(Asinov 5) It was of great importantance to Augustus that the elite troops and military officers were of Roman descent.
This made certain that people with pride, feelings, and love for the Roman Empire would run the army with Roman traditions. With all great political leaders, there must be some affection shown for the arts and for education. Augustus understood the importance of ideology and propaganda. He sponsored and encouraged the leading writers and artists of his time. The historian Livy, and the poets Vergil and Horace were of importance to Augustus. Their works glorified Rome’s past and the greatness of Augustus’ achievements. This time of restoration is frequently referred to as “The Golden Age of real essays anker Latin Literature”. Latin literature achieved its highest level of excellence with the real, help of Augustus’ promoting of higher learning and his patronizing of the essays 3rd edition anker, arts. The term “Augustan Age”, used to describe periods of great literary achievement in essays by susan modern nations, shows that Augustus had a profound impact on the world’s history of learning. “Augustus filled his house at Capri with huge fossilized remains of sea and land monsters, which people call Giants’ Bones or Heroes’ Weapons.
What Augustus did with them, nobody knows. Of course, he was an emperor, and so could be only an amateur scientist: he was too busy to real essays by susan, spend a lot of time on colours topics, his hobbies.”(Nichols 8) Augustus known the importance of learning and continuing to learn new knowledge. In an effort to real anker, bring back the moral standards of the past, Augustus established a code of laws and social programs. The laws passed restored the family unit, which gave total power of the family to the head male. A Thesis Statement. These laws included such things as: Encouraging marriage and child bearing with penalties going to people not married by essays the age of papers on human resource thirty.
Adultery was strictly forbidden. Real Essays Anker. Married men were heavily fined and taxed for not having children and tax breaks were given to lessons, people with three or more children. Real By Susan Anker. Augustus’ laws also gave the male head of household the right to decide who the children would marry, where they would live, and what profession and economic goals they would pursue. Augustus also re-established the priest hoods of Rome. He revived old religious customs and attempted to restore the old stern morality. When the elder incumbent died, Augustus assumed the role of on human resource Pontifex Maximus (Highest Priest). He also asserted his power as Pontifex Maximus to prohibit the Roman people from participating in real essays anker mystery cults.
The organizational skills of Augustus were impeccable. This is evident by sur l'animation the conducting of a census at around the time of the birth of Jesus Christ. With his organizational ability and Augustus introduced laws that emphasized hard work, traditional family values, and loyalty to the Roman government. Augustus’ laws proved to be a success. Part of Augustus’ success came from his ability to relate to the people of Rome. Real. It always helps a politician to be able to relate to the people. And that strength made Augustus a politician. His young and energetic personality made it easy for the people of Rome to segmented, communicate with Augustus. Augustus dressed like common men of Rome. He would not dress in the costumes of the upper class.
The extreme popularity of Augustus is evident with the people offering him Chancellorship for life. He turns down the title. People insisted that they worship him as a god. Once again he refuses, stating that he wants people to worship his ideas instead. The people who worship and spread the ideas of 3rd edition anker Augustus are referred to as the Augustilites.
And in time, the month of Sextilis is renamed August in his honor. History remembers the greatness of Augustus in several ways. Although it seems unusual, it is worthy of mention that Augustus Caesar was one of the few emperors to die a natural death. Augustus entered a city of brick and stone and robert segmented, left a city of marble. He extended the boundaries of the empire and reorganized its administration. Essays By Susan. His reign starts a two hundred-year period of peace known as the Pax Romana.
The political system he established endured essentially no change for three centuries. The modern world honors him with our calender by the naming of the eighth month after him. The only thing that saved the real essays, destruction of the Roman Empire was the 3rd edition by susan, emergence of a brilliant political leader, Octavian Augustus Caesar, first emperor of the Roman Empire. Thesis sentence: (Octavian) Augustus Caesar is without a doubt the greatest political leader in the history of the Roman Empire. I. Octavian strengths, accomplishments, and feats as a military leader. A. Octavian joins forces with Mark Antony and Lepidus.
1. Three form Second Triumvirate in 44 B.C. 2. Three lead their army into Rome and Assembly grants them full power for papers resource, five years. 3. Brutus and Cassius are hunted down in Macedonia where Brutus. and Cassius are defeated and killed in the Battle of Philippi in. 4. Octavian, Anthony, and Lepidus divide the empire.
B. Octavian forces Lepidus into retirement and gains control of all western empire. C. Real Essays 3rd Edition. 32 B.C. Octavian moves against Antony. 1. 31 B.C. Octavian wins naval battle at admission essay for university Actium. a.. Battle of real essays anker Actium puts end to civil war. b. Win at Battle of Actium gives Octavian sole control of the R. D. Sur L'animation. Octavian proclaims restoration of anker empire in 27 B.C.
1. Proclamation is robert root essay more theatrical than sincerity. 2. Senate begs Octavian to not abandon the empire. 3. Given military command for ten years. a. Named Imperator Caesar Augustus and referred as. Augustus the Exalted.
b. Imperium is the Supreme Military Command. E. Backbone of essays anker Augustus’ power is the army. 1. Army has twenty five legions of about six thousand men in each. 2. Lessons On Writing A Thesis. At least two hundred and fifty thousand men in army at all. II.
Education and the Arts. A. Golden Age of by susan anker Latin Literature. 1. Octavian promotes learning. 2. Octavian patronizes the arts. B. Great writers flourish in Augustan Age. 1. Augustan Age is a term used to robert root segmented, describe periods of great. literacy achievement in modern nation’s.
2. Writers are Virgil, Horace, Livy, Ovio flourish. III. Helping The Restoration of Rome through Code of real essays 3rd edition by susan anker Laws and Social Programs. A. Passed laws to restore family unit. 1. Encouraged marriage and child bearing. 2. Penalties to people not married by the age of research papers on human thirty. 3. Adultery is absolutely forbidden. 4. Married men are heavily fined and taxed for not having. 5. Tax breaks are granted for people with three or more children. B. Reestablishes the priest hoods. 1. When elder incumbent dies Augustus assumes the role of.
Pontifex Maximus (Highest Priest). 2. Prohibits participation of Roman people in mystery cults. C. Augustus brings back morals of Rome. D. Augustus has great organizational skills and conducts a census. E. Real 3rd Edition By Susan Anker. Augustus’ laws give total power of family unit to male head of the. 1. Male head of family decides who the sons and real by susan, daughters will.
2. Male head of family decides where sons and daughters will live. 3. Male head of family decides what profession and what. economic goals his children will pursue. 4. Real 3rd Edition. Male head of for university family owns all families land. F. Augustus’ new code of 3rd edition by susan anker laws emphasize hard work, loyalty to the. Roman government and traditional family values. IV.
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