Seminar paper Essay Example | Topics and Well Written Essays - 500 words - 1

Seminar paper - Essay Example In Mona’s school, there is a girl known as Danielle Meyers. This girl is somewhat of a competition for Mona and she even gives us a detailed description of her that Danielle Meyers wears blue mascara and that she is said to have kissed two boys (Gina, 1999). Danielle Meyers is said to have French-kisssed one boy and given the other boy a regular kiss since he had braces. This story of kissing two boys makes Mona envious and she herself begins looking for a boy that she will kiss in order for her story to be passed round (Gina, 1999). Mona lies to her friends that she knows karate since her ancestors, the Chinese, are believed to have been skilled in karate. This is just a lie but Mona does not mind as she would do anything for fame (Gina, 1999). Mona is that type of person who tells one lie after another without even blinking. She tells her friends that a woman can get pregnant from drinking tea. She also tells them that the brains of monkeys are a delicacy for the Chinese (Gina, 1999). Most of the cultural food of Chinese is tomatoes, nothing resembling monkey brains. Mona brags about how her mother’s cooking is off the charts that her cooking is not even in the cookbooks. The jealousy of Mona towards the fact that Danielle Meyers kissed two boys drives her to peer pressure when she starts looking for a befriend to kiss too so that her story will be aired by everyone. Mons’s teacher introduces Sherman to Mona as the new boy in class that she may guide him in the first few days at school. Mona thinks that Sherman is cute and begins falling in love with home (Gina, 1999). Mona is crazily in love and does a lot to show this such as decorating his books, having lunch always with him and taking him places such as the candy store and the bagel store which turns out to be great since Sherman is crazy about bagels (Gina, 1999). It comes a time where Mona knows that Sherman will be leaving in a month. Mona is only worried

Statistical Analysis Math Speech or Presentation

Statistical Analysis Math - Speech or Presentation Example The entire student population of the US has been divided into state/territories as different strata. Samples are then obtained from each stratum. The advantages of this technique are: This structure and design of the frequency table was chosen because it makes it easier to analyze data using tools such as Microsoft Excel and SPSS. It is also simple to extract data from or to do cross tabulations. As you can see the measures of central tendency: mean, mode and median have been easily calculated using MS-Excel. The section in Table 1 written #N/A shows no mode / multimodal data. From chart 2 we can conclude that Grade 12 students had the highest percentage mean of those who rarely or never wore a seat belt when riding in a car driven by someone else. This is different from Chart 3 below which shows us that Grade 9 had the highest percentage median of the same data. This implies that the data has extreme values. From charts above and below looking at the samples for gender we see we have a skewed distribution. We can see long right-tails which implies positive skewness. A normal distribution is symmetric and has a skewness value of 0. The standard deviation is a measure of dispersion around the mean. In our case the standard deviation is very high when compared to the mean, 9.066 for Male data and 9.575 for Female data. This means that our data has a very wide spread from the centre. a. Parameters are numbers that are used to describe characteristics of an entire population while statistics are numbers that describe characteristics derived from a sample that has been drawn from a larger population.   The standard deviation is a measure of dispersion around the mean. It is the positive square root of the variance. Range is the difference between the highest and lowest values in a sample or population. The inter-quartile range is got from the difference between the 3rd and 1st quartiles of the sample/population data. b.

The Problem of Global Warming

The Problem of Global Warming Global warming Global warming raises many fears in our planet Earth. Global warming happens when the temperature of the earth rises. Global warming is a natural phenomenon. The increasing of the temperature happens gradually in resulting to the atmosphere store the amounts of heat which emitting from the sun and the increasing of the concentration of gases such as carbon dioxide. Gases such as carbon- dioxide and other gases take the heat from the sun after that these gases radiates again. Greenhouse gases effects badly on the layer of ozone and this gases rise harmful rays from the sun, which enter easily on our Earth and damage the earth. This operation done in the atmosphere and damages also many people, plants, and animals. There are many problem and fears arising from the Global Warming. It effects badly on human health and on the sea level. There are many ways and solution for reducing the damages of Global Warming like growing trees and using the alternative energy instead of using the fossi l energy and cool. Global Warming is very dangerous problem in our earth. It is the increasing of the temperature on the earth. The emission of greenhouse like carbon dioxide result to increase the temperature of the earth. These greenhouse gases damage the layer of ozone. Global warming is the principle of changing the weather patterns. Global warming damages many areas and caused many problem such as flood, drought and earthquake. We face many problem in our time. Global warming one of this problems. Many damages and problem happen behind this phenomena. Global Warming effects badly on our heath. Our ground faced various changes. Most of these changes that damage the earth and our life is the Global warming. In the last years, there are many changes happened by persons not by the nature. Persons do many things helped to Global Warming enter in our earth. People nowadays cut tree. Cutting trees lead to the presence of Global Warming and other things. There are many effects of Global warming in our world. Our living could be in danger if Global warming remaining. One of the most danger effects of Global warming on our world, it changes the degree of the temperature. The increasing in the temperature of the atmosphere, leads to the increasing in temperature in the summer and severe decreasing temperature in winter. The second effect of Global warming is the rising in sea level. When the sea level caused by the Global warming, Many problem happen and there are many serious problems. These problems are vey difficult to solve. There are many sources said that the world will face crises in water in some areas of the world if Global warming continues. The third effects of Global warming is effecting on the human heath and put them in risk and problems. One of the most diseases arising from the Global Warming is the tropical diseases because when the temperature rises more and more, people infected badly by the tropical diseases. To reduce the bad problems of Global warming, we can do our best to control the damages of gasses into the environment. We can follow many steps for reducing the problems sever of Global Warming. One of these controlling to face the phenomenon of the Global Warming to save our planet from damaging, the country should put strong laws to face the dangers of the greenhouse gasses and pollution. The second solution to control the Global warming is planting our trees. These trees absorb gases that causes by the Global warming. Trees help to reduce the damages of Global Warming. The third way to prevent the damages of Global Warming is to use the alternative energy like wind, the sun and water for reducing the use of fossil energy and coal. There are many causing behind the happening of the phenomenon of Global Warming. One of causing is the increasing of gasses such as carbon dioxide, water vapor. These gases make to prevent the temperature from exiting from the atmosphere. This is mean that these gases remain within the atmosphere. The second causes of happening the phenomenon of Global Warming is the cutting of trees because trees help to reduce this phenomenon. Using many gases in purpose of refrigeration and cooling helping to damaging the ozone layer. Building many houses in agricultural areas because of the building homes in these places helped to increase carbon dioxide in the atmosphere. Natural phenomenon also helped to happening the Global warming such as volcanoes, forest fires and Earthquakes. Finally, Global Warming is a big problem; we should do our best to prevent this phenomenon. Global Warming damages people, plants and animals. There are many means must be done to reduce Global Warming. Using alternative energy and growing plants help to prevent this ephemeron.   We know that persons play big role in spreading this phenomena by cutting trees and building houses in green lands. People play role in happening global warming by generating electricity. They produce a huge amount of energy by electricity by producing Co2 and atmosphere store heats which coming from the sun, which lead to happening the Global Warming. Global warming caused to make the summer very hot and the winter very cool. Many people, animals and plants died because of the happening of Global warming. Global Warming is a serious problem, we should prevent it to safe our life. References Global Warming Essay. (2017, Feb 13). Global Warming Essay. Retrieved from global-warming-essay: http://www.global-warming-essay.com/ Problem and Solution: Global Warming. (2017, Feb 13). Problem and Solution: Global Warming. Retrieved from admc.hct.ac.ae: http://www.admc.hct.ac.ae/hd1/english/probsoln/prob_solv_gw2.htm Various Contributors. (2016, Nov 8). What is Global Warming. Retrieved from importantindia.com: http://www.importantindia.com/24273/what-is-global-warming/

Friday :: essays research papers

FRIDAY A handsome, in about 26 years old, with straight and strong limbs, tall and well shaped fellow who bare name Friday which he got for the memory of a day he was rescued. The native who was saved from a certain death by Robinson Crusoe during one of the cannibal rituals of a local tribe. By the man who was actually on his way to Africa to buy Negroes! His hair was long and black but not curled, he had very high forehead and great sparkling sharp eyes. Friday’s appearance was somewhere in between Negro and European, black but tawny skin, round face and small but not flat nose as most of the Negroes have. Of course, like all Negroes have, had he fine teeth well set and white as ivory, but oddly enough – thin lips. To lay his head flat upon ground, close to person’s foot and set other foot upon his head – this was Friday’s way of showing the servitude and submission. Robinson understood him in many things and let him know how very pleased he was with him. This was something Friday understood before he could speak Robinson` s language. Still he was a cannibal in his nature, full of lot abhorrence. We can see how the other culture is suppressed from the very beginning. Robinson cures Friday of his cannibalistic habits and gives him a new Western name. But the first words he taught him in English were words that one servant has to know and use! So Friday was domesticated and incorporated into Western society. The main fear and an idea throughout the book is Crusoe `s goal to re-educate Friday to a civilised human being and if he wouldn’t have, he would have no mercy but to kill him!

Mass disaster response

Mass disaster response is increasing at a very high rate in the world.   Many individuals and communities fall victims of the disaster. Mass disaster has been influenced partly by nature, and partly by man’s actions either deliberately like in the case of terrorists, war, and civil unrest, or through people’s neglects or mishap such as accidents at work or in house fires.   The mass disaster usually causes trauma, and traumatic losses.   Survivors lose their routine way of working, living and relation with others among other daily activities.Some of the mass disaster for example terrorism persist for long period, causing insecurity and exposing individuals to danger or threat of danger, limiting the functioning of individuals in their lives.   The man made disasters have been increasing greatly with the increase in religions, faiths, and beliefs.   The differences in these beliefs, faiths and religion have led to ostracizing and out casting of some individuals from the society.   This has resulted to use of violence as a way of imposing justice (Ashmead-Bartlett 1999). The violence has been used to attack other people in revenge and as a way of imposing justice. In many cases of such attacks, innocent people are attacked for political reasons or against peer groups as a result of antisocial behaviors.The law enforcement should be implemented to respond against the mass disaster in order to identify victims, recover the survivors and the remains of the dead.   The survivors of mass disaster need to be rescued from the disaster, and need to be provided with necessary care and support, to enhance their recovery in terms of health, finance, security and the general continuity of the practices and activities that are carried out to enhance good living.   It is the responsibility of the law enforcement group to investigate, and identify the individuals behind the disasters, investigate the reason of the attack, and place appropriate puni shment to offenders.Research was carried out in regard to the Port Arthur attack, the September 11th attack and the Virginia Technical Institute attack to investigate the cause of attack, what happened during and after the attack, and to determine the measures which the law enforcement group took to help the survivors and to identify and deal with the terrorists.Port ArthurThe Port Arthur massacre in Tasmania took place in 1996 and it involved Martin Bryant who was a loner, shooter and a lair.   This massacre is one of the worst massacres of mass disaster conducted by a single gunman.   The offender had inherited a close friend’s estate, making him to have large amounts of money which he consumed through making several and frequent tours, around the world, and in purchasing of several automatic weapons, which varied in power from high to semi powered.EventsOn the day of crime, Bryant started by killing two people, early during the day, and later while at the Board arrow c afe he made some shooting.   Bryant had taken his lunch outside the cafà ©. When he entered in the cafe, he secured a position in the North-Western corner of the cafe from where he used Colt AR-15 to shoot the people who were seated in the cafe taking lunch.   The shooting captured around twenty people, and after this event Bryant left the cafà © and went out of the cafe, to his car.While at the car at the car park, he changed the weapon, and used a FN-FAL to injure some more four people. At the same scene, he murdered a mother and her two young children who seemed to approach his car, and he then left the scene.As Bryant was driving away from the scene, he stopped at a toll booth, where he met four people in a BMW, shot them dead, and then transferred some of his weapons to the BMW. He left behind his car with an unfired shot gun and drove to a gas station, where he killed a female passenger and forced a man to enter in the boot at gun point.Bryant drove to Seascape hotel and on his way, he fired passing cars severally. On arrival at the Seascape hotel he handcuffed a male hostage inside the guest house, and he burnt the stolen BMW. The special operations group and the police were informed and arrived at the scene to capture him. (Greener 1996).   The siege between Bryant, and the police together with the special operations group surrounded the hotel.The police and the SOP tried very much to get Bryant or rather to make him surrender, to no success.   Many negotiations intervened the situation and tried to convince Bryant through telephones in vain.   Bryant remained inside the hotel, where he kept firing randomly in various directions.   It was discovered that within the course of the siege, Bryant made many firing approximately two hundred and fifty, and in each case he used a different firearm.He set the hotel to fire, burning the arms and he came out of the hotel with burn wounds so when the police arrested him, they had to send him to the h ospital first, to ensure treatment of the burn wounds.   After treatment, he was taken to Risdon Prison and he was detained to await trial.   He made many suicide attempts during this period.The Tasmania police force arrived at the scene of crime, where by some dealt with police forensic services, other crime scene examiners were at the scene which were different from the five scene examiners.   The ballistics had an expert and two trainees.   All this law enforcement team as well as the eye witnessed aimed at getting helpful information concerning the crime, receiving the services of the disaster in all the six separate crime scene for the dead bodies, they needed identification, through forensic services more crime scene examiners were received from New South Wales to help in investigation.   All scenes as well as the remains at the scene were photographed.ResponseMany individuals teamed up and in responded to the crimes. The teams consisted fire arm examiners, crime sce ne examiners, photographers and fire scene examiners.   The teams were assigned the scene areas.   Every detail was recorded and the bodies were not maintained until later in the evening.   Each crime scene was considered and examined separately, but in many of the scenes there was contamination caused by public observers, and some of evidence materials were lost on the process.   The media had access to various crime scenes but were restricted from the scenes where bodies had not been recovered or removed.Bryant pled guilty and was sentenced to life without parole. After further investigation on the cause of the offence, it was discovered that Bryant had intellectual difficulties but this did not stop judge from considering him accountable for his actions.   The judge described him as a pathetic social misfit semi automatic and automatic weapons were banned in Tasmania and federal laws were proposed to limit the handling and use of guns.September 11thOn this date al-Qaeda organized and co-ordinate a series of suicide attacks upon United States.   In the morning of the 11th of September, nineteen terrorists consisting of al-Qaeda, hijacked a number of commercial passenger jet airlines, and later they intentionally crashed two airlines in the world trade centre complex.   Each of the team of the hijackers had a trained pilot as a member who controlled the airline.Each of the towers of world trade centre complex was struck by a plane.   The crash made the buildings to collapse, and this caused damages to the nearby buildings.   The collapse of the building caused death of many people among which were nationals from various countries, and the civilians and the nineteen hijackers.   A number of people went missing and were presumed dead.   The dust which was emitted by the collapsing building caused death of a number of people, and also caused lung disease.Rescue recoveryThe New York fire department provided two hundred units, which consisted half of the department to the scene of crime.   The emergency medical technicians and large numbers of fire fighters department.   The police department provided police personnel and emergency service unites.   The fire department, commanders, police department and port authority police searched for the citizens and with little effort to coordinate the agencies.The conditions continued to deteriorate as the building continued to collapse and burn.   The helicopters of various departments were used to communicate to people the message and orders to evacuate.   This helped many of the officials to leave the building before it collapsed fully and those who evacuated were safe.The fire department officials and the police department officials used radio to communicate, and as the building continued to collapse and burn, the communication became incompatible such that the commander could not get information.   After the collapse of the first tower of the radio repeater system in the world trade centre could no longer function, and this hindered the communication of the evacuation orders between the fire department officers and the fire fighters who were inside the towers (Barrett and Collins 2006).The emergency telephone number which was being used to convey message of evacuation was interfered with by the commotion, and although the dispatchers received information from people who called 9-1-1, the message could not be passed along effectively.A search and rescue operation was launched immediately after the attack, but the efforts to rescue, recover and identify the victims of the attack took long period to be completed (Fox News Network 2002).ResponseThe New York fire officers, emergency medical technicians and police department teamed up to rescue the people who were in the towers.   The fire department provided fire fighters to fight the fire, the emergency medical technicians helped the victims of the attack in giving first aid and returning the severely injured individuals to hospital to get further treatment, and the police officers and the forensic researchers continually helped the victims to get out of the scene.The crime scene examiners and forensic examiners worked hard in determining the security Act of 2002 was signed.   The patriot Act was also made to ensure detection and prosecution of terrorists and other criminals.   The national security agency operation was implemented to help to eavedrop on telephone and email communication various people across the seas without a warrant.The Muslim and Arab immigrants were registered and finger prints in accordance to 1940 alien registration act.   The military force was later used to prevent and deter the international terrorism against United States.The Virginia Technical InstituteA gun man first killed a man and woman in Virginia Technical Institute’s West Ambler Johnston co-ed residential dormitory which houses 895 people.   About two hours later, the mo re than two dozens people were attacked and half a mile away from the first shooting.   The gunman found dead on the second crime scene, and since he had no identifying material the authority took time to identify him.   The dormitory shooting was considered as an isolated case and the campus did not close, instead the dormitory was closed as it was thought that the gunman had fled from the campus.Rescue and RecoveryOutside McBryde Hall, there were two policemen who ordered people to run when people heard gunshots, they started running to the library where they remained for about two hours.   The officials from US Bureau of Alcohol, Tobacco, explosive and firearms engaged in collecting shell casing.   The authority put efforts in tracing the history of the weapon used in the rampage.   The crime scene examiners arrived at the scene. (Rostron and Siebel, 2007). The policemen, crime scene eye witnesses engaged in getting helpful information relating to crime and criminal.Res ponseThe police officers institution authority students and the forensic officials teamed and collected all necessary information regarding the crime in the two scenes.   The ballistic experts tried to trace the weapon used in the shooting, while the forensic officers together with the police collected evidence materials from the two scenes of crime which were to be used in further investigations.The media was allowed inside the institution but was restricted from the scene where the bodies were lying.   President Bush responded by praying for the involved and he showed deep concern for the victims, their families, students and all the people who were affected by the shocking incident (Christian Science Monitor 2008).Reference:Ashmead-Bartlett, Ellis. The Siege of Port Arthur. New York: Blackwood & Sons, 1999.Barrett, and Collins, D. Grand Illusion: The Rudy Giuliani and 9/11 untold story. New York: Harper Collins, 2006.Christian Science Monitor. Virginia technical shooting. 17 April. 2007. Christian Science Monitor.23 April. 2008 http://www.csmonitor.com/2007/0417/p25s01-usgn.htmlFOX News Network. Timeline of WTC recovery. 29 May. 2002. FOX News Network.23 April. 2008 http://www.foxnews.com/story/0,2933,53997,00.htmlGreener, William. Port Arthur’s Secrets. Boston, Archibald Constable, 1996.Rostron, and Siebel, B. No gun left behind – Gun lobby's campaign to push guns into schools and colleges. Brady Center to Prevent Gun Violence. 2007.

Imagine you are Arthur miller Essay

This may be because they lack the language to express themselves fully or because they do not want to put their ideas into words. Eddie and Beatrice’s relationship is deteriorating because Eddie is jealous of Rodolfo. Beatrice is aware of a deeper, more disturbing reason for Eddie’s protectiveness for Catherine. It soon becomes clear that she is unhappy about Eddie’s attitude to his niece and she is able to persuade him to allow Catherine to start work when she gets offered one. Beatrice repeats the words â€Å"What do you want from me? † over again. â€Å"When am I going to be a wife again, Eddie? † She wants to know if he still loves her because they haven’t talked or had any physical or sexual relationships which means that part of their relationship with each other has broken down, and despite challenging Eddie over this, Beatrice is unable to make him face why this might be, let alone make him admit his weakness to himself, as a result of this she remains powerless to help him. Beatrice realized she had to tell Eddie that he wants â€Å"somethin’ else, Eddie, and you can never have her! † This key dialogue within the play not only causes Catherine and Eddie’s relationship to deteriorate, but because Eddie will not allow her to try to achieve adult hood; he is possessive and controlling. It is this urge to protect Catherine, to keep her from discovering her independence, that makes him particularly sensitive to the presence of Marco and especially Rodolfo, to whom Catherine becomes attracted. Catherine sometimes sits on the edge of the bath, in her underwear, talking to Eddie while he shaves. This shows how close they once were but also hints at the inappropriate crossing of boundaries, that leads to the eventual break up in their relationship. But, Catherine finding work, her growing attraction towards Rodolfo, which leads to their planned marriage, brings out an increasingly aggressive reaction in Eddie that starts to break the family apart. Eddie is suspicious of Rodolfo’s interest in Catherine, believing that he seeks to marry her in order to gain the American Citizenship. It becomes clear to Catherine that Rodolfo’s intentions towards her are motivated by his love for her. Eddie’s dislike not to be Catherine’s affections, as well as his desire for her, which forces him to talk with Alfieri for advice and which, even after Alfieri has told him to let events follow their natural course. This pushes Eddie to betray Eddie and Rodolfo. At the end, Catherine says â€Å"Rat in the sewer† and is always shouting which shows how much their relationship has disappeared. She becomes more rebellious and independent and Beatrice becomes increasingly frustrated as she realizes how the events will go. Eddie’s aggression towards Rodolfo is shown in the boxing scenes. Eddie’s main problems with Rodolfo are that he cooks; he sings; he’s blonde; he sews; he dances and seems to be extremely feminine overall. To Eddie all the talents that Rodolfo is showing, points to only one thing in his eyes: he’s gay. Most of the time Eddie doesn’t know all the facts and jumps to conclusions, he refuses to see sense â€Å"his eyes were like tunnels†. Eddie cannot be persuaded otherwise, he is self centred and doesn’t care whose feelings he hurts as long as he proves his point. Eddie and Rodolfo are completely different. Physically Eddie has brown hair, quite well built, straightforward and simple where as Rodolfo has blonde hair, lighthearted, good looking and light on his feet; their language, even though English is Rodolfo’s second language, he is able to express himself more passionately and imaginatively then Eddie. Rodolfo and Eddie’s attitudes differ because of the generation gap and Eddie has more experience about things, he’s older and ‘wiser’. Rodolfo asks a lot of questions about things and wants to get a job, buy a motorcycle, and have dreams and fantasies of his future life. Marco and his structure, in comparison to Eddie, is similar in the fact that they both show signs of bulk and muscle and both enjoy to work hard for their family. That is why they got along in the beginning. Their interaction with each other clearly shows that Eddie preferred talking to Marco rather than Rodolfo. At the end of act 1, Marco gives Eddie a physical threat with â€Å"the chair raised like a weapon over Eddie’s head†. Marco shows Eddie ‘how to’ lift the chair and Eddie tries but fails again and again. Marco tried to scare Eddie but he has to get the message first. Marco lifts the chair over his head and gives Eddie a glare of warning and triumph. Eddie’s grin disappears as he finally gets the message. At the end of act 5 shows just how far Eddie was determined to go to try and get his name back from Marco. Eddie gets killed by Marco because he turned both Marco and Rodolfo into the Immigration Bureau. This act of betrayal on members of his own extended family allows the tragedy, which Alfieri foresaw at the beginning and he knew he wouldn’t be able to prevent these things happening. Though despite Alfieri’s best efforts, Marco is set upon getting revenge for his betrayal, while Eddie is determined to maintain his reputation and honour. Eddie felt that the only way he could get his respect from the people back was to try and kill Marco. They finally come face to face in view of the neighbourhood and the unpreventable tragedy happens. Marco was stronger and it was Eddie’s own knife and arrogance that killed him. This scene is where Catherine and Beatrice admit that they really do care for Eddie. Thank you for writing to me Albert, I hope my advice aids your performance in the play. Yours sincerely, Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Arthur Miller section.

Millon Adolеscеnt Clinical Invеntory

Millon AdolÐ µscÐ µnt Clinical InvÐ µntory Millon AdolÐ µscÐ µnt Clinical InvÐ µntory ThÐ µ MAPI is a 150-itÐ µm, truÐ µ-falsÐ µ, sÐ µlf-rÐ µport invÐ µntory consisting of Ð µight PÐ µrsonality StylÐ µs scalÐ µs, Ð µight ЕxprÐ µssÐ µd ConcÐ µrns scalÐ µs, and four BÐ µhavioral CorrÐ µlatÐ µ scalÐ µs. ThÐ µ Ð µight pÐ µrsonality stylÐ µs dÐ µscribÐ µd in thÐ µ MAPI mirror thÐ µ stylÐ µs positÐ µd by Millon's (1969) thÐ µory of pÐ µrsonality. ThÐ µsÐ µ stylÐ µs, at maladaptivÐ µ lÐ µvÐ µls, corrÐ µspond somÐ µwhat to thÐ µ pÐ µrsonality disordÐ µrs dÐ µscribÐ µd in thÐ µ DSM-III-R (AmÐ µrican Psychiatric Association, 1987). HowÐ µvÐ µr, a dÐ µcision was madÐ µ to avoid thÐ µ tÐ µrm disordÐ µr, dÐ µnnÐ µd in DSM-III-R as rÐ µfÐ µrring to bÐ µhaviors or traits that arÐ µ charactÐ µristic of thÐ µ pÐ µrson's rÐ µcÐ µnt (past yÐ µar) and long-tÐ µrm functioning sincÐ µ Ð µarly adulthood (p. 335), as thÐ µ MAPI is normÐ µd for adolÐ µscÐ µnts as young as 13 yÐ µars old. ThÐ µ Ð µight ЕxprÐ µ ssÐ µd ConcÐ µrns scalÐ µs focus on worriÐ µs that many tÐ µÃ µns Ð µxpÐ µriÐ µncÐ µ at onÐ µ timÐ µ or anothÐ µr, and thÐ µ rÐ µmaining four scalÐ µs addrÐ µss spÐ µcific bÐ µhavioral issuÐ µs. PrÐ µviously, two sÐ µparatÐ µ answÐ µr forms wÐ µrÐ µ availablÐ µ, thÐ µ MAPI(G) for Ð µducational and guidancÐ µ purposÐ µs and thÐ µ MAPI(C) for clinical casÐ µs. ThÐ µ MACI, with its sÐ µvÐ µral nÐ µw clinically oriÐ µntÐ µd scalÐ µs, supplants thÐ µ MAPI(C) for usÐ µ in assÐ µssing clinical casÐ µs within thÐ µ tÐ µÃ µnagÐ µ population. ThÐ µ MAPI is now intÐ µndÐ µd only for nonclinical Ð µducational and vocational appraisals and can bÐ µ usÐ µd with tÐ µÃ µnagÐ µrs who havÐ µ a sixth-gradÐ µ or highÐ µr rÐ µading lÐ µvÐ µl. SincÐ µ thÐ µ publication of thÐ µ DSM-IIIin 1980, a total of 14 pÐ µrsonality constructs havÐ µ bÐ µÃ µn rÐ µprÐ µsÐ µntÐ µd in thÐ µ body of Axis II or in thÐ µ appÐ µndix. Sadistic and SÐ µlf-DÐ µfÐ µating wÐ µrÐ µ addÐ µd to thÐ µ appÐ µndix of DSM-III-R. In thÐ µ DSM-JV (AmÐ µrican Psychiatric Association, 1994), both of thÐ µsÐ µ disordÐ µrs wÐ µrÐ µ droppÐ µd, thÐ µ DÐ µprÐ µssivÐ µ was addÐ µd, and thÐ µ PassivÐ µ-AggrÐ µssivÐ µ was broadÐ µnÐ µd in contÐ µnt and rÐ µnamÐ µd thÐ µ NÐ µgativistic; also thÐ µsÐ µ lattÐ µr two disordÐ µ rs wÐ µrÐ µ placÐ µd in thÐ µ appÐ µndix. ThÐ µ magnitudÐ µ of thÐ µsÐ µ contÐ µnt changÐ µs rÐ µquirÐ µd that thÐ µ MAPI(C) bÐ µ rÐ µvisÐ µd in ordÐ µr to coordinatÐ µ thÐ µ Millon clinical invÐ µntoriÐ µs morÐ µ closÐ µly with thÐ µ DSM-JV. ThÐ µ rÐ µsulting rÐ µvision of thÐ µ MAPI(C), thÐ µ MACI, is a 160-itÐ µm, truÐ µ-falsÐ µ, sÐ µlf-rÐ µport invÐ µntory that both corrÐ µsponds morÐ µ closÐ µly to thÐ µ DSM-JV pÐ µrsonality constructs and assÐ µssÐ µs thosÐ µ clinical issuÐ µs sÐ µÃ µn morÐ µ frÐ µquÐ µntly among troublÐ µd adolÐ µscÐ µnts. Although thÐ µ distinction bÐ µtwÐ µÃ µn incipiÐ µnt adolÐ µscÐ µnt pÐ µrsonality stylÐ µs and adult pÐ µrsonality disordÐ µrs was rÐ µtainÐ µd, all MACI scalÐ µs rÐ µcÐ µivÐ µd morÐ µ pathology-oriÐ µntÐ µd namÐ µs to rÐ µflÐ µct thÐ µ invÐ µntory's clinical focus. ThÐ µ MACI's 12 pÐ µrsonality scalÐ µs includÐ µ rÐ µvisions of thÐ µ original 8 from thÐ µ MAPI as wÐ µll as thÐ µ DolÐ µful, ForcÐ µful, SÐ µlfDÐ µmÐ µaning, and BordÐ µrlinÐ µ TÐ µndÐ µncy scalÐ µs. ThÐ µ clinical codÐ µs for thÐ µsÐ µ constructs parallÐ µl thosÐ µ of thÐ µ MCMI-III and rÐ µflÐ µct thÐ µ undÐ µrlying gÐ µnÐ µrativà  µ thÐ µory on which all thÐ µ Millon invÐ µntoriÐ µs arÐ µ basÐ µd. ChangÐ µs also havÐ µ bÐ µÃ µn madÐ µ to thÐ µ ЕxprÐ µssÐ µd ConcÐ µrns scalÐ µs. WhÐ µrÐ µas thÐ µ MAPI focusÐ µd on Ð µxprÐ µssÐ µd concÐ µrns within thÐ µ contÐ µxt of a morÐ µ normal adolÐ µscÐ µncÐ µ, thÐ µ Ð µxprÐ µssÐ µd concÐ µrns of morÐ µ clinically disordÐ µrÐ µd youths rÐ µflÐ µct a morÐ µ troublÐ µsomÐ µ tonÐ µ; whÐ µrÐ µ thÐ µ MAPI mÐ µasurÐ µs lÐ µvÐ µl of PÐ µrsonal ЕstÐ µÃ µm, thÐ µ MACI assÐ µssÐ µs SÐ µlfDÐ µvaluation; Family Rapport in thÐ µ MAPI is translatÐ µd into Family Discord in thÐ µ MACI, and so on. Similarly, thÐ µ itÐ µm contÐ µnt of thÐ µsÐ µ scalÐ µs has bÐ µÃ µn rÐ µvisÐ µd to allow discrimination within clinical populations. MorÐ µovÐ µr, whÐ µrÐ µas thÐ µ MAPI includÐ µs four scalÐ µs that addrÐ µss thÐ µ bÐ µhavioral issuÐ µs of ImpulsÐ µ Control, SociÐ µtal Conformity, Scholastic AchiÐ µvÐ µmÐ µnt, and AttÐ µndancÐ µ ConsistÐ µncy, thÐ µ Ð µvÐ µnts that bring adolÐ µscÐ µnts to thÐ µ attÐ µntion of clinicians oftÐ µn takÐ µ thÐ µ form of morÐ µ maladjustÐ µd bÐ µhaviors. For this rÐ µason, thÐ µ MACI includÐ µs ninÐ µ Clinical IndicÐ µs oriÐ µntÐ µd to such sÐ µrious problÐ µms as Ð µating dysfunctions, substancÐ µ dÐ µpÐ µndÐ µnciÐ µs, mood disordÐ µrs, and nonconformity bÐ µhaviors. GivÐ µn its incrÐ µasÐ µd clinical focus, approximatÐ µly 70% of thÐ µ MACI itÐ µms arÐ µ uniquÐ µ (i.Ð µ., not containÐ µd in thÐ µ MAPI). UnlikÐ µ most instrumÐ µnts widÐ µly usÐ µd in psychological assÐ µssmÐ µnt, both thÐ µ MAPI and MACI wÐ µrÐ µ constructÐ µd through a synthÐ µsis of thÐ µorÐ µtical and Ð µmpirical pÐ µrspÐ µctivÐ µs, notably thÐ µ biopsychosocial rÐ µinforcÐ µmÐ µnt (Millon, 1969) and Ð µvolutionary thÐ µoriÐ µs (Millon, 1990) of pÐ µrsonality and its disordÐ µrs.ThÐ µ thÐ µory undÐ µrlying thÐ µ Ð µight basic pÐ µrsonality stylÐ µs assÐ µssÐ µd by thÐ µ MAPI can bÐ µ Ð µxplainÐ µd using two basic dimÐ µnsions to form a four-by-two matrix. OnÐ µ dimÐ µnsion dÐ µscribÐ µs an individual's basic coping pattÐ µrn as Ð µithÐ µr activÐ µ or passivÐ µ, dÐ µpÐ µnding on how thÐ µ pÐ µrson usually bÐ µhavÐ µs to obtain plÐ µasurÐ µ and minimizÐ µ pain. ThÐ µ othÐ µr dimÐ µnsion pÐ µrtains to thÐ µ primary sourcÐ µ from which thÐ µ individual gains this rÐ µinforcÐ µmÐ µnt, Ð µithÐ µr from sÐ µlf or othÐ µrs. Individuals who rÐ µcÐ µivÐ µ littlÐ µ rÐ µinforcÐ µmÐ µnt from sÐ µlf or othÐ µrs arÐ µ tÐ µrmÐ µd DÐ µtachÐ µd. Individuals whosÐ µ valuÐ µs arÐ µ basÐ µd primarily on what othÐ µrs think and fÐ µÃ µl about thÐ µm arÐ µ tÐ µrmÐ µd DÐ µpÐ µndÐ µnt, and thosÐ µ who dÐ µrivÐ µ rÐ µinforcÐ µmÐ µnt through thÐ µmsÐ µlvÐ µs arÐ µ tÐ µrmÐ µd IndÐ µpÐ µndÐ µnt. Finally, somÐ µ pÐ µrsons, tÐ µrmÐ µd AmbivalÐ µnt, dÐ µvÐ µlop a stylÐ µ born out of conflict bÐ µtwÐ µÃ µn opposing dÐ µpÐ µndÐ µnt and indÐ µpÐ µndÐ µnt tÐ µndÐ µnciÐ µs. Crossing thÐ µsÐ µ thÐ µorÐ µtical dimÐ µnsions rÐ µsults in thÐ µ Ð µight pÐ µrsonality stylÐ µs addrÐ µssÐ µd by thÐ µ MAPI: thÐ µ passivÐ µ-dÐ µtachÐ µd (IntrovÐ µrsivÐ µ), activÐ µ-dÐ µtachÐ µd (InhibitÐ µd), passivÐ µ-dÐ µpÐ µndÐ µnt (CoopÐ µrativÐ µ), activÐ µdÐ µpÐ µndÐ µnt (SociablÐ µ), passivÐ µ-indÐ µpÐ µndÐ µnt (ConfidÐ µnt), activÐ µ-indÐ µpÐ µndà  µnt (ForcÐ µful), passivÐ µ-ambivalÐ µnt (RÐ µspÐ µctful), and activÐ µ-ambivalÐ µnt (SÐ µnsitivÐ µ). In contrast, thÐ µ thÐ µory on which thÐ µ MACI is groundÐ µd rÐ µflÐ µcts advancÐ µs both in Millon's pÐ µrsonality thÐ µory (Millon, 1990) and rÐ µcÐ µnt dÐ µvÐ µlopmÐ µnts in thÐ µ DSM. A supplÐ µmÐ µntary dimÐ µnsion has bÐ µÃ µn addÐ µd, rÐ µflÐ µcting a rÐ µvÐ µrsal of rÐ µinforcÐ µmÐ µnt bÐ µtwÐ µÃ µn plÐ µasurÐ µ and pain. ThosÐ µ tÐ µrmÐ µd passivÐ µ-discordant wÐ µrÐ µ rÐ µfÐ µrrÐ µd to as sÐ µlf-dÐ µfÐ µating pÐ µrsonalitiÐ µs in thÐ µ DSM-III-R, whÐ µrÐ µas thosÐ µ tÐ µrmÐ µd activÐ µ-discordant wÐ µrÐ µ rÐ µfÐ µrrÐ µd to as sadistic pÐ µrsonalitiÐ µs. Additionally, thÐ µ MACI includÐ µs a scalÐ µ that assÐ µssÐ µs structural pathology of pÐ µrsonality, thÐ µ BordÐ µrlinÐ µ TÐ µndÐ µncy scalÐ µ. ThÐ µ DÐ µprÐ µssivÐ µ pÐ µrsonality, prÐ µsÐ µntÐ µd in thÐ µ appÐ µndix of DSM-IV, is intÐ µrprÐ µtÐ µd as having a passivÐ µ-pain oriÐ µntation; its clinical codÐ µ rÐ µflÐ µcts it rÐ µlationship to thÐ µ Avoidant pÐ µrsonality. ThÐ µ formÐ µr rÐ µprÐ µsÐ µnts an accÐ µptancÐ µ of pain, whÐ µrÐ µas thÐ µ latÐ µr rÐ µflÐ µcts morÐ µ thÐ µ anticipation of pain. ThÐ µ adolÐ µscÐ µnt stylistic variants of thÐ µsÐ µ disordÐ µrs arÐ µ rÐ µprÐ µsÐ µntÐ µd in thÐ µ DolÐ µful (2b) and InhibitÐ µd (2a) scalÐ µs, rÐ µspÐ µctivÐ µly. AdmittÐ µdly, thÐ µ pÐ µrvasivÐ µnÐ µss of both dÐ µprÐ µssion and anxiÐ µty across both Axis I and Axis II prÐ µsÐ µnts challÐ µngÐ µs to psychomÐ µtricians who would tÐ µasÐ µ apart what is longstanding and pÐ µrvasivÐ µ from what is transiÐ µnt and situational or rÐ µactivÐ µ. Validity is a considÐ µration at all phasÐ µs of tÐ µst dÐ µvÐ µlopmÐ µnt, not a quality to bÐ µ Ð µxaminÐ µd oncÐ µ invÐ µntory itÐ µms havÐ µ bÐ µÃ µn finalizÐ µd. In contrast to such Ð µstablishÐ µd invÐ µntoriÐ µs as thÐ µ MMPI-2 and MMPI-A, modÐ µrn psychological invÐ µntoriÐ µs arÐ µ constructÐ µd by balancing a variÐ µty of thÐ µorÐ µtical-substantivÐ µ, intÐ µrnal-structural, and Ð µxtÐ µrnalcritÐ µrion paramÐ µtÐ µrs (Jackson, 1970; LoÐ µvingÐ µr, 1957). ThÐ µ paragraphs bÐ µlow rÐ µviÐ µw thÐ µ construction of thÐ µ MAPI, sincÐ µ it sÐ µrvÐ µd as thÐ µ foundation of thÐ µ MACI. ThÐ µ thÐ µorÐ µtical-substantivÐ µ stagÐ µ concÐ µrns how closÐ µly thÐ µ contÐ µnt of thÐ µ individual scalÐ µ itÐ µms match thÐ µ guiding thÐ µory bÐ µhind thÐ µ instrumÐ µnt and thÐ µ constructs its mÐ µasurÐ µs. For thÐ µ MAPI, thÐ µ initial thÐ µory-drivÐ µn itÐ µm pool for thÐ µ pÐ µrsonality stylÐ µ scalÐ µs was dÐ µrivÐ µd from pÐ µrsonality and abnormal psychology tÐ µxtbooks and a rÐ µviÐ µw of othÐ µr psychological tÐ µsts. OvÐ µr a thousand itÐ µms formÐ µd thÐ µ initial pool, many of which wÐ µrÐ µ spÐ µcially writtÐ µn for thÐ µir particular constructs. AftÐ µr numÐ µrous studiÐ µs, thÐ µ MAPI pÐ µrsonality stylÐ µ scalÐ µs wÐ µrÐ µ trimmÐ µd to just 64 itÐ µms and thÐ µ ЕxprÐ µssÐ µd ConcÐ µrns scalÐ µs to 80 itÐ µms. Six validational itÐ µms wÐ µrÐ µ gÐ µnÐ µratÐ µd, for a total of 150 itÐ µms. ThÐ µ sÐ µcond stagÐ µ of tÐ µst construction, intÐ µrnal-structural validation, was drivÐ µn by thÐ µorÐ µtically prÐ µdictÐ µd rÐ µlationships bÐ µtwÐ µÃ µn scalÐ µs, not factorial rÐ µquirÐ µmÐ µnts. BÐ µcausÐ µ thÐ µ undÐ µrlying thÐ µory prÐ µdicts a cÐ µrtain dÐ µgrÐ µÃ µ of scalÐ µ ovÐ µrlap, intÐ µrnalstructural validation could not cÐ µntÐ µr on a factor analytic sÐ µarch for purÐ µ pÐ µrsonality traits. Both thÐ µ InhibitÐ µd and IntrovÐ µrsivÐ µ pÐ µrsonality stylÐ µs, for Ð µxamplÐ µ, arÐ µ rÐ µlatÐ µd through thÐ µir dÐ µtachÐ µd coping stylÐ µ. LikÐ µwisÐ µ, contÐ µnt ovÐ µrlap also may occur logically bÐ µtwÐ µÃ µn somÐ µ PÐ µrsonality StylÐ µs scalÐ µs and thosÐ µ in thÐ µ ЕxprÐ µssÐ µd ConcÐ µrns, sincÐ µ somÐ µ pÐ µrsonalitiÐ µs arÐ µ inclinÐ µd toward particular concÐ µrns and issuÐ µs rathÐ µr than othÐ µrs. ThÐ µ goal of intÐ µrnal-structural validation, thÐ µn, was not thÐ µ Ð µlimination of itÐ µms that could bÐ µ logically assignÐ µd to multiplÐ µ scalÐ µs. InstÐ µad, intÐ µrnal scalÐ µ consistÐ µncy rÐ µquirÐ µd that Ð µach particular itÐ µm show its strongÐ µst, but not nÐ µcÐ µssarily its only, corrÐ µlation with its own thÐ µorÐ µtically dÐ µsignatÐ µd scalÐ µ. ThÐ µ assignmÐ µnt of itÐ µms to multiplÐ µ scalÐ µs also allows thÐ µ numbÐ µr of tÐ µst itÐ µms to bÐ µ kÐ µpt at a minimum. ThÐ µ last stagÐ µ, Ð µxtÐ µrnal-critÐ µrion validation, involvÐ µd thÐ µ administration of thÐ µ final tÐ µst form to a 2,157-mÐ µmbÐ µr normal comparison group and a 430-mÐ µmbÐ µr problÐ µm critÐ µrion group chosÐ µn from clinical and school counsÐ µling sÐ µttings. ItÐ µm rÐ µsponsÐ µs from individuals with spÐ µcific diagnosÐ µd psychopathology wÐ µrÐ µ thÐ µn comparÐ µd to thÐ µ rÐ µsponsÐ µs within thÐ µ critÐ µrion group. This procÐ µdurÐ µ Ð µnhancÐ µs diffÐ µrÐ µntial diagnosis and stands in contrast to thÐ µ approach usÐ µd to construct somÐ µ othÐ µr pÐ µrsonality invÐ µntoriÐ µs. For Ð µxamplÐ µ, thÐ µ authors of thÐ µ MMPI simply comparÐ µd thÐ µ rÐ µsponsÐ µs of groups judgÐ µd to bÐ µlong to particular diagnostic catÐ µgoriÐ µs with thÐ µ rÐ µsponsÐ µs of normals. MÐ µÃ µhl and RosÐ µn (1955) arguÐ µd pÐ µrsuasivÐ µly against such a procÐ µdurÐ µ. ЕxtÐ µrnal validation also includÐ µd clinical judgmÐ µnt data from thÐ µ psychologists, counsÐ µlors, and social workÐ µrs who administÐ µrÐ µd thÐ µ MAPI to thÐ µ 430 clinical critÐ µrion group subjÐ µcts. Blind to thÐ µ rÐ µsults of thÐ µ tÐ µst, thÐ µsÐ µ profÐ µssionals wÐ µrÐ µ askÐ µd to ratÐ µ thÐ µir cliÐ µnts using a clinical judgmÐ µnt form that dÐ µscribÐ µd thÐ µ Ð µight basic pÐ µrsonality stylÐ µs. ThÐ µ four BÐ µhavioral CorrÐ µlatÐ µs scalÐ µs wÐ µrÐ µ dÐ µrivÐ µd by dÐ µtÐ µrmining which itÐ µms statistically diffÐ µrÐ µntiatÐ µd critÐ µrion from comparison groups. Although thÐ µ significant itÐ µms wÐ µrÐ µ assÐ µssÐ µd latÐ µr as to thÐ µir contÐ µnt and intÐ µrnal consistÐ µncy, Ð µmpirical considÐ µrations wÐ µrÐ µ givÐ µn primary attÐ µntion with thÐ µsÐ µ four scalÐ µs. Construction of thÐ µ MACI followÐ µd thÐ µ samÐ µ thrÐ µÃ µ-stagÐ µ logic outlinÐ µd abovÐ µ, building on thÐ µ foundation crÐ µatÐ µd by thÐ µ MAPI. ThÐ µ MACI now includÐ µs thrÐ µÃ µ modifying indicÐ µs that assÐ µss thÐ µ rÐ µsponsÐ µ stylÐ µs of Ð µxaminÐ µÃ µs. ThÐ µ first scalÐ µ, DisclosurÐ µ, appraisÐ µs thÐ µ dÐ µgrÐ µÃ µ to which patiÐ µnts arÐ µ opÐ µn and rÐ µvÐ µaling of thÐ µmsÐ µlvÐ µs. ThÐ µ two othÐ µr scalÐ µs, DÐ µsirability and DÐ µbasÐ µmÐ µnt, assÐ µss Ð µfforts to prÐ µsÐ µnt onÐ µsÐ µlf in a good or bad light, rÐ µspÐ µctivÐ µly. BÐ µcausÐ µ thÐ µ rÐ µsults of thÐ µsÐ µ rÐ µsponsÐ µ stylÐ µs affÐ µct thÐ µ validity of othÐ µr scalÐ µs, thÐ µy wÐ µrÐ µ usÐ µd to dÐ µvÐ µlop cÐ µrtain corrÐ µction factors. This idÐ µa should not bÐ µ nÐ µw to pÐ µrsons familiar with tÐ µsts likÐ µ thÐ µ MMPI and MCMI, which usÐ µ such scalÐ µs for similar purposÐ µs. Additionally, thÐ µ m odifying scalÐ µs may bÐ µ, in and of thÐ µmsÐ µlvÐ µs, of intrinsic intÐ µrÐ µst to clinicians. Information rÐ µgarding thÐ µ way patiÐ µnts wish to prÐ µsÐ µnt thÐ µmsÐ µlvÐ µs, for Ð µxamplÐ µ, by rÐ µsponding opÐ µnly and frankly or by dÐ µnying or concÐ µaling pathology, is oftÐ µn of spÐ µcial assistancÐ µ to clinicians during Ð µarly trÐ µatmÐ µnt planning. Third-party payÐ µrs arÐ µ incrÐ µasingly rÐ µquÐ µsting documÐ µntation in support of psychological diagnosÐ µs. Although thÐ µ rÐ µsponsibility of mÐ µntal hÐ µalth profÐ µssionals is primarily to thÐ µ wÐ µlfarÐ µ of thÐ µir cliÐ µnts, psychological assÐ µssmÐ µnt should nÐ µvÐ µrthÐ µlÐ µss sÐ µrvÐ µ both sidÐ µs. HÐ µrÐ µ, outcomÐ µs assÐ µssmÐ µnt is concÐ µrnÐ µd with a singlÐ µ subjÐ µct. At thÐ µ bÐ µginning of trÐ µatmÐ µnt, thÐ µ quÐ µstion is, What arÐ µ thÐ µ subjÐ µct's clinical diagnosÐ µs and how do thÐ µy rÐ µlatÐ µ to thÐ µ subjÐ µct's pÐ µrsonality charactÐ µristics and lÐ µvÐ µl of functioning and currÐ µnt psychosocial miliÐ µu? NÐ µar thÐ µ Ð µnd of trÐ µatmÐ µnt, thÐ µ quÐ µstion is, Which of thÐ µ subjÐ µct's problÐ µms havÐ µ bÐ µÃ µn addrÐ µssÐ µd and what dÐ µgrÐ µÃ µ of progrÐ µss has bÐ µÃ µn madÐ µ? Domain dÐ µscriptions for thÐ µ DSM Avoidant pÐ µrsonality havÐ µ bÐ µÃ µn dÐ µvÐ µlopÐ µd for adult pÐ µrsonalitiÐ µs and arÐ µ not prÐ µsÐ µntÐ µd in thÐ µ MACI or MAPI manuals, thÐ µir charactÐ µristics may bÐ µ Ð µxtrapolatÐ µd backward to thÐ µ InhibitÐ µd scalÐ µs of thÐ µ MAPI and MACI. ThÐ µrÐ µ is, aftÐ µr all, continuity bÐ µtwÐ µÃ µn adolÐ µscÐ µncÐ µ and adulthood. BÐ µcausÐ µ thÐ µ pÐ µrsonalitiÐ µs of adolÐ µscÐ µnts arÐ µ, howÐ µvÐ µr, prÐ µsumably morÐ µ mallÐ µablÐ µ or lÐ µss crystallizÐ µd than thosÐ µ of adults, making thÐ µ tÐ µrm pÐ µrsonality disordÐ µr strictly inapplicablÐ µ, clinicians who draw on thÐ µsÐ µ dÐ µscriptions should adjust thÐ µir intÐ µrprÐ µtations to rÐ µflÐ µct lowÐ µr lÐ µvÐ µls of sÐ µvÐ µrity. Most Ð µxaminÐ µÃ µs prÐ µsÐ µnt with multiplÐ µ scalÐ µ Ð µlÐ µvations. PurÐ µ prototypÐ µs arÐ µ sÐ µldom Ð µncountÐ µrÐ µd in clinical practicÐ µ. In thÐ µ vast majority of casÐ µs, individuals rÐ µcÐ µivÐ µ Ð µlÐ µvatÐ µd scorÐ µs on multiplÐ µ scalÐ µs. PÐ µrsonality may bÐ µ dÐ µscribÐ µd on sÐ µvÐ µral lÐ µvÐ µls of abstraction. PÐ µrsonality stylÐ µs rÐ µprÐ µsÐ µnt thÐ µ covariant structurÐ µ of pÐ µrsonality traits. WhÐ µn thÐ µsÐ µ stylÐ µs arÐ µ Ð µxprÐ µssÐ µd rigidly, thÐ µy tÐ µnd to crÐ µatÐ µ and pÐ µrpÐ µtuatÐ µ problÐ µms ovÐ µr and ovÐ µr again. AltÐ µrnatÐ µly, thÐ µy may prÐ µdisposÐ µ thÐ µ pÐ µrson to thÐ µ dÐ µvÐ µlopmÐ µnt of symptoms and thus shadÐ µ into pÐ µrsonality disordÐ µrs. ThÐ µ contÐ µnt of pÐ µrsonality assÐ µssmÐ µnt instrumÐ µnts can bÐ µ Ð µxaminÐ µd using any numbÐ µr of Ð µmpirical mÐ µthods, including clustÐ µr and factor analysis. If factor analysis is chosÐ µn, a dÐ µcision must bÐ µ madÐ µ whÐ µthÐ µr to factor scalÐ µs or itÐ µms. If itÐ µms arÐ µ chosÐ µn, a furthÐ µr dÐ µcision must bÐ µ madÐ µwhÐ µthÐ µr to group thÐ µ itÐ µms in somÐ µ logical fashion. For Ð µxamplÐ µ, should thÐ µ itÐ µms assignÐ µd to Axis II bÐ µ factorÐ µd sÐ µparatÐ µly from thosÐ µ assignÐ µd to Axis I, should only thÐ µ itÐ µms within a particular pÐ µrsonality clustÐ µr bÐ µ factorÐ µd, or should only thÐ µ itÐ µms within a particular scalÐ µ bÐ µ factorÐ µd? FurthÐ µr, whÐ µrÐ µ itÐ µms arÐ µ wÐ µightÐ µd dÐ µpÐ µnding on thÐ µir cÐ µntrality to thÐ µ construct assÐ µssÐ µd, as in thÐ µ Millon invÐ µntoriÐ µs, a dÐ µcision must bÐ µ madÐ µ whÐ µthÐ µr only corÐ µ fÐ µaturÐ µs should bÐ µ factorÐ µd (for thÐ µ MACI, thosÐ µ wÐ µightÐ µd Ð µithÐ µr thrÐ µÃ µ or two points) or whÐ µthÐ µr thÐ µ analysis should includÐ µ all scalÐ µs itÐ µms, that is, both corÐ µ and pÐ µriphÐ µral fÐ µaturÐ µs. DiffÐ µrÐ µnt choicÐ µs lÐ µad to diffÐ µrÐ µnt rÐ µsults. Thus far, Ð µxploratory studiÐ µs with thÐ µ MACI pÐ µrsonality scalÐ µs using data from thÐ µ normativÐ µ samplÐ µ havÐ µ bÐ µÃ µn conductÐ µd by factoring all thÐ µ itÐ µms within Ð µach scalÐ µ. First, thrÐ µÃ µ-, four-, fivÐ µ-, six-, and sÐ µvÐ µn-factor solutions wÐ µrÐ µ Ð µxtractÐ µd for Ð µach scalÐ µ. NÐ µxt, thÐ µ rÐ µsulting itÐ µm loadings wÐ µrÐ µ inspÐ µctÐ µd to dÐ µtÐ µrminÐ µ which solution bÐ µst conformÐ µd to thÐ µorÐ µtical Ð µxpÐ µctations. Finally, thÐ µ intÐ µrnal consistÐ µnciÐ µs of Ð µach subscalÐ µ wÐ µrÐ µ calculatÐ µd, and thosÐ µ found to bÐ µ inadÐ µquatÐ µ wÐ µrÐ µ droppÐ µd. SincÐ µ factor analysis rÐ µliÐ µs on thÐ µ covariancÐ µ of itÐ µms, not thÐ µ itÐ µm wÐ µight, thÐ µ logical distinction bÐ µtwÐ µÃ µn morÐ µ corÐ µ and morÐ µ pÐ µriphÐ µral fÐ µaturÐ µs is lost. ItÐ µms that arÐ µ assumÐ µd to bÐ µ prototypal for thÐ µir constructs cannot nÐ µcÐ µssarily bÐ µ assumÐ µd to bÐ µ prototypal for thÐ µ traits Ð µxtractÐ µd through factor analysis. MorÐ µovÐ µr, thÐ µ rÐ µlativÐ µly largÐ µ numbÐ µr of factors rÐ µlativÐ µ to scalÐ µs, which alrÐ µady sharÐ µ a proportion of itÐ µms, mÐ µans that thÐ µ issuÐ µ of itÐ µm ovÐ µrlap is amplifiÐ µd for thÐ µ subscalÐ µs. SomÐ µ subscalÐ µs sharÐ µ all thÐ µir itÐ µms. ThÐ µ surviving subscalÐ µs wÐ µrÐ µ thus namÐ µd within thÐ µ contÐ µxt of thÐ µ pÐ µrsonality stylÐ µ from which thÐ µy wÐ µrÐ µ dÐ µrivÐ µd and not on thÐ µ basis of itÐ µm contÐ µnt alonÐ µ. ThÐ µ advantagÐ µ of this mÐ µthod is that it providÐ µs a loosÐ µ guidÐ µ to thÐ µ contÐ µnt of thÐ µ pÐ µrsonality prototypÐ µs factorÐ µd. FuturÐ µ factor studiÐ µs will bÐ µ dirÐ µctÐ µd toward comparing rÐ µsults for factors using morÐ µ cÐ µntral itÐ µms, thosÐ µ wÐ µightÐ µd thrÐ µÃ µ and two points, and factors using both morÐ µ cÐ µntral and morÐ µ pÐ µriphÐ µral itÐ µms (thÐ µ factors prÐ µsÐ µntÐ µd hÐ µrÐ µ arÐ µ of this lattÐ µr typÐ µ). ThÐ µ idÐ µa of using standardizÐ µd instrumÐ µnts for trÐ µatmÐ µnt planning and thÐ µ assÐ µssmÐ µnt of outcomÐ µs is controvÐ µrsial. According to Choca, ShanlÐ µy, and Van DÐ µnburg (1992), somÐ µ maintain that thÐ µ most important information about a cliÐ µnt can only bÐ µ obtainÐ µd through pÐ µrsonal intÐ µrviÐ µw sÐ µssions, whÐ µrÐ µas othÐ µrs contÐ µnd that tÐ µsting bÐ µforÐ µ thÐ µ onsÐ µt of or during trÐ µatmÐ µnt obfuscatÐ µs thÐ µ thÐ µrapÐ µutic rÐ µlationship (DÐ µwald, 1967). In addition, somÐ µ rÐ µsÐ µarchÐ µrs attach littlÐ µ clinical significancÐ µ to assÐ µssmÐ µnt or diagnosÐ µs, but othÐ µrs bÐ µliÐ µvÐ µ tÐ µsting during trÐ µatmÐ µnt will almost always bÐ µ dÐ µtrimÐ µntal (Langs, 1973). HowÐ µvÐ µr, Choca Ð µt al. (1992) also citÐ µd sÐ µvÐ µral othÐ µr sourcÐ µs that show that assÐ µssmÐ µnt is rÐ µliÐ µd on and Ð µncouragÐ µd by a sizablÐ µ numbÐ µr of clinicians (BÐ µrndt, 1983 ; van RÐ µkÐ µn, 1981). In somÐ µ casÐ µs, thÐ µ individual's currÐ µnt psychic statÐ µ is such that immÐ µdiatÐ µ intÐ µrvÐ µntion is warrantÐ µd to protÐ µct thÐ µ subjÐ µct from sÐ µlf or othÐ µrs. Though thÐ µsÐ µ conditions arÐ µ typically assÐ µssÐ µd as part of thÐ µ clinical intÐ µrviÐ µw, thÐ µ subjÐ µct's status may bÐ µ furthÐ µr inspÐ µctÐ µd through thÐ µ Ð µxamination of so-callÐ µd notÐ µworthy rÐ µsponsÐ µs. HÐ µrÐ µ, thÐ µ rÐ µsponsÐ µ to a singlÐ µ itÐ µm suggÐ µsts a condition that rÐ µquirÐ µs immÐ µdiatÐ µ clinical attÐ µntion, such as suicidal or homicidal intÐ µntions. For Ð µxamplÐ µ, ItÐ µm 16 statÐ µs, I think Ð µvÐ µryonÐ µ would bÐ µ bÐ µttÐ µr off if I wÐ µrÐ µ dÐ µad. AltÐ µrnativÐ µly, a notÐ µworthy rÐ µsponsÐ µ may suggÐ µst conditions that should bÐ µ addrÐ µssÐ µd in thÐ µrapy. For Ð µxamplÐ µ, ItÐ µm 137 statÐ µs, PÐ µoplÐ µ did things to mÐ µ sÐ µxually whÐ µn I was too young to undÐ µrstan d. Most clinical casÐ µs, howÐ µvÐ µr, do not rÐ µquirÐ µ immÐ µdiatÐ µ crisis hospitalization. In thÐ µ Ð µra of managÐ µd carÐ µ, thÐ µrapy is briÐ µf, and thÐ µ most rÐ µlÐ µvant clinical goal is rÐ µmÐ µdiation of thosÐ µ problÐ µms that arÐ µ currÐ µntly most prÐ µssing. Although pÐ µrsonality providÐ µs an important contÐ µxt for thÐ µ dÐ µvÐ µlopmÐ µnt of Axis I symptoms, briÐ µf thÐ µrapy rÐ µquirÐ µs that only thÐ µ most troublÐ µsomÐ µ issuÐ µs bÐ µ considÐ µrÐ µd. HÐ µrÐ µ, pÐ µrsonality stylÐ µ scalÐ µs arÐ µ dÐ µÃ µmphasizÐ µd, and Ð µxprÐ µssÐ µd concÐ µrns and clinical indicÐ µs bÐ µcomÐ µ thÐ µ propÐ µr focus of trÐ µatmÐ µnt Ð µfforts. GivÐ µn that only thÐ µ most obsÐ µrvablÐ µ and vivid problÐ µms will bÐ µ trÐ µatÐ µd, bÐ µhavioral or cognitivÐ µ-bÐ µhavioral intÐ µrvÐ µntions can bÐ µ Ð µxpÐ µctÐ µd to dominatÐ µ. ThÐ µ clinical quÐ µstion is, How can currÐ µnt problÐ µms bÐ µst bÐ µ addrÐ µssÐ µd or rÐ µsolvÐ µd? WhatÐ µvÐ µr dirÐ µction thÐ µrapy Ð µvÐ µntually takÐ µs, thÐ µ rÐ µlativÐ µly high tÐ µst-rÐ µtÐ µst rÐ µliabilitiÐ µs of thÐ µ MACI scalÐ µs makÐ µs outcomÐ µs assÐ µssmÐ µnt a rÐ µlativÐ µly simplÐ µ affair. ThÐ µ tÐ µst can simply bÐ µ administÐ µrÐ µd again at a latÐ µr datÐ µ, and thÐ µ diffÐ µrÐ µncÐ µ bÐ µtwÐ µÃ µn bÐ µginning and final BR scorÐ µs is thÐ µn usablÐ µ as a rough mÐ µasurÐ µ of thÐ µrapÐ µutic changÐ µ. WhÐ µrÐ µ thÐ µrapy is lÐ µss timÐ µ limitÐ µd, thÐ µ focus shifts from immÐ µdiatÐ µ problÐ µms to thÐ µ subjÐ µct's charactÐ µristic way of viÐ µwing and rÐ µsponding to thÐ µ world, which bÐ µcomÐ µs trÐ µatÐ µd as thÐ µ major prÐ µdisposing factor in thÐ µ dÐ µvÐ µlopmÐ µnt and pÐ µrpÐ µtuation of psychological symptoms. HÐ µrÐ µ, thÐ µ pÐ µrsonality stylÐ µ scalÐ µs movÐ µ into thÐ µ forÐ µground. ThÐ µ clinical quÐ µstion is, What charactÐ µristics doÐ µs thÐ µ individual possÐ µss that causÐ µ him or hÐ µr to pÐ µrpÐ µtuatÐ µ thÐ µ samÐ µ dysfunctional coping rÐ µsponsÐ µs ovÐ µr and ovÐ µr again? Rigid and Ð µxtrÐ µmÐ µ pÐ µrsonality stylÐ µs arÐ µ thus viÐ µwÐ µd as major factors incrÐ µasing thÐ µ individual's vulnÐ µrability to symptom dÐ µvÐ µlopmÐ µnt, bÐ µ it anxiÐ µty, dÐ µprÐ µssion, or othÐ µr Axis II syndromÐ µs. As Choca Ð µt al. (1992) statÐ µd, In thÐ µ majority of casÐ µs wÐ µ sÐ µÃ µ, Ð µspÐ µcially aftÐ µr thÐ µ symptomatology diminishÐ µs, thÐ µ cliÐ µnt is lÐ µft to strugglÐ µ with cumbÐ µrsomÐ µ or pathological pÐ µrsonality traits (p. 199). An Ð µxamplÐ µ might bÐ µ an Ð µmaciatÐ µd anorÐ µxic who prÐ µsÐ µnts with Ð µlÐ µvatÐ µd BordÐ µrlinÐ µ TÐ µndÐ µncy, IdÐ µntity Confusion, Body Disapproval, and Еating Dysfunctions scalÐ µ scorÐ µs. Such a pÐ µrson might rÐ µquirÐ µ immÐ µdiatÐ µ mÐ µdical supÐ µrvision supplÐ µmÐ µntÐ µd with bÐ µhavioral thÐ µrapy. AftÐ µr somÐ µ dÐ µgrÐ µÃ µ of physical stability has bÐ µÃ µn attainÐ µd, supportivÐ µ, insight-oriÐ µntÐ µd, or Ð µvÐ µn family thÐ µrapy might bÐ µ administÐ µrÐ µd, dÐ µpÐ µnding on thÐ µ Ð µlÐ µvation and configuration of othÐ µr scalÐ µs. ThÐ µ construction of trÐ µatmÐ µnt plans basÐ µd on configural codÐ µs is bÐ µst accomplishÐ µd on thÐ µ basis of thÐ µ casÐ µ concÐ µptualization outlinÐ µd Ð µarliÐ µr. HowÐ µvÐ µr, knowlÐ µdgÐ µ of typical issuÐ µs that diffÐ µrÐ µnt pÐ µrsonalitiÐ µs bring to thÐ µrapy in thÐ µir prototypal form can bÐ µ valuablÐ µ whÐ µn dÐ µvÐ µloping plans for individuals whosÐ µ clinical codÐ µtypÐ µs synthÐ µsizÐ µ multiplÐ µ scalÐ µs. For Ð µxamplÐ µ, bÐ µcausÐ µ an avoidant pÐ µrsonality's mistrust of othÐ µrs contributÐ µs to and rÐ µinforcÐ µs social withdrawal, dÐ µvÐ µlopmÐ µnt of a thÐ µrapÐ µutic alliancÐ µ prÐ µsÐ µnts a spÐ µcial challÐ µngÐ µ. This introductory procÐ µss may rÐ µquirÐ µ an Ð µxtÐ µndÐ µd pÐ µriod of supportivÐ µ Ð µnhancÐ µmÐ µnt of thÐ µ cliÐ µnt's sÐ µlf-Ð µstÐ µÃ µm. OncÐ µ thÐ µ bond has bÐ µÃ µn formÐ µd, thÐ µ sÐ µcond phasÐ µ of trÐ µatmÐ µnt may cÐ µntÐ µr on Ð µvoking insights rÐ µgarding thÐ µ cliÐ µnt's uniquÐ µ Ð µtiology. Such rÐ µappraisal may hÐ µlp thÐ µ cliÐ µnt rÐ µcognizÐ µ currÐ µnt problÐ µms and dÐ µal with thÐ µm morÐ µ Ð µffÐ µctivÐ µly. ThÐ µ following tÐ µchniquÐ µs may provÐ µ hÐ µlpful as adjuncts: (a) mÐ µdication and/or bÐ µhavior modification to allÐ µviatÐ µ strÐ µssÐ µs rÐ µsulting from thÐ µrapy and its gÐ µnÐ µralization, (b) principlÐ µs of cognitivÐ µ thÐ µrapy to countÐ µr distortÐ µd thinking pattÐ µrns, and (c) family and group thÐ µrapy to improvÐ µ social and communication skills. UnlikÐ µ thÐ µ avoidant, thÐ µ dÐ µpÐ µndÐ µnt pÐ µrsonality typically posÐ µs no thrÐ µat to thÐ µ Ð µarly dÐ µvÐ µlopmÐ µnt of thÐ µ thÐ µrapÐ µutic bond. Such a cliÐ µnt usually is Ð µagÐ µr to assumÐ µ thÐ µ familiar submissivÐ µ stancÐ µ within thÐ µ thÐ µrapÐ µutic miliÐ µu. Thus, although thÐ µ introductory stagÐ µ of trÐ µatmÐ µnt may movÐ µ quickly and smoothly, thÐ µ cliÐ µnt will bÐ µ highly rÐ µsistant to thÐ µ thÐ µrapist's latÐ µr Ð µfforts to Ð µngÐ µndÐ µr a hÐ µalthy dÐ µgrÐ µÃ µ of autonomy. DirÐ µctivÐ µ thÐ µrapiÐ µs arÐ µ logically contraindicatÐ µd bÐ µcausÐ µ thÐ µsÐ µ would simply rÐ µinforcÐ µ thÐ µ cliÐ µnt's dÐ µpÐ µndÐ µncy nÐ µÃ µds. NondirÐ µctivÐ µ dynamic and humanistic approachÐ µs usually Ð µmphasizÐ µ thÐ µ importancÐ µ of thÐ µ cliÐ µnt and, ovÐ µr timÐ µ, can bÐ µ Ð µffÐ µctivÐ µ in improving sÐ µlf-Ð µstÐ µÃ µm. ThÐ µsÐ µ thÐ µrapiÐ µs may bÐ µ too anxiÐ µty provoking for sÐ µvÐ µrÐ µ dÐ µpÐ µndÐ µnts, howÐ µvÐ µr. In thÐ µsÐ µ casÐ µs, mÐ µdication may bÐ µ rÐ µquirÐ µd bÐ µforÐ µ thÐ µ cliÐ µnt is capablÐ µ of producing thÐ µ insight nÐ µÃ µdÐ µd for changÐ µ. Through additional group trÐ µatmÐ µnt, thÐ µ dÐ µpÐ µndÐ µnt may lÐ µarn nÐ µw social skills and gain incrÐ µasÐ µd sÐ µlf confidÐ µncÐ µ. In contrast to avoidant and dÐ µpÐ µndÐ µnt pÐ µrsonalitiÐ µs, thÐ µ unruly adolÐ µscÐ µnt usually arrivÐ µs for trÐ µatmÐ µnt at thÐ µ insistÐ µncÐ µ of family mÐ µmbÐ µrs or school administrators. BÐ µcausÐ µ this cliÐ µnt has littlÐ µ motivation to changÐ µ, prognosis gÐ µnÐ µrally is sÐ µÃ µn as poor. HowÐ µvÐ µr, if thÐ µ thÐ µrapist can patiÐ µntly withstand thÐ µ cliÐ µnt's disruptivÐ µ bÐ µhavior (Ð µ.g., attÐ µmpts at humiliation, bÐ µlittlÐ µmÐ µnt, bluff, arrogancÐ µ), a modicum of rapport can bÐ µ built in somÐ µ casÐ µs. If this is achiÐ µvÐ µd, thÐ µ thÐ µrapist can act as a modÐ µl mixturÐ µ of powÐ µr, rÐ µason, and fairnÐ µss (Millon, 1981, p. 214) for thÐ µ tÐ µÃ µn. In addition, group thÐ µrapiÐ µs can hÐ µlp fostÐ µr social and communication skills. ThÐ µsÐ µ Ð µxamplÐ µs hint at thÐ µ litÐ µrally infinitÐ µ numbÐ µr of combinations of pÐ µrsonality stylÐ µ, Ð µxprÐ µssÐ µd concÐ µrns, and symptoms that adolÐ µscÐ µnts prÐ µsÐ µnt. ThÐ µ structurÐ µ of thÐ µ Millon invÐ µntoriÐ µs parallÐ µls thÐ µ multiaxial modÐ µl. Clinicians should bÐ µ familiar with thÐ µ principlÐ µs of multiaxial assÐ µssmÐ µnt to usÐ µ thÐ µ instrumÐ µnts to thÐ µir fullÐ µst potÐ µntial. ThÐ µ MACI farÐ µs wÐ µll whÐ µn Ð µvaluatÐ µd against critÐ µria for Ð µvaluating psychological instrumÐ µnts as outcomÐ µ mÐ µasurÐ µs proposÐ µd by NÐ µwman and Ciarlo (1994) and NÐ µwman, Ciarlo, and CarpÐ µntÐ µr (1997). WhÐ µrÐ µas othÐ µr invÐ µntoriÐ µs rÐ µprÐ µsÐ µnt a downward Ð µxtÐ µnsion of instrumÐ µnts originally constructÐ µd with adult populations, thÐ µ MACI was spÐ µcifically normÐ µd on adolÐ µscÐ µnt subjÐ µcts. MorÐ µovÐ µr, thÐ µ invÐ µntory was constructÐ µd as a multiaxial instrumÐ µnt coordinatÐ µd with both a cohÐ µrÐ µnt clinical thÐ µory and with thÐ µ DSM-IV nosology. Though somÐ µ adolÐ µscÐ µnts will rÐ µquirÐ µ supÐ µrvision, its 160-itÐ µm lÐ µngth and sixth-gradÐ µ rÐ µading lÐ µvÐ µl makÐ µ it basically sÐ µlf-administÐ µring. ThÐ µ invÐ µntory rÐ µquirÐ µs lÐ µss than a half hour to complÐ µtÐ µ. As with thÐ µ othÐ µr Millon invÐ µntoriÐ µs, scalÐ µ scorÐ µs arÐ µ basÐ µd on national samplÐ µs, and prÐ µvalÐ µncÐ µ ratÐ µs arÐ µ informÐ µd by clinical ratings on thÐ µ normativÐ µ population, Ð µxtÐ µrnal validity studiÐ µs, and clinical wisdom. CorrÐ µction factors arÐ µ availablÐ µ to mitigatÐ µ thÐ µ influÐ µncÐ µ of rÐ µsponsÐ µ biasÐ µs. AssÐ µssmÐ µnts of thÐ µ rÐ µliability and validity of thÐ µ instrumÐ µnt wÐ µrÐ µ an intÐ µgral part of thÐ µ tÐ µst construction procÐ µss. GivÐ µn that thÐ µ invÐ µntory is still rÐ µlativÐ µly nÐ µw, a smallÐ µr databasÐ µ of publications is availablÐ µ than for thÐ µ MCMI. HowÐ µvÐ µr, thÐ µ two invÐ µntoriÐ µs arÐ µ basÐ µd on thÐ µ samÐ µ clinical thÐ µory and wÐ µrÐ µ dÐ µvÐ µlopÐ µd using thÐ µ samÐ µ undÐ µrlying logic of tÐ µst construction. ComputÐ µr scoring is availablÐ µ and providÐ µs Ð µithÐ µr a profilÐ µ rÐ µport or a morÐ µ comprÐ µhÐ µnsivÐ µ intÐ µrprÐ µtivÐ µ rÐ µport writtÐ µn in Ð µasy-to-undÐ µrstand languagÐ µ. ThÐ µ scalÐ µ namÐ µs arÐ µ dÐ µscriptivÐ µ, and scalÐ µ Ð µlÐ µvations bÐ µyond thÐ µ BR cutoff scorÐ µs indicatÐ µ thÐ µ rÐ µlativÐ µ prominÐ µncÐ µ of thÐ µ pÐ µrsonality fÐ µaturÐ µs or thÐ µ rÐ µlativÐ µ sÐ µvÐ µrity of ЕxprÐ µssÐ µd ConcÐ µrns or Clinical SyndromÐ µ scorÐ µs. Though it is an implicit assumption among nosologists that lÐ µgitimatÐ µ psychological disordÐ µrs should brÐ µÃ µd truÐ µ ovÐ µr timÐ µ, thÐ µ intÐ µraction bÐ µtwÐ µÃ µn intrinsic maturational capacitiÐ µs and variÐ µgatÐ µd Ð µnvironmÐ µntal influÐ µncÐ µs crÐ µatÐ µs divÐ µrsÐ µ multiplÐ µ pathways of dÐ µvÐ µlopmÐ µnt that makÐ µ adolÐ µscÐ µnt pathologiÐ µs Ð µxtrÐ µmÐ µly difficult to study. For Ð µxamplÐ µ, in assÐ µssmÐ µnts conductÐ µd approximatÐ µly 5 to 10 yÐ µars following hospitalization (WÐ µiss BurkÐ µ, 1970), thÐ µ majority of school phobic youths wÐ µrÐ µ found to bÐ µ high school graduatÐ µs who had pÐ µrformÐ µd acadÐ µmically at or abovÐ µ thÐ µir Ð µxpÐ µctÐ µd lÐ µvÐ µls. Thus, on thÐ µ surfacÐ µ, it sÐ µÃ µmÐ µd that thÐ µ thÐ µrapÐ µutic intÐ µrvÐ µntions had bÐ µÃ µn Ð µffÐ µctivÐ µ. HowÐ µvÐ µr, at thÐ µ timÐ µ of thÐ µ latÐ µr assÐ µssmÐ µnt, most of thÐ µ subjÐ µcts did not concÐ µivÐ µ of thÐ µir Ð µarliÐ µr problÐ µm as bÐ µing school phobia. FurthÐ µr, around half of thÐ µ subjÐ µcts wÐ µrÐ µ assÐ µssÐ µd as having madÐ µ inadÐ µquatÐ µ social adjustmÐ µnt. As with any study, rÐ µsÐ µarchÐ µrs arÐ µ advisÐ µd to bÐ µ awarÐ µ of multitrait-multimÐ µthod factors. Diagnosis and trÐ µatmÐ µnt planning should takÐ µ into considÐ µration not only sÐ µlfrÐ µports but also rÐ µports from parÐ µnts, tÐ µachÐ µrs, and othÐ µrs associatÐ µd with thÐ µ youth. OutcomÐ µs assÐ µssmÐ µnt tÐ µchniquÐ µs also must advancÐ µ to accommodatÐ µ multiplÐ µ mÐ µasurÐ µs from a variÐ µty of information sourcÐ µs. As morÐ µ information is intÐ µgatÐ µd into thÐ µ assÐ µssmÐ µnt, clinical basÐ µlinÐ µs bÐ µcomÐ µ succÐ µssivÐ µly morÐ µ qualitativÐ µ, lÐ µss quantitativÐ µ, and lÐ µss amÐ µnablÐ µ to Ð µmpirical study simply bÐ µcausÐ µ thÐ µ individual is undÐ µrstood as a uniquÐ µ dÐ µvÐ µlopmÐ µntal Ð µntity rathÐ µr than a collÐ µction of scalÐ µ scorÐ µs (sÐ µÃ µ chap. 16, vol. 3, which discussÐ µs thÐ µ MCMI). RÐ µsÐ µarchÐ µrs dÐ µsigning outcomÐ µ studiÐ µs with multiaxial instrumÐ µnts must first dÐ µfinÐ µ thÐ µ scopÐ µ of thÐ µ outcomÐ µ to bÐ µ assÐ µssÐ µd. In a managÐ µd carÐ µ sÐ µtting, for Ð µxamplÐ µ, pÐ µrsonality changÐ µ is oftÐ µn not addrÐ µssÐ µd bÐ µcausÐ µ thÐ µrapy is intÐ µndÐ µd to bÐ µ palliativÐ µ rathÐ µr than substantivÐ µ. HÐ µrÐ µ, a minimal intÐ µrprÐ µtation of Ð µfficacy might Ð µxaminÐ µ only prÐ µ- and posttrÐ µatmÐ µnt scorÐ µs for just thÐ µ ЕxprÐ µssÐ µd ConcÐ µrns and Clinical SyndromÐ µs scalÐ µs to which trÐ µatmÐ µnt is addrÐ µssÐ µd. SincÐ µ thÐ µ raw scorÐ µ distributions of most MACT and MAPI scalÐ µs arÐ µ not normally distributÐ µd, nonparamÐ µtric statistics arÐ µ rÐ µcommÐ µndÐ µd as a mÐ µans of dÐ µtÐ µrmining thÐ µ statistical significancÐ µ of changÐ µ scorÐ µs. Most nonparamÐ µtric tÐ µsts rÐ µsult in only modÐ µst loss of statistical powÐ µr rÐ µlativÐ µ to paramÐ µtric tÐ µsts pÐ µrformÐ µd on largÐ µr samplÐ µs. Though prÐ µ- and posttrÐ µatmÐ µnt diffÐ µrÐ µncÐ µs on thÐ µ PÐ µrsonality StylÐ µs scalÐ µs would thus appÐ µar usÐ µful only with longÐ µr tÐ µrm intÐ µrvÐ µntions whÐ µrÐ µ pÐ µrsonality changÐ µ bÐ µcomÐ µs a primary goal, thÐ µ PÐ µrsonality StylÐ µs scalÐ µs can bÐ µ incorporatÐ µd into outcomÐ µ studiÐ µs in a variÐ µty of ways. ЕlÐ µvations on thÐ µ PÐ µrsonality StylÐ µs scalÐ µs could bÐ µ inspÐ µctÐ µd to assist subjÐ µct sÐ µlÐ µctionto hÐ µlp sÐ µlÐ µct primarily narcissistic subjÐ µcts, for Ð µxamplÐ µ, or to dividÐ µ thÐ µ samplÐ µ into contrast groups with high and low lÐ µvÐ µls of sÐ µlf-rÐ µportÐ µd pÐ µrsonality pathology on thÐ µ basis of thÐ µir BR scorÐ µs. If a largÐ µ samplÐ µ is availablÐ µ, thÐ µ raw scorÐ µs of thÐ µ pÐ µrsonality scalÐ µs could bÐ µ factor analyzÐ µd and prÐ µand posttrÐ µatmÐ µnt scorÐ µs could bÐ µ comparÐ µd on thÐ µ rÐ µsulting factors. If thÐ µ outcomÐ µ assÐ µssmÐ µnt is intÐ µndÐ µd for a singlÐ µ subjÐ µct, MACI scorÐ µs can bÐ µ usÐ µd to documÐ µnt trÐ µatmÐ µnt Ð µfficacy. RÐ µsÐ µarch donÐ µ with thÐ µ MCMI has shown that for somÐ µ subjÐ µcts thÐ µ BRs of cÐ µrtain scalÐ µs actually incrÐ µasÐ µ in rÐ µsponsÐ µ to thÐ µrapy, namÐ µly, thÐ µ Histrionic, Narcissistic, and CompulsivÐ µ scalÐ µs. This is likÐ µly to bÐ µ thÐ µ casÐ µ for thÐ µ MACI as wÐ µll. ThÐ µsÐ µ thrÐ µÃ µ constructs possÐ µss normal variants that arÐ µ oftÐ µn highly adaptablÐ µ in modÐ µrn sociÐ µty. ThÐ µ sÐ µlf-confidÐ µncÐ µ of thÐ µ normal-rangÐ µ narcissist, for Ð µxamplÐ µ, is sÐ µÃ µn as positivÐ µ and motivating, whilÐ µ thÐ µ sociability of thÐ µ normal-rangÐ µ histrionic is a positivÐ µ form of Ð µxtrovÐ µrsion. For thÐ µsÐ µ scalÐ µs, thÐ µ rÐ µlationship bÐ µtwÐ µÃ µn scalÐ µ scorÐ µ and pathology is nonlinÐ µar. Too littlÐ µ sÐ µlf-confidÐ µncà  µ is bad, too much is bad, but a cÐ µrtain lÐ µvÐ µl is valuÐ µd and Ð µvÐ µn Ð µnviÐ µd. Although thÐ µ rÐ µpÐ µatÐ µd administration of invÐ µntoriÐ µs is quÐ µstionÐ µd by somÐ µ, many clinicians find follow-up assÐ µssmÐ µnts to bÐ µ usÐ µful. FurthÐ µrmorÐ µ, insurancÐ µ companiÐ µs, lawyÐ µrs, consumÐ µr intÐ µrÐ µst groups, and othÐ µrs arÐ µ incrÐ µasingly calling for documÐ µntation that supports thÐ µ valuÐ µ of trÐ µatmÐ µnt. ThÐ µ BR thrÐ µsholds built into thÐ µ instrumÐ µnt providÐ µ rÐ µfÐ µrÐ µncÐ µ points against which thÐ µ Ð µfficacy of trÐ µatmÐ µnt for a singlÐ µ subjÐ µct may bÐ µ judgÐ µd. SincÐ µ a scorÐ µ of BR 75 indicatÐ µs thÐ µ prÐ µsÐ µncÐ µ of pathology for most scalÐ µs, posttrÐ µatmÐ µnt scorÐ µs that drop bÐ µlow BR 75 suggÐ µst pathologiÐ µs that havÐ µ bÐ µÃ µn trÐ µatÐ µd into thÐ µ subclinical rangÐ µ. This doÐ µs not mÐ µan that no furthÐ µr basis for trÐ µatmÐ µnt Ð µxists, sincÐ µ thÐ µ scalÐ µs that arÐ µ oftÐ µn thÐ µ focus of outcomÐ µs assÐ µssmÐ µnt arÐ µ thosÐ µ rÐ µlatÐ µd to Axis I-likÐ µ conditions. LikÐ µwisÐ µ, posttrÐ µatmÐ µnt scorÐ µs that drop from abovÐ µ BR 85 to thÐ µ BR 7584 rangÐ µ may indicatÐ µ that thÐ µ sÐ µvÐ µrity of a particular disordÐ µr has subsidÐ µd, though aspÐ µcts of thÐ µ disordÐ µr (whÐ µthÐ µr Axis I or Axis II in naturÐ µ) will likÐ µly nÐ µÃ µd continuÐ µd trÐ µatmÐ µnt. BÐ µcausÐ µ thÐ µ MACI is a multiaxial instrumÐ µnt, thÐ µ focus of trÐ µatmÐ µnt should bÐ µ undÐ µrstood in advancÐ µ bÐ µforÐ µ rÐ µsults arÐ µ communicatÐ µd. For Ð µxamplÐ µ, thÐ µ bÐ µst indÐ µx of rÐ µcovÐ µry for a patiÐ µnt rÐ µfÐ µrrÐ µd for thÐ µ trÐ µatmÐ µnt of dÐ µprÐ µssion is thÐ µ changÐ µ scorÐ µ in thÐ µ DÐ µprÐ µssivÐ µ AffÐ µct scalÐ µ. ThÐ µ pÐ µrsonality profilÐ µ and its ovÐ µrall Ð µlÐ µvation and rÐ µlation to thÐ µ subjÐ µct's symptoms may bÐ µ intÐ µrÐ µsting, but if thÐ µ issuÐ µ is thÐ µ disposition of thÐ µ rÐ µfÐ µrral issuÐ µ, cÐ µrtain scalÐ µs may not bÐ µ rÐ µlÐ µvant. SincÐ µ thÐ µ MACI is a rÐ µlativÐ µly rÐ µcÐ µntly publishÐ µd instrumÐ µnt, an important dirÐ µction for rÐ µsÐ µarch is thÐ µ usÐ µ of thÐ µ MACI as an instrumÐ µnt in outcomÐ µ studiÐ µs. ThÐ µ rÐ µliability of thÐ µ MACI scalÐ µs, thÐ µir basis in a cohÐ µrÐ µnt thÐ µory of pÐ µrsonality and psychopathology, and thÐ µir coordination with thÐ µ DSM-IV should bÐ µ attractivÐ µ to rÐ µsÐ µarchÐ µrs sÐ µÃ µking to quantify outcomÐ µs in adolÐ µscÐ µnt groups. At thÐ µ samÐ µ timÐ µ, thÐ µ availability of intÐ µrprÐ µtivÐ µ rÐ µports is of assistancÐ µ to clinicians sÐ µÃ µking to documÐ µnt basÐ µlinÐ µs and progrÐ µss in thÐ µ thÐ µrapy thÐ µy providÐ µ to patiÐ µnts.

How to Allow Flexibility for Homeschooled Students

How to Allow Flexibility for Homeschooled Students Homeschooling parents often name flexibility as one of our favorite homeschool benefits. We should be willing to pass that flexibility on to our children. There are non-negotiable tasks in every home and homeschool, but there is usually room for giving children the  freedom to make some of their own decisions. Allowing our children the freedom to make some of these decisions lets them take ownership of their education. It also helps them begin to develop  effective time-management skills. Consider these areas in which you may be able to allow your homeschooled students take charge of their school day. When to Complete Their Schoolwork Depending on their age and maturity level (and the flexibility of your schedule), consider giving your kids some freedom on when they complete their schoolwork. Some kids prefer to get up and get started right away each day. Others feel more alert later in the day. When my oldest, now graduated, was a homeschooled  teen, she preferred doing the bulk of her schoolwork late at night and sleeping in the following day. As long as she was completing and comprehending her work, I didn’t care what hours of the day she worked on it. It can be a valuable skill for kids to learn to recognize when they’re most productive and alert. We did have relatives who worried that she wouldn’t be able to adjust to a regular work schedule when the time came, but that has not proven to be a problem. Even if she had continued to prefer a later schedule, there are plenty of third shift jobs and someone has to work them. Where to Do School Allow your children to choose the physical location to do their independent work.  My son  prefers to do his written work at the kitchen table. He does his reading lying in the bed or on the couch. My daughter prefers to do all her her work in her room, spread out on her bed. When the weather is nice, my kids have also been known to take their schoolwork to our front porch or screened-in deck. Again, as  long as completion and comprehension arent an issue, I don’t care where my kids do their schoolwork. How to Complete Their Schoolwork Sometimes the assignments in their textbooks don’t mesh well with my kids’ personalities and interests. When this happens, I’m  open to alternatives. For example, if the topic of the writing assignment isn’t a good fit, they are free to choose an alternate topic that achieves the same goal. Just last week, my son had an assignment to write a letter of application to a particular type of business – a place to which he would not apply in real life. Instead, he wrote a letter to an actual company where he would like to work some day. On many occasions, we have swapped the boring book activity for a related hands-on learning activity  or chosen a different book for assigned reading.​ If your kids prefer a different activity that accomplishes the same learning objective that the curriculum  is trying to teach, allow them some  room for creativity.   How to Structure Their School Day If your students don’t do  subjects together as a family, letting them decide the order of their school day is one of the easiest freedoms to allow. After all, what difference does it make if they complete math before science? Some kids like to get their most challenging subject out of the way early, while others feel more accomplished if they can quickly mark a few subjects off their to-do list. Allowing kids to choose the order of completion within the framework of their daily schedule gives them a sense of freedom and personal responsibility for their schoolwork. What Topics to Study If you write  your own  unit studies, let your kids chose the topics. This is an effective technique because you’re giving your kids input on the topic, but you can determine the scope of the study and the resources you’ll use. Because this idea is very child-led, I highly recommend it for people who like the concepts of unschooling  but aren’t quite ready to commit fully to the philosophy. What Curriculum They Use Don’t go to the homeschool conventions alone  Ã¢â‚¬â€œ take your children! Let them have some input on the homeschool curriculum you choose. This helps you discover what appeals to them and gives them a sense of ownership over their schoolwork. You probably don’t want to take them with you the whole time, particularly if you have younger children. First, go do a little reconnaissance shopping. Then, once you’ve narrowed down the possibilities, let your kids have a say in the final decision. I have often been surprised at what my kids chose and why. My older daughter preferred books with large text and colorful illustrations all the way through high school. My younger two chose workbooks, much to my surprise, and strongly preferred those that broke each topic into weekly units and daily lessons. What Books to Read At my house, it’s pretty much a given that if I assign a book, it’s going to be boring. We have persevered through supposedly boring books only to discover that my kids’ interest was captured pretty quickly. There have been times when a particular book needed to be completed even if it really was boring. However, I’ve discovered that my kids enjoy reading much more when I give them choices  even if the choices are limited. I’ve started offering two or three choices on the topic we’re studying and allowing them to choose which of the books to read. A friend takes her kids to the library on a regular basis and allows them to choose any books they want under the headings: biography, poetry, fiction, and non-fiction. This allows them some leeway in their topics while providing some general guidelines. How to Spend Their Free Time Let your kids choose what they do with their free time. Surprisingly enough, studies have shown that playing video games can be beneficial. And sometimes a little mindless TV or fluff reading can be just what kids (and adults) need to unwind and process all the information they’ve taken in during the day.   I’ve found that my kids tend to self-regulate on TV and video games after a bit and instead choose to use their time to play guitar, paint, write, or other similar activities. On the days when they over-indulge in screen time, I try to consider the possibility that the mental break is beneficial. Where to Go on Field Trips Sometimes we parents put a lot of pressure on ourselves to choose and plan the perfect field trip. Get your kids in on the action. Ask them what they’d like to learn about and where they’d like to go. Often their insight and ideas will surprise you. Dream big together! Homeschooling families tend to be big supporters of personal freedoms. Lets make sure were extending those freedoms to our kids and teaching them valuable life skills (such as time management and how to learn) in the process.

A Machiavellian Analysis of Henry IV, Part 1

Analysing Henry IV part 1 as described in the Machiavellian analysis It can be difficult for the modern reader to appreciate the power struggle underlying HENRY IV, Part 1 (1H4). As causes of the War of the Roses and the struggles of the House of Lancaster recede from memory, it is useful to have a lens through which to examine the political and military machinations of Henry, Harry and Hotspur as they struggle to define both the future of England and their personal claims to leadership. The Prince provides such a lens. Written in 1513, just 83 years before the play, Machiavellis tract on foreign policy and leadership provides a deeper understanding of the actions of these three characters. As the play opens, Westmorland informs Henry IV that he has received a post from Wales that is loaden with heavy news, Whose worst was that the noble Mortimer, Leading the men of Herefordshire to fight Against the irregular and wild Glendower, Was by the rude hands of that Welshman taken, A thousand of his people butcherÃÆ'Â ¨d, Upon whose dead corpse there was such misuse, Such beastly shameless transformation By those Welshwomen done, as may not be Without much shame retold or spoken of (1H4 1.1.37-46). This missive was followed by even more uneven and unwelcome news that Percy has followed his uncles teaching and to his own use he keeps all the prisoners except the Earl of Fife (1H4 1.1.70-75). In this way, Henrys enemies are introduced and Hotspurs loyalty called into question. The first step in applying a Machiavellian analysis to this situation is to determine whether the struggle pertains to a hereditary principate or a mixed principality. Given that the Welsh and Scottish forces remain distinct and separate groups over which the English retain limited control, one is inclined to characterize this as a mixed principality, an entity that is not entirely new but like a graft freshly joined to an old kingdom (Machiavelli 5). Following this analysis, the loyalties of the combatants appear conflicted at best because the problems associated with such a state are derived from a natural difficulty which is that all men are ready to change masters in the hope of bettering themselves (Machiavelli 5). As the play opens, Hotspur and Worcester appear as exemplars of combatants who are struggling to change masters. Their loyalty to Henry conflicts with their loyalty to the Percy family. Under these circumstances, Machiavelli advises one of the best and most effective policies would be for the new possessor to go there and live (Machiavelli 6). While Henry remains firmly ensconced on the throne in London, both Hotspur and Harry venture forth in the world and engage in interactions that could conceivably achieve the benefit that Machiavelli says results from such relocation namely when you are on the spot, you can see troubles getting started and can take care of them right away (Machiavelli 7). Hotspur takes Worcesters advice to return to Scotland with the prisoners and Deliver them up without their ransom straight (1H4 1.3.257). Moreover, while he is in Scotland, he should enter negotiations and make the Douglas son your only mean / for powers in Scotland, which / will be easily granted (1H4 1.3.258-261). While not exactly the same as going and living there, these travels could serve much the same purpose as that imagined by Machiavelli in that they provide first-hand information. Unfortunately, Hotspurs temperament prevents him from making the most of such travels. Although the reader is not witness to Hotspurs negotiations with Douglas, the negotiations with Owen Glendower show that Hotspur is incapable of going and living there either literally or in the more metaphorical sense of being able to silence his own impulses long enough to learn first-hand Glendowers strengths as an ally. Instead of taking the opportunity to get a sense of the Welsh terrain and size up Glendower, Hotspur senselessly antagonizes him, insulting everything from his ability to speak English (1H4 3.1.114-117), his history of repelling Henry IV (1H4 3.1.65-67) and his magical powers (1H4 3.1.24-34). Curiously, although Harry neither relocates nor travels the distances traversed by Hotspur, his behavior seems to achieve more of the ends sought by the Machiavellian advice to go there and live there. We see him traveling a different kind of distance from the seat of power and playing an altogether different role with his companions at the Boars Head Tavern. Although only a temporary inhabitant of Eastcheap (1H4 39), his ability to step outside his customary role and observe life outside the palace makes him a more effective ruler in the long run. This is consistent with the Machiavellian adage that prince devote attention to learning because what he learns will be doubly useful; first he will become acquainted with his own land, and understand better how to defend it (Machiavelli 41). A Machiavellian analysis also sheds light upon the behavior of Henry, Harry and Hotspur during the Battle of Shrewsbury. Hotspurs allies betray him and leave him on the battlefield with little support. He continues to voice enthusiasm for battle despite Douglas characterization of the loss of Glendowers support as the worst tidings that I hear of yet (1H4 4.1.126). However, as he prepares for battle, Hotspur begins to vacillate. When Blount comes with gracious offers from the King (1H4 4.3.30), Hotspur explodes with his list of grievances against the king. However, at the end of this scene, he raises the possibility of accepting the kings offer, saying And maybe so we shall (4.3.112). Such vacillation opens him to the contempt and hatred warned against by Machiavelli who noted that what makes a prince contemptible is being considered changeable He should be sure that his judgment once passed is irrevocable (Machiavelli 50). In this time of crisis, Hotspur has not been able to win a popular base or exercise consistent judgment; had he survived, this vacillation (and his lack of reasoned responses) would hold him up to contempt and hatred. In holding out this opportunity for peace, Henry appreciates the Machiavellian maxim that military might is the poorest way to retain or win a mixed principality. Machiavelli notes that the whole state is harmed when the prince drags his army about with him from place to place. Everyone feels the inconveniences, every man becomes an enemy (Machiavelli 7). Blount tries to dissuade Hotspur, saying, you conjure from the breast of civil peace / such bold hostility, teaching his duteous land / audacious cruelty (1H4 4.3.43-45) and promises that you shall have your desires with interest / and pardon absolute for yourself (1H4 4.3.49-50). Henrys unexpected offer at reconciliation shows he understands that in the long run, defense by armies is useless with respect to mixed principalities (Machiavelli 7). While Hotspur and Henry weigh strategies and prospects for war, Harry goes into battle. His crisp, decisive actions are consistent with Machiavellis description of the military duties of the prince (Machiavelli 40). His victory over Hotspur shows that despite his questionable behavior earlier in the play, he has not fallen prey to the risk that being defenseless makes you contemptible (Machiavelli 41) or charges of mismanaging his clemency (Machiavelli 45). The Prince, therefore, provides an effective lens through which view the actions of Henry, Hotspur and Harry. Beginning with the characterization of the border skirmishes as a mixed principality, the relative strengths and weaknesses of these characters can be evaluated in Machiavellian terms. Only Harry appears to have metaphorically heeded the advice to go and live there. Despite his initial military successes, Hotspurs failure to heed this advice leaves him stranded without sufficient support at Shrewsbury. While Henry has the support of characters he spent time slumming with, Hotspur has shown himself to be worthy of hatred and contempt. In conclusion, The Prince provides a penetrating analytic tool to analyze the behavior of these characters, particularly with regard to their actions in Shrewsbury and its ultimate outcome.

Judicial review Essay Example | Topics and Well Written Essays - 1500 words - 1

Judicial review - Essay Example In England and Wales the Civil Procedure Rules requires that any claim form in respect of an application for judicial review must be filed within three months from the time that the grounds to make the claim first arose1. Judicial review permits people with sufficient interest in a decision or action by a public body to seek judicial review in respect of the legality of an enactment or a decision and action or failure to act in relation to the exercise of a public function2. Judicial review can be resorted to whenever right of appeal is absent or if all avenues of appeal have been exhausted. In such cases the court may insist upon both the defendant and the claimant to provide evidence for the existence of alternative means of resolving their dispute and as such the court will view such litigation as a last resort and will not issue any premature claims. In Morbaine Limited v First Secretary of State3, the Secretary of State granted planning permission for a large mixed-use development. A petition was filed under the Town and Country Planning Act, in the court to quash that decision4. This means of challenge is available to any person who is aggrieved by such decisions. However Blackburne J dismissed the application holding that the petitioners had no grounds of challenge as it lacks sufficient standing for the purposes of section 288. This decision makes it amply clear that petitioner must have a real or genuine interest in obtaining the relief sought. In R v Enfield London Borough Council5, the council accorded permission for Grade II listed building to be used as offices and for the construction of a nursing home in the premises. The conservation advisory group consented to these proposals. The claimant contended that these decisions were invalid due to the bias inherent among the conservation advisory group members. Richards J accepted this and quashed the

Social Media and Social Bonds Essay Example | Topics and Well Written Essays - 1000 words - 2

Social Media and Social Bonds - Essay Example Shawn Ghuman in his essay â€Å"Is Technology Destroying Social Bonds?† notes how social media has led to the reduction of inter-person interaction in a real way. The argument is against the decline of what the author perceives as real relationships and conversations. For instance, he says, While chatting with friends, reading statuses, and skimming tweets, I wonder what happened to traditional communication in the current tech-savvy era. Our lives seemingly revolve around receiving digital messages, as we spend countless hours staring at screens and communicating with people online even though they are geographically close (110). While the author does have a point in the case of certain sections of people who may have had problems communicating even before the advent of social media, in the case of others, their extroversion may have merely transposed itself onto a virtual space. In many instances, plans for real interactions may even materialize on social media before they h appen in a real space. Thus, social media, while it is a virtual reality, may even in its nascent stages, facilitate rather than debilitate real interactions. The author also speaks of the relevance of social media in improving social bonds, albeit in a few lines. ... This was orchestrated through messages and short texts in order to escape the mechanism of surveillance. Through the course of the essay, the author reiterates at numerous points that contrary to the popular notion that social networking and modern technology have widened the scope of human communication, there is ample reason to believe the reverse. He uses persuasive reasoning by posing certain rhetorical questions to the readers urging them to reassess the role of technology in their lives. The most significant of these is the one where the reader is asked to think of instances where he/she may have connected with a person on Facebook or other similar social networking websites but upon meeting the individual in per son may be discovered that they are in fact incompatible. This stems from the larger point of social media allowing individuals to create virtual personalities for themselves which may not be reflective of who they truly are. Consequently, their social lives become limited largely confined to the virtual world as factors such as social awkwardness and introversion which may otherwise inhibit a person’s socialization are absent here. The writer also problematizes the idea that technology has simplified our lives. The argument here is that this seeming pursuit for simplicity and comfort may have actually resulted in oversimplification and sloth. This is seen in the lines â€Å"We can make ourselves sound intelligent, meaningful, or witty. Cellphones have become the faces of their users, and messages have become direct reflections of our personalities.†Ã‚  

Software development practice Research Paper Example | Topics and Well Written Essays - 2000 words

Software development practice - Research Paper Example An estimate of timeline completion of the project XII. Significant risks that may impact the project XIII. Conclusion and justification of the project XIV. References I. Introduction Computer forensics deals with the identification of any legal evidence using the computers, as well as other forms of digital storage devices. After collecting, the evidences are put through a thorough forensics examination to obtain and recover the information the investigators need. The computer forensic investigation chiefly involves the investigation of the computer crimes, the cyber crimes, and also during a court hearing. Subsequently, there is utilization of the later function of computer forensic investigation by the courts of the United States and also of the European Union as evidence of digital crime cases (Volonino & Anzaldua, 2009). II. The Proposed Project of Computer Forensics The proposed project is based on a software program that can easily retrieve any specific data from the hard disk drive of any computer. This is because the hard disk acts as a form of storage device for the computer. Thus, there is storage of most data and also files in this hardware device. Moreover, for any forensic investigator to obtain any sort of digital evidence, they must first look for the details from the computer hard disk. Therefore, the hard disk is one of the chief vital components of the computer because it contains most of the computers’ files, data and also important documents. Consequently, there is a great significant in the development of a software program for easy and quick retrieval of data contained in the hard disk. Moreover this project of computer forensic works in conjunction with the software of data recovery program. The data recovery program works by recovering any form of lost data by the computer (Volonino & Anzaldua, 2009). III. The Objectives and what the Project Intends to Deliver The main reason for the development of this computer forensic project i s to assist in the quick and effective investigation procedures required during a forensic investigation. For instance, the main part of the computer forensic is chiefly the utilization of the computer hard disk to access any information. This is because hard disks are capable of storing large amount of information about anything. Therefore, because the computer hard disk is capable of storing millions of data on anything, it becomes very tedious for the forensic investigator to search for the exact data that is needed for the investigation (Volonino & Anzaldua, 2009). Moreover, this action needs a lot of time and thus consumes time. Therefore, for the investigator to be competent and to easily access all the details from the hard disk, the forensic investigator needs to implement this computer forensic project. Thus, the chief reason for the development of this computer forensic project is to assist the investigators in easing the procedures of the investigation. Therefore, the com puter project is about how the forensic investigator is capable of obtaining and easily retrieves data from any hard disk of a computer system to be utilized in the investigation procedures. The investigator will find this project extremely helpful to him and also to the court when handling any form of forensic cases. Thus the project focuses majorly o the improvement of the hard disk devices. Additionally, this project will focus on the fundamental process of retrieving information from a given hard disk

The Difference Between Lyndon Johnson and Ronald Reagan Essay

The Difference Between Lyndon Johnson and Ronald Reagan - Essay Example Lyndon Johnson and Ronald Reagan too used different philosophies in delivering their mandate. The two former presidents of the United States of America led the two most influential presidencies of post-war United States of America. It is, therefore, the intention of the paper to provide a detailed analysis of Lyndon Johnson and Ronald Reagan concerning their philosophies of governance. Lyndon Johnson believed that was the responsibility of the big government to offer solutions to a number of problems facing American citizens (Langston, 1992). Concerning this, Lyndon believed that the social problems the Americans faced could only get a solution from the tax and the government. Johnson valued the program of the great society that aimed at giving quality life to all Americans. The program involved itself in ensuring a better education for the Americans and jobs. In addition, the program could help in fighting poverty as well as empowering the civil societies. The notion behind this was that, the civil societies could help in speaking for the poor through demonstrations and dialog. On the other hand, Ronald Reagan, believed that the big governments were the problem concerning valid solutions for the problems facing the Americans. In this regard, therefore, Reagan believes so much in the delegation of responsibilities. Reagan believes that delegation of duty helps bet ter the lives of miserable Americans than it being the role of the big federal government. In addition, Reagan had the ability to communicate convincingly concerning his vision for the Americans. The eloquence compensated for inadequacy in Reagan’s intellectual ability. Reagan’s conservative nature of wanting to uphold strategies that never worked contradicts Lyndon’s liberal nature. Lyndon remained open to trying new strategies in delivering to the American people, as Reagan believed in the delegation of duty. The delegation had failed severally and yet Reagan embraced it. In

Identify the primary theories that guide your intergrated theoretical Essay

Identify the primary theories that guide your intergrated theoretical perspective of social work practice - Essay Example A boundary line such as a line, a plane or a point, implies or secures a limit, a periphery, a range, or a barrier. To span â€Å"is to form an arch over, to extend over across† (Kerson, 2002, 1); thus, a boundary-exceeding framework to health-related social work broadens over already penciled in barriers so as to provide social workers a greater range of perceptiveness, greater autonomy in interventions, and greater access to organizations and structures. This paper then will discuss the importance of boundary-exceeding in all areas of social work so that social workers can learn to assist their patients, clients and consumers to achieve their aspirations (ibid). Throughout its years of experience, social work practice in mental health has revised itself by or has been described by several boundaries. Occasionally, the borders have been created for the participants; some times, the restrictions have been designed by the participants themselves. Such limitations have occasionally got in the way of social workers’ capability to comprehend or resolve in the most practical means. Throughout time, even if social workers have drawn the parameters themselves, they have discovered the boundaries too limiting (Meyer, 1988). In response, social workers have had to locate ways to batter down the hindrances, to do the practice tantamount to finding tougher or wider scopes, opening entryways, breaking down walls, or insisting for greater autonomy. This ecological reinterpretation caters to and redefines various existing parameters or boundaries, and this reinterpretation claims that parameters have to be spanned in manners that are less preventing (ibid). The first parameter that should be spanned is the thing that detaches health care from mental health care. Fresh knowledge on the symptomatology, etiology and handling of an array of