Tests and Measurements
Achievement Test Review
Review of the Becker Work Adjustment Profile 2
Reviewer 1: James T. Austin & Stephanie D. Tischendorf
Reviewer 2: Pam Lindsey
Description: The Becker Work Adjustment Profile 2 was created to measure the vocational
competency of people with disabilities in their work environments. By assessing work habits,
attitudes, and skills of people with special needs, it aims to target problem areas and assess the level of
supports needed. It is targeted for those ages 13 and older who are disabled, including those who
are mentally retarded, physically disabled, emotionally disturbed, learning disabled, and-or
economically disadvantaged. The instrument is completed by a rater-observer who, according to
the user’s manual and test booklet, have "closely observed the daily work behavior of the client and
has knowledge of the individual's work adjustment”. Austin & Tischendorf describe the Becker
Work Adjustment Profile 2(BWAP:2) as a “restandardization of the 1989 Work adjustment
profile (as the items have not changed).” They also offer information about the test’s first version
from 1989, which was a revision of a rating scale developed as part of a 1965 Federal grant.
Reviewer 2, Pam Lindsey, points out that vocational competence is an element of rehabilitation
in those with disabilities, thus this test is useful for those working with disabilities and helping
them to be successful in the workplace. By knowing a clients vocational competence, we can
help address areas the client may be having problems in that affect their job performance.
Types of Items:
The first page of the instrument is used to gather information on the patients background
(name, sex, date, grade, date of birth, age in years, IQ, school-facility, primary disability,
secondary disability, name, & title of evaluator). Pages 2 through 12 include 63 ratings that are
divided into four categories. Work habits and attitudes is the first category, with 10 items or
ratings questions, Interpersonal relations is the second with 12 items, Cognitive skills is the third
with 19 items, and work performance skills is the last with 22 items. Page 13 and 14 provide
information on the results of the test and psychometric information. The rater scores each
domain and enters the score at the end of each domain. Vocational personnel familiar with daily
demands of the job and the individual being assessed complete the questionnaire (Pam Lindsey).
Scoring Information:
The items are rated on a 0-4 rating, with 0 being a negative score and 4 being a positive
score. Four domains and a total composite score (Broad Work Adjustment) are used in creating
a profile of the client and work placement that can be linked to work support needs. As stated
above, the rater scores each domain and enters the score at the end of each domain. Raw scores
are translated to T scores and percentile ...
SOCW 6530 wk 7 peer responses Respond to the blog posts of t.docxrronald3
SOCW 6530 wk 7 peer responses
Respond to the blog posts of three colleagues in one or more of the following ways:
Share an insight from having read your colleague’s posting.
Make a suggestion to your colleague’s post.
MUST RESPOND TO EACH ONE SEPARATELY CITE EVERYTHING AND FULL REFERENCES
PEER 1 Alicia Simpkin
Evaluation of How You Have Addressed Evaluation or How You Might Address Evaluation
Evaluation of a service is beneficial in determining how a program/service is being run and whether or not it is working the way it is supposed to. When someone evaluates a service, they gather information related to how the program is being run, such as whether it has worked properly, or whether things need to be changed (i.e. implemented or removed). Evaluation may be done through surveys or other measurements to determine the validity of such. This information gathered may be utilized as ‘evidence’ when defending the use of the service or program in practice. According to the text, when considering the use of evidence in practice, “practitioners generally first consider the proximal similarity of information and the trustworthiness of the source before directly translating research into their clinical practice” (Wharton & Bolland, 2012). Practitioners will determine whether the research can be trusted before moving forward with incorporating such into their future practice.
In my field placement, services are typically evaluated through client satisfaction surveys upon discharge, or one can determine how a program is being run through client progress. If the program is running the way it should, then client progress will reflect such. For example, sessions with clients often have a purpose, whether that is to identify their triggers and work through them, or offer resources and other information and encouragement that allows them to work towards achieving their goals, etc. If client notes reflect progress in their recovery and progress towards achieving their goals, then one is able to understand that the tools offered in the program are beneficial in client recovery. I would also address evaluation of the program through client satisfaction surveys, which would allow clients to address all concerns and share what has worked for them and what has not worked well.
References
Wharton, T. C., & Bolland, K. A. (2012). Practitioner Perspectives of Evidence-Based Practice. Families in Society: The Journal of Contemporary Social Services.
PEER 2
LaTiona Washington
An explanation of how you have addressed evaluation or how you might address evaluation in your field education experience
The evaluation focuses on the patient’s progress, goals, and if they need to be reevaluated (Scarnato, 2019). At Rolling Hills Hospitals (RHH), the term “Hospital” informs how the intent is to stabilize and discharge. Initially, it was difficult to determine evaluation at my agency. We assist the patient in creating long-term and short-term goals. Due to our se.
Running Head REVIEW OF ABAS-II STANDARDIZED TESTREVIEW OF ABAS-.docxtodd521
Running Head: REVIEW OF ABAS-II STANDARDIZED TEST
REVIEW OF ABAS-II STANDARDIZED TEST 2
Review of ABAS-II Standardized Test
Rebecca Faino
Capella University
PSY7610
Dr. Lake
Review of ABAS-II Standardized Test
Adaptive behavior assessment system-2nd edition [ABAS-II] offers an extensive, norm-referenced assessment of adaptive skills for persons between the ages of birth and eighty-nine years-old. Following Harrison & Oakland, (2003) the purpose of this test includes assessment of a person’s adaptive skills for disorders and disabilities diagnosis besides classification, strengths and limitations identification, as well as monitoring and documentation of a person’s progress over time. It is commonly applied in the evaluation of individuals with developmental and intellectual disabilities.
ABAS-II is an appropriate behavior rating scale that measures an individual's daily living skills, in particular, what the individual does and what the individual can do, devoid of any others assistance (Harrison & Oakland, 2003). The benefits of the ABAS-II test is that it provides across the lifespan a thorough adaptive skills assessment. It is predominantly beneficial in assessing individuals with intellectual disability, dementia, sensory/physical impairments, pervasive developmental disorders, biological risk factors, and neuropsychological problems.
Test Items and Format
ABAS-II test is administered to an individual for a period of between fifteen and twenty minutes. The format of the test is behavior rating scale characteristically accomplished for the case of children by a parent, caregiver, and teacher; for adults, there is an option of self-rating (Kenworthy, Case, Harms, Martin, & Wallace, 2010). The scores for the ten skill areas are test-age equivalents and norm-referenced scaled scores. Likewise, scores for the general adaptive composite [GAC] and the three adaptive domains are aged-based percentile ranks and norm-referenced standard scores. Furthermore, the entire scores can be classified descriptively. The test is translated into various languages that include French, Canadian, Czech, German, Danish, Swedish, Mandarin, Hebrew, Spanish, Italian, and Romanian.
ABAS-II is available in various five rating forms or kits that include parent and primary caregiver form for infant and preschool for ages zero to five as; teacher and daycare provider form for ages between two and five (Price, Moris, & Costello, 2018). Likewise, parent and teacher forms for ages five to twenty-one parent; and adult forms ages sixteen to eighty-nine adult forms. There is also an ABAS-II unlimited-use scoring assistant and intervention planner CD, and unlimited-use scoring assistant CD (Aricak & Oakland, 2010). The forms can be completed by teachers, family members, parents, daycare staff, counselors, supervisors, and any other individuals who are acquainted with the daily.
HSMN 630 Study Group Insert TEAM NAME# HereNote Statement PazSilviapm
HSMN 630 Study Group <Insert TEAM NAME/# Here>
<Note: Statement attesting to original work is at the end of this document. >
Part 2: After-Action Review
Combine this report with the Part 1 report. This is more of a group effort, but each person must identify his or her contributions.
What Did Not Go Well
List things that did not go well and speculate on the root causes of why there were problems for each phase. Identify both the phase (Initial Response, Short-term Response, Business Resumption, Longer-term Recovery) and the area where the problem occurred; e.g., Administrative Services or Facilities. Also list who identified the problem; the person who identifies the problem may be from a different department.
Problem Description
Department Affected (or all)?
Identified by:
All Phases
Initial Response
Short-term Response
Business Resumption
Longer-term Recovery
What Was Done Well?
List things that the team did well for each phase and speculate as to why. Identify both the phase (Initial Response, Short-term Response, Business Resumption, Longer-term Recovery) and the area where the success occurred; e.g., Administrative Services or Facilities. Also list who identified the success; the person who identifies the success may be from a different department.
Success Description
In Which Department (or all)?
Identified by:
All Phases
Initial Response
Short-term Response
Business Resumption
Longer-term Recovery
Mitigation and Preparation Recommendations
What mitigation measures can be put in place to prevent or minimize problems in the future? What preparations for response and recovery need to be implemented? List the recommendations in the categories Critical, Important, or Enhancement (i.e., nice to have). Also recommend a timeframe to implement each recommendation; e.g., in the next 2 weeks, in the next 90 days.
Recommendation
Timeframe
Identified by:
Critical Activities
Important Activities
Enhancements
Appendices (Optional)
<References Used for both Part 1 and Part 2. IDENTIFY WHO LOCATED EACH REFERENCE. >
<Additional details to justify actions or recommendations listed above. >
Statement Attesting to Original Work
"This paper, examination, report, or the section thereof for which I have indicated responsibility, is my own work. Any assistance I received in its preparation is acknowledged within the report or examination, in accordance with academic practice. For any data, ideas, words, diagrams, pictures, or other information from any source, quoted or not, I have cited the sources fully and completely in the text, in endnotes, or in footnotes and bibliographical entries, as required. Furthermore, I certify that the material was prepared by me specifically for this class and has not been submitted, in whole or significant part, to any other class in this university or elsewhere, or u ...
SOCW 6530 wk 7 peer responses Respond to the blog posts of t.docxrronald3
SOCW 6530 wk 7 peer responses
Respond to the blog posts of three colleagues in one or more of the following ways:
Share an insight from having read your colleague’s posting.
Make a suggestion to your colleague’s post.
MUST RESPOND TO EACH ONE SEPARATELY CITE EVERYTHING AND FULL REFERENCES
PEER 1 Alicia Simpkin
Evaluation of How You Have Addressed Evaluation or How You Might Address Evaluation
Evaluation of a service is beneficial in determining how a program/service is being run and whether or not it is working the way it is supposed to. When someone evaluates a service, they gather information related to how the program is being run, such as whether it has worked properly, or whether things need to be changed (i.e. implemented or removed). Evaluation may be done through surveys or other measurements to determine the validity of such. This information gathered may be utilized as ‘evidence’ when defending the use of the service or program in practice. According to the text, when considering the use of evidence in practice, “practitioners generally first consider the proximal similarity of information and the trustworthiness of the source before directly translating research into their clinical practice” (Wharton & Bolland, 2012). Practitioners will determine whether the research can be trusted before moving forward with incorporating such into their future practice.
In my field placement, services are typically evaluated through client satisfaction surveys upon discharge, or one can determine how a program is being run through client progress. If the program is running the way it should, then client progress will reflect such. For example, sessions with clients often have a purpose, whether that is to identify their triggers and work through them, or offer resources and other information and encouragement that allows them to work towards achieving their goals, etc. If client notes reflect progress in their recovery and progress towards achieving their goals, then one is able to understand that the tools offered in the program are beneficial in client recovery. I would also address evaluation of the program through client satisfaction surveys, which would allow clients to address all concerns and share what has worked for them and what has not worked well.
References
Wharton, T. C., & Bolland, K. A. (2012). Practitioner Perspectives of Evidence-Based Practice. Families in Society: The Journal of Contemporary Social Services.
PEER 2
LaTiona Washington
An explanation of how you have addressed evaluation or how you might address evaluation in your field education experience
The evaluation focuses on the patient’s progress, goals, and if they need to be reevaluated (Scarnato, 2019). At Rolling Hills Hospitals (RHH), the term “Hospital” informs how the intent is to stabilize and discharge. Initially, it was difficult to determine evaluation at my agency. We assist the patient in creating long-term and short-term goals. Due to our se.
Running Head REVIEW OF ABAS-II STANDARDIZED TESTREVIEW OF ABAS-.docxtodd521
Running Head: REVIEW OF ABAS-II STANDARDIZED TEST
REVIEW OF ABAS-II STANDARDIZED TEST 2
Review of ABAS-II Standardized Test
Rebecca Faino
Capella University
PSY7610
Dr. Lake
Review of ABAS-II Standardized Test
Adaptive behavior assessment system-2nd edition [ABAS-II] offers an extensive, norm-referenced assessment of adaptive skills for persons between the ages of birth and eighty-nine years-old. Following Harrison & Oakland, (2003) the purpose of this test includes assessment of a person’s adaptive skills for disorders and disabilities diagnosis besides classification, strengths and limitations identification, as well as monitoring and documentation of a person’s progress over time. It is commonly applied in the evaluation of individuals with developmental and intellectual disabilities.
ABAS-II is an appropriate behavior rating scale that measures an individual's daily living skills, in particular, what the individual does and what the individual can do, devoid of any others assistance (Harrison & Oakland, 2003). The benefits of the ABAS-II test is that it provides across the lifespan a thorough adaptive skills assessment. It is predominantly beneficial in assessing individuals with intellectual disability, dementia, sensory/physical impairments, pervasive developmental disorders, biological risk factors, and neuropsychological problems.
Test Items and Format
ABAS-II test is administered to an individual for a period of between fifteen and twenty minutes. The format of the test is behavior rating scale characteristically accomplished for the case of children by a parent, caregiver, and teacher; for adults, there is an option of self-rating (Kenworthy, Case, Harms, Martin, & Wallace, 2010). The scores for the ten skill areas are test-age equivalents and norm-referenced scaled scores. Likewise, scores for the general adaptive composite [GAC] and the three adaptive domains are aged-based percentile ranks and norm-referenced standard scores. Furthermore, the entire scores can be classified descriptively. The test is translated into various languages that include French, Canadian, Czech, German, Danish, Swedish, Mandarin, Hebrew, Spanish, Italian, and Romanian.
ABAS-II is available in various five rating forms or kits that include parent and primary caregiver form for infant and preschool for ages zero to five as; teacher and daycare provider form for ages between two and five (Price, Moris, & Costello, 2018). Likewise, parent and teacher forms for ages five to twenty-one parent; and adult forms ages sixteen to eighty-nine adult forms. There is also an ABAS-II unlimited-use scoring assistant and intervention planner CD, and unlimited-use scoring assistant CD (Aricak & Oakland, 2010). The forms can be completed by teachers, family members, parents, daycare staff, counselors, supervisors, and any other individuals who are acquainted with the daily.
HSMN 630 Study Group Insert TEAM NAME# HereNote Statement PazSilviapm
HSMN 630 Study Group <Insert TEAM NAME/# Here>
<Note: Statement attesting to original work is at the end of this document. >
Part 2: After-Action Review
Combine this report with the Part 1 report. This is more of a group effort, but each person must identify his or her contributions.
What Did Not Go Well
List things that did not go well and speculate on the root causes of why there were problems for each phase. Identify both the phase (Initial Response, Short-term Response, Business Resumption, Longer-term Recovery) and the area where the problem occurred; e.g., Administrative Services or Facilities. Also list who identified the problem; the person who identifies the problem may be from a different department.
Problem Description
Department Affected (or all)?
Identified by:
All Phases
Initial Response
Short-term Response
Business Resumption
Longer-term Recovery
What Was Done Well?
List things that the team did well for each phase and speculate as to why. Identify both the phase (Initial Response, Short-term Response, Business Resumption, Longer-term Recovery) and the area where the success occurred; e.g., Administrative Services or Facilities. Also list who identified the success; the person who identifies the success may be from a different department.
Success Description
In Which Department (or all)?
Identified by:
All Phases
Initial Response
Short-term Response
Business Resumption
Longer-term Recovery
Mitigation and Preparation Recommendations
What mitigation measures can be put in place to prevent or minimize problems in the future? What preparations for response and recovery need to be implemented? List the recommendations in the categories Critical, Important, or Enhancement (i.e., nice to have). Also recommend a timeframe to implement each recommendation; e.g., in the next 2 weeks, in the next 90 days.
Recommendation
Timeframe
Identified by:
Critical Activities
Important Activities
Enhancements
Appendices (Optional)
<References Used for both Part 1 and Part 2. IDENTIFY WHO LOCATED EACH REFERENCE. >
<Additional details to justify actions or recommendations listed above. >
Statement Attesting to Original Work
"This paper, examination, report, or the section thereof for which I have indicated responsibility, is my own work. Any assistance I received in its preparation is acknowledged within the report or examination, in accordance with academic practice. For any data, ideas, words, diagrams, pictures, or other information from any source, quoted or not, I have cited the sources fully and completely in the text, in endnotes, or in footnotes and bibliographical entries, as required. Furthermore, I certify that the material was prepared by me specifically for this class and has not been submitted, in whole or significant part, to any other class in this university or elsewhere, or u ...
Notes for question please no plag use references to cite wk 2 .docxcherishwinsland
Notes for question please no plag use references to cite
wk 2 1. Briefly summary of the comparison of the reliability and validity of responses on attitude scales
Washtenaw Community College, Ann Arbor MI, Retrieved from http://www4.wccnet.edu/departments/curriculum/assessment.php?levelone=tools
Strong words or moderate words: A comparison of the reliability and validity of responses on attitude scales
A common assumption in attitude measurement is that items should be composed of strongly worded statements. The presumed benefit of strongly worded statements is that they produce more reliable and valid scores than statements with moderate or weak wording. This study tested this assumption using commonly accepted criteria for reliability and validity. Two forms of attitude scales were created—a strongly worded form and a moderately worded form—measuring two attitude objects—attitude towards animal experimentation and attitude towards going to the movies. Different formats were randomly administered to samples of graduate students. There was no superiority found for strongly worded statements over moderately worded statements. The only statistically significant difference was found between one pair of validity coefficients ( r = 0.69; r = 0.15; Z = 2.60, p ≤ 0.01) and that was in the direction opposite from expected, favoring moderately worded items over strongly worded items (total scores correlated with a general behavioral item). (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)
wk 2 2. What are Effective ways to understand and organize data using descriptive statistics?
Organizing Quantitative Data
Organizing quantitative data [Video file]. (2005). Retrieved January 20, 2017, from http://fod.infobase.com/PortalPlaylists.aspx?wID=18566&xtid=36200
http://fod.infobase.com/p_ViewVideo.aspx?xtid=36200
Effective ways to understand and organize data using descriptive statistics. Analyzing data collected from studies of young music students, the video helps viewers sort through basic data-interpretation concepts: measures of central tendency, levels of measurement, measures of dispersion, and graphs. A wide range of organization principles are covered, including mode, median, and mean; discrete and continuous data; nominal, ordinal, interval, and ratio data; standard deviation; and normal distribution. Animation and graphics clarify and reinforce each concept. The video concludes with a quick quiz to assess understanding and focus on key areas. A viewable/printable instructor’s guide is available online. WE DISCUSSED HOW TO DESIGN AN EXPERIMENT AND CONTROL VARIABLES IN OUR FIRST VIDEO. AND NOW WE'RE GOING TO LOOK AT WHAT TO DO WITH ALL THE DATA THAT HAS BEEN COLLECTED. AN EXPERIMENT IS ONE OF THE MOST POWERFUL WAYS TO SHOW THE CAUSE OF AN EVENT AND ITS EFFECT ON OTHER THINGS. BUT REMEMBER THAT AN INVESTIGATION CAN ONLY BE A SCIENTIFIC EXPERIMENT IF IT HAS AN INDEPENDENT VARIABLE WHICH IS MANIPULATED .
1
CPD research
Student name
Instructor name
Course title
Date
Introduction
Training department has been experiencing a decline in the attendance of the nurses to the CPD activities for the last two years. Based on this decline, it is important as a training department to look forward examining some of the factors that might have led to the decline. Therefore, a survey which involves a cross sectional study design was mandatory to investigate these factors. The primary aim of the survey was to collect data using questionnaires on what motivated the nurses to attend the continuing professional development (CPD) activities along with the impact of these activities on the nurses’ performance as they perceived. The department will be trying to find strategies that will enhance CPD participation. However, the finding will be used to improve attendance and planning the next year continuing professional activities annual plan. The research managed to collect qualitative data. The dependent variables are variables that change based on other variables, thus these variables are the questions asked to the respondent such as what motivated them to undertake CPD activities, the strategies they consider to enhance their CPD activities and how these strategies impact their learning including their colleagues and organization and also how they can measure the impact of the CPD they attended on their growth and development and effectiveness of the strategies identified. The independent variables are variables that do not change based on other variables. In this case, the independent variables are the responses from the participants.
Research questions
There were four research questions. These are as follows;
· What motivates them to undertake CPD activities?
· What strategies do they consider in enhancing your CPD activities?
· How these strategies made impact on their as a learner, to their colleagues or the organization in which they work?
· How do they measure the impact of the CPD they attended on their growth and development and the effectiveness of the strategies identified?
Research hypothesis
Hypothesis
The hypothesis is the proposed explanation with limited evidence that guide the research by giving it a starting point. In most cases, the research consist of two hypotheses, this include null hypothesis and alternative hypothesis. The null hypothesis is the hypothesis that has no significant difference between the specified populations while alternative hypothesis is the hypothesis that has a significant difference between the specified populations.
Hypothesis one
Null hypothesis: There is no significant difference between the respondent views.
Alternative hypothesis: There is a significant difference between the respondent views.
Or
H0: μr=μr where r represent respondent views
H1: μrμr
Hypothesis two
Null hypothesis: There are no significant factors led to decline in the attendance of the nurses to the CPD activities for the last two ...
1) A cyber crime is a crime that involves a computer and the Inter.docxSONU61709
1) A cyber crime is a crime that involves a computer and the Internet. A forensics investigation involves gathering and preserving evidence in a way that is suitable for presentation in a court of law. Use the library to research any recent (within the past 12 months), real-world cyber crime. Discuss each of the following scenarios:
· What was the cyber crime? Who or what did the cyber crime affect?
· How did the cyber crime occur?
· In your opinion, how could the cyber crime have been avoided?
· How would you conduct the forensics investigation for this cyber crime?
Use and list at least 2 sources to support your response to the question. You may use the textbook as a resource. Be sure to use APA formatting for all references.
Responses to Other Students: Respond to at least 2 of your fellow classmates with at least a 100-word reply about their Primary Task Response regarding items you found to be compelling and enlightening. To help you with your discussion, please consider the following questions:
· What did you learn from your classmate's posting?
· What additional questions do you have after reading the posting?
· What clarification do you need regarding the posting?
· What differences or similarities do you see between your posting and other classmates' postings?
2) Antiforensic techniques make proper forensic investigations more difficult. Antiforensic techniques are deliberate and can reduce the quantity and quality of digital evidence. Antiforensic techniques can also be used to increase security. Use the library to research antiforensic techniques, and discuss the following:
· What are at least 3 examples of antiforensic techniques, and how are they used?
· Discuss how antiforensic techniques affect computer forensics, file recovery, and security.
Use and list at least 2 sources to support your response to the question. You may use the textbook as a resource. Be sure to use APA formatting for all references.
3) Review and reflect on the knowledge you have gained from this course. Based on your review and reflection, write at least 3 paragraphs on the following:
· What was the most valuable concept that you learned in this class that you will most likely use in your future career?
· What concept in this course provided the most insight to the technical aspects of computer forensics? Explain.
· The main post should include at least 1 reference to research sources, and all sources should be cited using APA format.
A Primer on the Validity of
Assessment Instruments Gail M. Sullivan, MD, MPH
1. What is reliability?1
Reliability refers to whether an assessment instrument gives
the same results each time it is used in the same setting with
the same type of subjects. Reliability essentially means
consistent or dependable results. Reliability is a part of the
assessment of validity.
2. What is validity?1
Validity in research refers to how accurately a study answers
the study question or the strength of the study c ...
Rater Issues in Performance ManagementMichael RosePsychology.docxmakdul
Rater Issues in Performance Management
Michael Rose
Psychology 601
Overview
Possible sources of performance information
Rater Motivation
Rater Training Programs
Case Study 6-4
Frame-of-Reference training
Article 1
Article 2
Article 3
Summary
Possible Sources of Performance Information (Raters)
Possible Sources
Supervisors
Peers
Subordinates
Self
Customers
Disagreements among raters
Not necessarily a problem
Behavioral indicators may vary across sources.
Important to define the target behavior clearly for all raters.
If disagreements are found, the importance of each source must be determined.
Rater Error Motivation
Raters may intentionally or unintentionally distort ratings.
Raters may be motivated to inflate or deflate ratings.
Motivation to provide accurate ratings.
Rater expects certain positive or negative consequences.
Probability of receiving rewards will be high if they provide accurate ratings.
Motivation to distort ratings.
Rater expects certain positive or negative consequences.
Probability of receiving rewards will be high if they distort ratings.
Motivations to Inflate or Deflate Ratings
Motivations for inflated ratings
Motivations for deflated Ratings
Maximize the merit raise/rewards
Encourage Employees
Avoid creating a written record
Avoid confrontation with employees
Promote undesired employees out of unit
Make the manager look good to his/her supervisor
Shock an employee
Teach a rebellious employee a lesson
Send a message to the employee that he/she should consider leaving
Build written record of employees poor performance
Preventing Conscious Distortion
Convince raters that they have more to gain by providing accurate ratings.
Increase accountability.
Have raters justify their ratings
Have raters justify their ratings face-to-face
Provide rater training
Rater Training programs
May cover the following topics:
Reasons for implementing the performance management system.
How to identify and rank job activities.
How to observe, record, and measure performance.
Information on the appraisal form and system mechanics.
How to minimize rating errors.
How to conduct an appraisal interview.
How to train, counsel, and coach.
Case Study 6-4
Provide a detailed discussion of the intentional and unintentional rating distortion factors that may come into play in this situation.
Evaluate the kinds of training programs that could minimize the factors you have described. What do you recommend and why?
Frame-of-Reference Training
Improves rater accuracy by familiarizing raters with the performance dimensions to be assessed.
Typically involves:
Discussion of the job description for the individual being rated.
Review of the definition for each dimension to be rated.
Discussion of examples of good, average, and poor performance.
Trainees rate fictitious employees.
Trainees informed of correct ratings for each dimension.
Article 1
Ratings of counterproductive performance: the effect of source and rater behavior.
M ...
SOCW 6530 WK 3 Peer responses Respond to the blog posts of t.docxrronald3
SOCW 6530 WK 3 Peer responses
Respond to the blog posts of three colleagues in one or more of the following ways:
Share an insight from having read your colleague’s posting.
Make a suggestion to your colleague’s post.
MUST RESPOND TO EACH ONE SEPARATELY CITE EVERYTHING AND FULL REFERENCES
PEER 1: Candise Mitchell
It is easy to look at someone and base judgement on the perception they display to the world. However, judgement is not an assessment. An assessment is conducted by intermixing their outer display with their opinions, thoughts, background, and current lifestyle. Therefore, it is beneficial to use the humanistic approach when engaging with others. Social work is a profession strongly anchored in Western humanistic values emphasizing the worth, autonomy, and right to self-determination of the clients (Savaya & Gardner, 2012). Social workers should practice using humanistic assessment skills to provide non-judgmental observations that help those who come into our services. This has been demonstrated within my field placement at Grace Abounds Counseling. Client referrals do not give a clear picture regarding the needs of those who come into the organization. Often therapist (interns) conduct assessment intakes that ask questions as far as the grandparent’s mental health history. This is not to be invasive but rather demonstrates the use of the humanistic approach by creating dialogue to identifying connecting factors towards the client’s physical or mental health as well as gives them a chance to reflect on their individual need more as well. People are often unaware of the values that underlie and guide their behaviors and using the humanistic approach in conversation is key to an effective and informed assessment (Savaya & Gardner, 2012).
REFERENCE
Savaya, R., & Gardner, F. (2012). Critical reflection to identify gaps between espoused theory and theory-in-use. Social Work, 57(2), 145–154.
PEER 2: David Jones
An explanation of how you have addressed assessment or how you might address assessment during your field education experience
When beginning the field experience, it is important to assess the client and their needs. The needs of the client are multidimensional and can be identified through a need’s assessment. A need assessment is a “is a systematic process for determining and addressing needs, or "gaps" between current conditions and desired conditions or "wants" (Bulanda & Jalloh, 2017, p. 385). Next the client’s history and records should be reviewed. Understanding the client’s history and their currents needs is the best way to provide them with effective assistance. The assessment process beings with understanding the client’s path to service. This means understanding how the client ended up at the agency including their social and mental health problems.
During the field instruction, the assessment continues. Observation is a good assessment tool. An interview is another effective tool is assessing the clien.
COMMENT-----”I am returning this assessment to with a non-pLynellBull52
COMMENT-----
“”I am returning this assessment to with a non-performance score because it is missing
the required pre approved capstone project with the submission. Please resubmit the
scholarly paper with the capstone project. I apologize for any misunderstanding of the
course requirements”””
DIRECTIONS:
Develop an intervention (your capstone project), as a solution to the patient, family, or
population problem you've defined. Submit the proposed intervention to the faculty for review
and approval. This solution needs to be implemented (shared) with your patient, family, or
group. You are not to share your intervention with your patient, family, or group or move on to
Assessment 5 before your faculty reviews/approves the solution you submit in Assessment 4. In
a separate written deliverable, write a 5-7 page analysis of your intervention.
Please submit both your solution/intervention and the 5-7 page analysis to complete
Assessment 4.
Preparation
In this assessment, you’ll develop an intervention as a solution to the health problem you’ve
defined. To prepare for the assessment, think about an appropriate intervention, based on your
work in the preceding assessments, that will produce tangible, measurable results for the
patient, family, or group. In addition, you might consider using a root cause analysis to explore
the underlying reasons for a problem and as the basis for developing and implementing an
action plan to address the problem. Some appropriate interventions include the following:
● Creating an educational brochure.
● Producing an educational voice-over PowerPoint presentation or video focusing on your
topic.
● Creating a teaching plan for your patient, family, or group.
● Recommending work process or workflow changes addressing your topic.
Instructions
Complete this assessment in two parts: (a) develop an intervention as a solution to the problem
and (b) submit your proposed intervention, with a written analysis, to your faculty for review and
approval.
Part 1
Develop an intervention, as a solution to the problem, based on your assessment and supported
by data and scholarly, evidence-based sources.
Incorporate relevant aspects of the following considerations that shaped your understanding of
the problem:
● Leadership.
● Collaboration.
● Communication.
● Change management.
● Policy.
● Quality of care.
● Patient safety.
● Costs to the system and individual.
● Technology.
● Care coordination.
● Community resources.
Part 2
Submit your proposed intervention to your faculty for review and approval.
In a separate written deliverable, write a 5–7 page analysis of your intervention.
● Summarize the patient, family, or population problem.
● Explain why you selected this problem as the focus of your project.
● Explain why the problem is relevant to your professional practice and to the patient,
family, or group.
In addition, address the requirements outlined below. These requirements correspond to the
scoring guide crite ...
The changes required in the IT project plan for Telecomm Ltd would.docxmattinsonjanel
The changes required in the IT project plan for Telecomm Ltd would entail specific variation in the platforms used in the initial implementation plan. Initially, the three projects that were planned for implementation included; the installation of business intelligence platform, the implementation of Statistical Analysis System software technology, and the creation of an effectively network infrastructure. In this case, the changes would include an addition of an ERP software to ensure the performance of the workforce within the Telecomms Ltd employees.
ERP is an effectively coordinated information technology system that would ensure the company’s performance is enhanced. To understand how the implementation of a coordinated IT system offers a competitive advantage of a firm, it is essential to acknowledge three core reasons for the failure of information technology related projects as commonly cited by IT managers. In this case, IT managers cite the three reasons as; poor planning or management, change in business objectives and goals during the implementation process of a project, and lack of proper management support completion (Houston, 2011). Also, in the majority of completed projects, technology is usually deployed in a vacuum; hence users resist it. The implementation of coordinated information technology systems, such as ERP would provide an ultimate solution to the three reasons for failure, and thus would give Telecomms Ltd a competitive advantage in the already competitive market. Since the implementation of systems like ERP directly provides solution to common problems that act as drawbacks regarding the competitiveness of firm, it is, therefore, evident that its use place Telecomms Ltd above its rival companies in the market share (Wallace & Kremzar, 2001).
The use ERP, which is a reliable coordinated IT system entails three distinctive implementation strategies that a firm can choose depending on its specific needs. The changes in the projects would be as follows: The three implementation strategies are independently capable of providing a relatively competitive advantage for many companies. These strategies are: big bang, phased rollout, and parallel adoption. In the big bang implementation strategy, happens in a single instance, whereby all the users are moved to a new system on a designated (Wallace & Kremzar, 2001). The phased rollout implementation on the other hand usually involves a changeover in several phases, and it is executed in an extended period. In this case, the users move onto the new system in a series of steps (Houston, 2011). Lastly, the parallel adoption implementation strategy allows both legacy and the new ERP system to run at the same time. It is also essential to note that users in this strategy get to learn the new system while still working on the old system (Wallace & Kremzar, 2001). The three strategies effectively change the information system of Telecomms Ltd tremendously such that it positiv ...
The Catholic University of America Metropolitan School of .docxmattinsonjanel
The Catholic University of America
Metropolitan School of Professional Studies
Course Syllabus
THE CATHOLIC UNIVERSITY OF AMERICA
Metropolitan School of Professional Studies
MBU 514 and MBU 315 Leadership Foundations
Fall 2015
Credits: 3
Classroom: Online
Dates: August 31, 2015 to December 14, 2015
Instructor:
Dr. Jacquie Hamp
Email: [email protected]
Twitter: @drjacquie
Telephone: 202 215 8117 cell
Office Hours: By Appointment
Dr. Jacquie Hamp is an educator, coach and consultant with particular expertise in leadership development, organizational development and human resources development strategy. From 2006 to 2015 she held the position as the Senior Director of Leadership Development for Goodwill Industries International in Rockville, Maryland. Dr. Hamp was responsible for the design and execution of leadership development programs and activities for all levels of the 4 billion dollar social enterprise network of Goodwill Industries across 165 independent local agencies. Jacquie is also a part time Associate Professor at George Washington University teaching at the graduate level and she is an adjunct professor at Catholic University of America, teaching leadership theory in the Masters Program.
Jacquie has a Master of Science degree in Human Resources Development Administration from Barry University. She holds a Doctor of Education degree in Human and Organizational Learning from the Graduate School of Education and Human Development at George Washington University. Jacquie has received a certificate in Executive Coaching from Georgetown University, a certificate in the Practice of Teaching Leadership from Harvard University and holds the national certification of Senior Professional in Human Resources (SPHR).
Jacquie has been invited to speak at conferences in the United States and the United Kingdom on the topic of how women learn through transformative experiences and techniques for effective leadership development in the social enterprise sector. She is a member of the Society of Human Resource Management (SHRM) and the International Leadership Association (ILA). In 2011 Dr. Hamp was awarded the Strategic Alignment Award by the Human Resources Leadership Association of Washington DC for her work in the redesign of the Goodwill Industries International leadership programs in order to meet the strategic goals of the organization.
Course Description: Surveys, compares, and contrasts contemporary theories of leadership, providing students the opportunity to assess their own leadership competencies and how they fit in with models of leadership. Students also discuss current literature, media coverage, and case studies on leadership issues.
Instructional Methods This course is based on the following adult learning concepts:
1. Learning is done by the learners, who are encouraged to achieve the overall course objectives through individual learning styles that meet their personal learning needs. ...
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wk 2 1. Briefly summary of the comparison of the reliability and validity of responses on attitude scales
Washtenaw Community College, Ann Arbor MI, Retrieved from http://www4.wccnet.edu/departments/curriculum/assessment.php?levelone=tools
Strong words or moderate words: A comparison of the reliability and validity of responses on attitude scales
A common assumption in attitude measurement is that items should be composed of strongly worded statements. The presumed benefit of strongly worded statements is that they produce more reliable and valid scores than statements with moderate or weak wording. This study tested this assumption using commonly accepted criteria for reliability and validity. Two forms of attitude scales were created—a strongly worded form and a moderately worded form—measuring two attitude objects—attitude towards animal experimentation and attitude towards going to the movies. Different formats were randomly administered to samples of graduate students. There was no superiority found for strongly worded statements over moderately worded statements. The only statistically significant difference was found between one pair of validity coefficients ( r = 0.69; r = 0.15; Z = 2.60, p ≤ 0.01) and that was in the direction opposite from expected, favoring moderately worded items over strongly worded items (total scores correlated with a general behavioral item). (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)
wk 2 2. What are Effective ways to understand and organize data using descriptive statistics?
Organizing Quantitative Data
Organizing quantitative data [Video file]. (2005). Retrieved January 20, 2017, from http://fod.infobase.com/PortalPlaylists.aspx?wID=18566&xtid=36200
http://fod.infobase.com/p_ViewVideo.aspx?xtid=36200
Effective ways to understand and organize data using descriptive statistics. Analyzing data collected from studies of young music students, the video helps viewers sort through basic data-interpretation concepts: measures of central tendency, levels of measurement, measures of dispersion, and graphs. A wide range of organization principles are covered, including mode, median, and mean; discrete and continuous data; nominal, ordinal, interval, and ratio data; standard deviation; and normal distribution. Animation and graphics clarify and reinforce each concept. The video concludes with a quick quiz to assess understanding and focus on key areas. A viewable/printable instructor’s guide is available online. WE DISCUSSED HOW TO DESIGN AN EXPERIMENT AND CONTROL VARIABLES IN OUR FIRST VIDEO. AND NOW WE'RE GOING TO LOOK AT WHAT TO DO WITH ALL THE DATA THAT HAS BEEN COLLECTED. AN EXPERIMENT IS ONE OF THE MOST POWERFUL WAYS TO SHOW THE CAUSE OF AN EVENT AND ITS EFFECT ON OTHER THINGS. BUT REMEMBER THAT AN INVESTIGATION CAN ONLY BE A SCIENTIFIC EXPERIMENT IF IT HAS AN INDEPENDENT VARIABLE WHICH IS MANIPULATED .
1
CPD research
Student name
Instructor name
Course title
Date
Introduction
Training department has been experiencing a decline in the attendance of the nurses to the CPD activities for the last two years. Based on this decline, it is important as a training department to look forward examining some of the factors that might have led to the decline. Therefore, a survey which involves a cross sectional study design was mandatory to investigate these factors. The primary aim of the survey was to collect data using questionnaires on what motivated the nurses to attend the continuing professional development (CPD) activities along with the impact of these activities on the nurses’ performance as they perceived. The department will be trying to find strategies that will enhance CPD participation. However, the finding will be used to improve attendance and planning the next year continuing professional activities annual plan. The research managed to collect qualitative data. The dependent variables are variables that change based on other variables, thus these variables are the questions asked to the respondent such as what motivated them to undertake CPD activities, the strategies they consider to enhance their CPD activities and how these strategies impact their learning including their colleagues and organization and also how they can measure the impact of the CPD they attended on their growth and development and effectiveness of the strategies identified. The independent variables are variables that do not change based on other variables. In this case, the independent variables are the responses from the participants.
Research questions
There were four research questions. These are as follows;
· What motivates them to undertake CPD activities?
· What strategies do they consider in enhancing your CPD activities?
· How these strategies made impact on their as a learner, to their colleagues or the organization in which they work?
· How do they measure the impact of the CPD they attended on their growth and development and the effectiveness of the strategies identified?
Research hypothesis
Hypothesis
The hypothesis is the proposed explanation with limited evidence that guide the research by giving it a starting point. In most cases, the research consist of two hypotheses, this include null hypothesis and alternative hypothesis. The null hypothesis is the hypothesis that has no significant difference between the specified populations while alternative hypothesis is the hypothesis that has a significant difference between the specified populations.
Hypothesis one
Null hypothesis: There is no significant difference between the respondent views.
Alternative hypothesis: There is a significant difference between the respondent views.
Or
H0: μr=μr where r represent respondent views
H1: μrμr
Hypothesis two
Null hypothesis: There are no significant factors led to decline in the attendance of the nurses to the CPD activities for the last two ...
1) A cyber crime is a crime that involves a computer and the Inter.docxSONU61709
1) A cyber crime is a crime that involves a computer and the Internet. A forensics investigation involves gathering and preserving evidence in a way that is suitable for presentation in a court of law. Use the library to research any recent (within the past 12 months), real-world cyber crime. Discuss each of the following scenarios:
· What was the cyber crime? Who or what did the cyber crime affect?
· How did the cyber crime occur?
· In your opinion, how could the cyber crime have been avoided?
· How would you conduct the forensics investigation for this cyber crime?
Use and list at least 2 sources to support your response to the question. You may use the textbook as a resource. Be sure to use APA formatting for all references.
Responses to Other Students: Respond to at least 2 of your fellow classmates with at least a 100-word reply about their Primary Task Response regarding items you found to be compelling and enlightening. To help you with your discussion, please consider the following questions:
· What did you learn from your classmate's posting?
· What additional questions do you have after reading the posting?
· What clarification do you need regarding the posting?
· What differences or similarities do you see between your posting and other classmates' postings?
2) Antiforensic techniques make proper forensic investigations more difficult. Antiforensic techniques are deliberate and can reduce the quantity and quality of digital evidence. Antiforensic techniques can also be used to increase security. Use the library to research antiforensic techniques, and discuss the following:
· What are at least 3 examples of antiforensic techniques, and how are they used?
· Discuss how antiforensic techniques affect computer forensics, file recovery, and security.
Use and list at least 2 sources to support your response to the question. You may use the textbook as a resource. Be sure to use APA formatting for all references.
3) Review and reflect on the knowledge you have gained from this course. Based on your review and reflection, write at least 3 paragraphs on the following:
· What was the most valuable concept that you learned in this class that you will most likely use in your future career?
· What concept in this course provided the most insight to the technical aspects of computer forensics? Explain.
· The main post should include at least 1 reference to research sources, and all sources should be cited using APA format.
A Primer on the Validity of
Assessment Instruments Gail M. Sullivan, MD, MPH
1. What is reliability?1
Reliability refers to whether an assessment instrument gives
the same results each time it is used in the same setting with
the same type of subjects. Reliability essentially means
consistent or dependable results. Reliability is a part of the
assessment of validity.
2. What is validity?1
Validity in research refers to how accurately a study answers
the study question or the strength of the study c ...
Rater Issues in Performance ManagementMichael RosePsychology.docxmakdul
Rater Issues in Performance Management
Michael Rose
Psychology 601
Overview
Possible sources of performance information
Rater Motivation
Rater Training Programs
Case Study 6-4
Frame-of-Reference training
Article 1
Article 2
Article 3
Summary
Possible Sources of Performance Information (Raters)
Possible Sources
Supervisors
Peers
Subordinates
Self
Customers
Disagreements among raters
Not necessarily a problem
Behavioral indicators may vary across sources.
Important to define the target behavior clearly for all raters.
If disagreements are found, the importance of each source must be determined.
Rater Error Motivation
Raters may intentionally or unintentionally distort ratings.
Raters may be motivated to inflate or deflate ratings.
Motivation to provide accurate ratings.
Rater expects certain positive or negative consequences.
Probability of receiving rewards will be high if they provide accurate ratings.
Motivation to distort ratings.
Rater expects certain positive or negative consequences.
Probability of receiving rewards will be high if they distort ratings.
Motivations to Inflate or Deflate Ratings
Motivations for inflated ratings
Motivations for deflated Ratings
Maximize the merit raise/rewards
Encourage Employees
Avoid creating a written record
Avoid confrontation with employees
Promote undesired employees out of unit
Make the manager look good to his/her supervisor
Shock an employee
Teach a rebellious employee a lesson
Send a message to the employee that he/she should consider leaving
Build written record of employees poor performance
Preventing Conscious Distortion
Convince raters that they have more to gain by providing accurate ratings.
Increase accountability.
Have raters justify their ratings
Have raters justify their ratings face-to-face
Provide rater training
Rater Training programs
May cover the following topics:
Reasons for implementing the performance management system.
How to identify and rank job activities.
How to observe, record, and measure performance.
Information on the appraisal form and system mechanics.
How to minimize rating errors.
How to conduct an appraisal interview.
How to train, counsel, and coach.
Case Study 6-4
Provide a detailed discussion of the intentional and unintentional rating distortion factors that may come into play in this situation.
Evaluate the kinds of training programs that could minimize the factors you have described. What do you recommend and why?
Frame-of-Reference Training
Improves rater accuracy by familiarizing raters with the performance dimensions to be assessed.
Typically involves:
Discussion of the job description for the individual being rated.
Review of the definition for each dimension to be rated.
Discussion of examples of good, average, and poor performance.
Trainees rate fictitious employees.
Trainees informed of correct ratings for each dimension.
Article 1
Ratings of counterproductive performance: the effect of source and rater behavior.
M ...
SOCW 6530 WK 3 Peer responses Respond to the blog posts of t.docxrronald3
SOCW 6530 WK 3 Peer responses
Respond to the blog posts of three colleagues in one or more of the following ways:
Share an insight from having read your colleague’s posting.
Make a suggestion to your colleague’s post.
MUST RESPOND TO EACH ONE SEPARATELY CITE EVERYTHING AND FULL REFERENCES
PEER 1: Candise Mitchell
It is easy to look at someone and base judgement on the perception they display to the world. However, judgement is not an assessment. An assessment is conducted by intermixing their outer display with their opinions, thoughts, background, and current lifestyle. Therefore, it is beneficial to use the humanistic approach when engaging with others. Social work is a profession strongly anchored in Western humanistic values emphasizing the worth, autonomy, and right to self-determination of the clients (Savaya & Gardner, 2012). Social workers should practice using humanistic assessment skills to provide non-judgmental observations that help those who come into our services. This has been demonstrated within my field placement at Grace Abounds Counseling. Client referrals do not give a clear picture regarding the needs of those who come into the organization. Often therapist (interns) conduct assessment intakes that ask questions as far as the grandparent’s mental health history. This is not to be invasive but rather demonstrates the use of the humanistic approach by creating dialogue to identifying connecting factors towards the client’s physical or mental health as well as gives them a chance to reflect on their individual need more as well. People are often unaware of the values that underlie and guide their behaviors and using the humanistic approach in conversation is key to an effective and informed assessment (Savaya & Gardner, 2012).
REFERENCE
Savaya, R., & Gardner, F. (2012). Critical reflection to identify gaps between espoused theory and theory-in-use. Social Work, 57(2), 145–154.
PEER 2: David Jones
An explanation of how you have addressed assessment or how you might address assessment during your field education experience
When beginning the field experience, it is important to assess the client and their needs. The needs of the client are multidimensional and can be identified through a need’s assessment. A need assessment is a “is a systematic process for determining and addressing needs, or "gaps" between current conditions and desired conditions or "wants" (Bulanda & Jalloh, 2017, p. 385). Next the client’s history and records should be reviewed. Understanding the client’s history and their currents needs is the best way to provide them with effective assistance. The assessment process beings with understanding the client’s path to service. This means understanding how the client ended up at the agency including their social and mental health problems.
During the field instruction, the assessment continues. Observation is a good assessment tool. An interview is another effective tool is assessing the clien.
COMMENT-----”I am returning this assessment to with a non-pLynellBull52
COMMENT-----
“”I am returning this assessment to with a non-performance score because it is missing
the required pre approved capstone project with the submission. Please resubmit the
scholarly paper with the capstone project. I apologize for any misunderstanding of the
course requirements”””
DIRECTIONS:
Develop an intervention (your capstone project), as a solution to the patient, family, or
population problem you've defined. Submit the proposed intervention to the faculty for review
and approval. This solution needs to be implemented (shared) with your patient, family, or
group. You are not to share your intervention with your patient, family, or group or move on to
Assessment 5 before your faculty reviews/approves the solution you submit in Assessment 4. In
a separate written deliverable, write a 5-7 page analysis of your intervention.
Please submit both your solution/intervention and the 5-7 page analysis to complete
Assessment 4.
Preparation
In this assessment, you’ll develop an intervention as a solution to the health problem you’ve
defined. To prepare for the assessment, think about an appropriate intervention, based on your
work in the preceding assessments, that will produce tangible, measurable results for the
patient, family, or group. In addition, you might consider using a root cause analysis to explore
the underlying reasons for a problem and as the basis for developing and implementing an
action plan to address the problem. Some appropriate interventions include the following:
● Creating an educational brochure.
● Producing an educational voice-over PowerPoint presentation or video focusing on your
topic.
● Creating a teaching plan for your patient, family, or group.
● Recommending work process or workflow changes addressing your topic.
Instructions
Complete this assessment in two parts: (a) develop an intervention as a solution to the problem
and (b) submit your proposed intervention, with a written analysis, to your faculty for review and
approval.
Part 1
Develop an intervention, as a solution to the problem, based on your assessment and supported
by data and scholarly, evidence-based sources.
Incorporate relevant aspects of the following considerations that shaped your understanding of
the problem:
● Leadership.
● Collaboration.
● Communication.
● Change management.
● Policy.
● Quality of care.
● Patient safety.
● Costs to the system and individual.
● Technology.
● Care coordination.
● Community resources.
Part 2
Submit your proposed intervention to your faculty for review and approval.
In a separate written deliverable, write a 5–7 page analysis of your intervention.
● Summarize the patient, family, or population problem.
● Explain why you selected this problem as the focus of your project.
● Explain why the problem is relevant to your professional practice and to the patient,
family, or group.
In addition, address the requirements outlined below. These requirements correspond to the
scoring guide crite ...
The changes required in the IT project plan for Telecomm Ltd would.docxmattinsonjanel
The changes required in the IT project plan for Telecomm Ltd would entail specific variation in the platforms used in the initial implementation plan. Initially, the three projects that were planned for implementation included; the installation of business intelligence platform, the implementation of Statistical Analysis System software technology, and the creation of an effectively network infrastructure. In this case, the changes would include an addition of an ERP software to ensure the performance of the workforce within the Telecomms Ltd employees.
ERP is an effectively coordinated information technology system that would ensure the company’s performance is enhanced. To understand how the implementation of a coordinated IT system offers a competitive advantage of a firm, it is essential to acknowledge three core reasons for the failure of information technology related projects as commonly cited by IT managers. In this case, IT managers cite the three reasons as; poor planning or management, change in business objectives and goals during the implementation process of a project, and lack of proper management support completion (Houston, 2011). Also, in the majority of completed projects, technology is usually deployed in a vacuum; hence users resist it. The implementation of coordinated information technology systems, such as ERP would provide an ultimate solution to the three reasons for failure, and thus would give Telecomms Ltd a competitive advantage in the already competitive market. Since the implementation of systems like ERP directly provides solution to common problems that act as drawbacks regarding the competitiveness of firm, it is, therefore, evident that its use place Telecomms Ltd above its rival companies in the market share (Wallace & Kremzar, 2001).
The use ERP, which is a reliable coordinated IT system entails three distinctive implementation strategies that a firm can choose depending on its specific needs. The changes in the projects would be as follows: The three implementation strategies are independently capable of providing a relatively competitive advantage for many companies. These strategies are: big bang, phased rollout, and parallel adoption. In the big bang implementation strategy, happens in a single instance, whereby all the users are moved to a new system on a designated (Wallace & Kremzar, 2001). The phased rollout implementation on the other hand usually involves a changeover in several phases, and it is executed in an extended period. In this case, the users move onto the new system in a series of steps (Houston, 2011). Lastly, the parallel adoption implementation strategy allows both legacy and the new ERP system to run at the same time. It is also essential to note that users in this strategy get to learn the new system while still working on the old system (Wallace & Kremzar, 2001). The three strategies effectively change the information system of Telecomms Ltd tremendously such that it positiv ...
The Catholic University of America Metropolitan School of .docxmattinsonjanel
The Catholic University of America
Metropolitan School of Professional Studies
Course Syllabus
THE CATHOLIC UNIVERSITY OF AMERICA
Metropolitan School of Professional Studies
MBU 514 and MBU 315 Leadership Foundations
Fall 2015
Credits: 3
Classroom: Online
Dates: August 31, 2015 to December 14, 2015
Instructor:
Dr. Jacquie Hamp
Email: [email protected]
Twitter: @drjacquie
Telephone: 202 215 8117 cell
Office Hours: By Appointment
Dr. Jacquie Hamp is an educator, coach and consultant with particular expertise in leadership development, organizational development and human resources development strategy. From 2006 to 2015 she held the position as the Senior Director of Leadership Development for Goodwill Industries International in Rockville, Maryland. Dr. Hamp was responsible for the design and execution of leadership development programs and activities for all levels of the 4 billion dollar social enterprise network of Goodwill Industries across 165 independent local agencies. Jacquie is also a part time Associate Professor at George Washington University teaching at the graduate level and she is an adjunct professor at Catholic University of America, teaching leadership theory in the Masters Program.
Jacquie has a Master of Science degree in Human Resources Development Administration from Barry University. She holds a Doctor of Education degree in Human and Organizational Learning from the Graduate School of Education and Human Development at George Washington University. Jacquie has received a certificate in Executive Coaching from Georgetown University, a certificate in the Practice of Teaching Leadership from Harvard University and holds the national certification of Senior Professional in Human Resources (SPHR).
Jacquie has been invited to speak at conferences in the United States and the United Kingdom on the topic of how women learn through transformative experiences and techniques for effective leadership development in the social enterprise sector. She is a member of the Society of Human Resource Management (SHRM) and the International Leadership Association (ILA). In 2011 Dr. Hamp was awarded the Strategic Alignment Award by the Human Resources Leadership Association of Washington DC for her work in the redesign of the Goodwill Industries International leadership programs in order to meet the strategic goals of the organization.
Course Description: Surveys, compares, and contrasts contemporary theories of leadership, providing students the opportunity to assess their own leadership competencies and how they fit in with models of leadership. Students also discuss current literature, media coverage, and case studies on leadership issues.
Instructional Methods This course is based on the following adult learning concepts:
1. Learning is done by the learners, who are encouraged to achieve the overall course objectives through individual learning styles that meet their personal learning needs. ...
The Case of Frank and Judy. During the past few years Frank an.docxmattinsonjanel
The Case of Frank and Judy.
During the past few years Frank and Judy have experienced many conflicts in their marriage. Although they have made attempts to resolve their problems by themselves, they have finally decided to seek the help of a professional marriage counselor. Even though they have been thinking about divorce with increasing frequency, they still have some hope that they can achieve a satisfactory marriage.
Three couples counselors, each holding a different set of values pertaining to marriage and the family, describe their approach to working with Frank and Judy. As you read these responses, think about the degree to which each represents what you might say and do if you were counseling this couple.
· Counselor A. This counselor believes it is not her place to bring her values pertaining to the family into the sessions. She is fully aware of her biases regarding marriage and divorce, but she does not impose them or expose them in all cases. Her primary interest is to help Frank and Judy discover what is best for them as individuals 459460and as a couple. She sees it as unethical to push her clients toward a definite course of action, and she lets them know that her job is to help them be honest with themselves.
·
· What are your reactions to this counselor's approach?
· ▪ What values of yours could interfere with your work with Frank and Judy?
Counselor B. This counselor has been married three times herself. Although she believes in marriage, she is quick to maintain that far too many couples stay in their marriages and suffer unnecessarily. She explores with Judy and Frank the conflicts that they bring to the sessions. The counselor's interventions are leading them in the direction of divorce as the desired course of action, especially after they express this as an option. She suggests a trial separation and states her willingness to counsel them individually, with some joint sessions. When Frank brings up his guilt and reluctance to divorce because of the welfare of the children, the counselor confronts him with the harm that is being done to them by a destructive marriage. She tells him that it is too much of a burden to put on the children to keep the family together.
· ▪ What, if any, ethical issues do you see in this case? Is this counselor exposing or imposing her values?
· ▪ Do you think this person should be a marriage counselor, given her bias?
· ▪ What interventions made by the counselor do you agree with? What are your areas of disagreement?
Counselor C. At the first session this counselor states his belief in the preservation of marriage and the family. He believes that many couples give up too soon in the face of difficulty. He says that most couples have unrealistically high expectations of what constitutes a “happy marriage.” The counselor lets it be known that his experience continues to teach him that divorce rarely solves any problems but instead creates new problems that are often worse. The counsel ...
The Case of MikeChapter 5 • Common Theoretical Counseling Perspe.docxmattinsonjanel
The Case of Mike
Chapter 5 • Common Theoretical Counseling Perspectives 135
Mike is a 20-year-old male who has just recently been released from jail. Mike is technically on probation for car theft, though he has been involved in crime to a much greater extent. Mike has been identified as a cocaine user and has been suspected, though not convicted, for dealing cocaine. Mike has been tested for drugs by his probation department and was found positive for cocaine. The county has mandated that Mike receive drug counseling but the drug counselor has referred Mike to your office because the drug counselor suspects that Mike has issues beyond simple drug addiction. In fact, the drug counselor’s notes suggest that Mike has Narcissistic personality disorder. Mike seems to have little regard for the feelings of others. Coupled with this is his complete sensitivity to the comments of others. In fact, his prior fiancé has broken off her relationship with him due to what she calls his “constant need for admiration and attention. He is completely self-centered.” After talking with Mike, you quickly find that he has no close friends. As he talks about people who have been close to him, he discounts them for one imperfection or another. These imperfections are all considered severe enough to warrant dismissing the person entirely. Mike makes a point of noting how many have betrayed their loyalty to him or have otherwise failed to give him the credit that he deserves. When asked about getting caught in the auto theft, he remarks that “well my dumb partner got me out of a hot situation by driving me out in a stolen get-a-way car.” (Word on the street has it that Mike was involved in a sour drug deal and was unlikely to have made it out alive if not for his partner.) Mike adds, “you know, I plan everything out perfectly, but you just cannot rely on anybody . . . if you want it done right, do it yourself.” Mike recently has been involved with another woman (unknown to his prior fiancé) who has become pregnant. When she told Mike he said “tough, you can go get an abortionor something, it isn’t like we were in love or something.” Then he laughed at her and toldher to go find some other guy who would shack up with her. Incidentally, Mike is a very attractive man and he likes to point that out on occasion. “Yeah, I was going to be a male model in L. A.,but my agent did not know what he was doing . . . could never get things settled out right . . . so I had to fire him.” Mike is very popular with women and has had a constant string of failed relationships due to what he calls “their inability to keep things exciting.” As Mike puts it “hey, I am too smart for this stuff. These people around me, they don’t deserve the good dummies. But me, well I know how to run things and get over on people. And I am not about to let these dummies get in my way. I got it all figured out . . . see?”
Effective Small Business Management: An Entrepreneurial Approach 9th Edition, 2009 IS ...
THE CHRONICLE OF HIGHER EDUCATIONNovember 8, 2002 -- vol. 49, .docxmattinsonjanel
THE CHRONICLE OF HIGHER EDUCATION
November 8, 2002 -- vol. 49, no. 11, p. B7
The Dangerous Myth of Grade Inflation
By Alfie Kohn
Grade inflation got started ... in the late '60s and early '70s.... The grades that faculty members now give ... deserve to be a scandal.
--Professor Harvey Mansfield, Harvard University, 2001
Grades A and B are sometimes given too readily -- Grade A for work of no very high merit, and Grade B for work not far above mediocrity. ... One of the chief obstacles to raising the standards of the degree is the readiness with which insincere students gain passable grades by sham work.
--Report of the Committee on Raising the Standard, Harvard University, 1894
Complaints about grade inflation have been around for a very long time. Every so often a fresh flurry of publicity pushes the issue to the foreground again, the latest example being a series of articles in The Boston Globe last year that disclosed -- in a tone normally reserved for the discovery of entrenched corruption in state government -- that a lot of students at Harvard were receiving A's and being graduated with honors.
The fact that people were offering the same complaints more than a century ago puts the latest bout of harrumphing in perspective, not unlike those quotations about the disgraceful values of the younger generation that turn out to be hundreds of years old. The long history of indignation also pretty well derails any attempts to place the blame for higher grades on a residue of bleeding-heart liberal professors hired in the '60s. (Unless, of course, there was a similar countercultural phenomenon in the 1860s.)
Yet on campuses across America today, academe's usual requirements for supporting data and reasoned analysis have been suspended for some reason where this issue is concerned. It is largely accepted on faith that grade inflation -- an upward shift in students' grade-point averages without a similar rise in achievement -- exists, and that it is a bad thing. Meanwhile, the truly substantive issues surrounding grades and motivation have been obscured or ignored.
The fact is that it is hard to substantiate even the simple claim that grades have been rising. Depending on the time period we're talking about, that claim may well be false. In their book When Hope and Fear Collide (Jossey-Bass, 1998), Arthur Levine and Jeanette Cureton tell us that more undergraduates in 1993 reported receiving A's (and fewer reported receiving grades of C or below) compared with their counterparts in 1969 and 1976 surveys. Unfortunately, self-reports are notoriously unreliable, and the numbers become even more dubious when only a self-selected, and possibly unrepresentative, segment bothers to return the questionnaires. (One out of three failed to do so in 1993; no information is offered about the return rates in the earlier surveys.)
To get a more accurate picture of whether grades have changed over the years, one needs to look at official student tran ...
The chart is a guide rather than an absolute – feel free to modify.docxmattinsonjanel
The chart is a guide rather than an absolute – feel free to modify or adjust it as need to fit the specific ideas that you are developing.
Area: SALES
Specific Change Plans for Functional Areas
Capability Being Addressed
This can be pulled from the strategic proposal recommended in Part 2B
How do the recommended changes (details provided below) help improve the capability?
This is a logic "double check". Be sure you can show how the changes recommended below improve the capability and help address the product and market focus and add to accomplishment of the value proposition
Details of Specific Changes:
Proposed Changes in Resources
Proposed Changes to Management
Preferences
Proposed Changes to Organizational
Processes
Detailed Change Plans
(Lay out here the specifics of all recommended changes for this area. Modify the layout as necessary to account for the changes being recommended)
Proposed Change
Timing
Costs
On going impact on budget
On going impact on revenue
Wiki
Template
Part-‐2:
Gaps,
Issues
and
New
Strategy
BUSI
4940
–
Business
Policy
1
THE ENVIRONMENT/INDUSTRY
1. Drivers of change
Key drivers of change begin with the availability of substitute products. Many
other
companies can easily provide a substitute and the firm will have to find a way to
stand
out among them. Next would be the ability to differentiate yourself among other
firms
that pose a threat in the industry. Last, the political sector. The the federal, state,
and local governments could all shape the way healthcare is everywhere.
2. Key survival factors
Key survival factors would include making the firm stand out above the rest in the
industry and creating a name for itself. Second would be making sure there is a
broad
network of providers available for the customers. Giving the customer options
will
make the customer happy. Providing excellent customer service is key to any
firm in
the industry.
3. Product/Market and Value Proposition possibilities
Maintaining the use of heavy discounts will keep Careington in the competitive
market. They also concentrate on constantly innovating technology to make
sure that
they have the latest devices to offer their customers. To have high value proposition, Careington
will need to show their costumers that they can believe in them and trust them to
do the right thing. Showing the customers that they can always be on top of the
latest
technology and new age products will help build trust with the customers.
STRATEGY OF THE FIRM
1. Goals
Striving to promote the health and well being of their clients by continuing to
provide
low cost health care solutions. A lot of this concentration is on clients that cannot
afford health care very easily or that a ...
The Challenge of Choosing FoodFor this forum, please read http.docxmattinsonjanel
The Challenge of Choosing Food:
For this forum, please read: https://www.washingtonpost.com/lifestyle/food/no-food-is-healthy-not-even-kale/2016/01/15/4a5c2d24-ba52-11e5-829c-26ffb874a18d_story.html?postshare=3401453180639248&tid=ss_fb-bottom
The article is from the Washington Post, January 17, 2016, by Michael Ruhlmanentitled: "No Food is Healthy, Not even Kale."
Based on your reading in the textbook share the following information with your classmates:
(1) To what degree to you agree with article, "No Food is Healthy, Not even Kale." Do semantics count? Should we focus on foods that are described as nourishing (nutrient-dense) instead of foods described as healthy because the word "healthy" is a "bankrupt" word? Explain and refer to information from the article.
(2) Based on the article and the textbook reading (review pages 9-30), how challenging is it for you to choose nutritious foods that promote health? What factors drive your food choices? Explain to your classmates.
(3) What do you think is the biggest concern we face health-wise in the US today?
(4) What are some obstacles as to why we may not be eating as well as we would like to?
Please complete all questions, if you have any question let me knowv
Test file, (Do not modify it)
// $> javac -cp .:junit-cs211.jar ProperQueueTests.java #compile
// $> java -cp .:junit-cs211.jar ProperQueueTests #run tests
//
// On windows replace : with ; (colon with semicolon)
// $> javac -cp .;junit-cs211.jar ProperQueueTests.java #compile
// $> java -cp .;junit-cs211.jar ProperQueueTests #run tests
import org.junit.*;
import static org.junit.Assert.*;
import java.util.*;
public class ProperQueueTests {
public static void main(String args[]){
org.junit.runner.JUnitCore.main("ProperQueueTests");
}
/*
building queues:
- build small empty queue. (2)
- build larger empty queue. (11)
- build length-zero queue. (0)
*/
@Test(timeout=1000) public void ProperQueue_makeQueue_1(){
String expected = "";
ProperQueue q = new ProperQueue(2);
String actual = q.toString();
assertEquals(2, q.getCapacity());
assertEquals(expected, actual);
}
@Test(timeout=1000) public void ProperQueue_makeQueue_2(){
String expected = "";
ProperQueue q = new ProperQueue(11);
String actual = q.toString();
assertEquals(11, q.getCapacity());
assertEquals(expected, actual);
}
@Test(timeout=1000) public void Queue_makeQueue_3(){
String expected = "";
ProperQueue q = new ProperQueue(0);
String actual = q.toString();
assertEquals(0, q.getCapacity());
assertEquals(expected, actual);
}
/*
add/offer tests.
- add a single value to a short queue.
- fill up a small queue.
- over-add to a queue and witness it struggle.
- add many but don't finish filling a queue.
- make size-zero queue, adds fail, check it's still empty.
*/
@Test(timeout=1000) public void ProperQueue_add_1(){
String expecte ...
The Civil Rights Movement
Dr. James Patterson
Black Civil Rights Movement
Basic denial of civil rights (review)
Segregation in society
Inferior schools
Job discrimination
Political disenfranchisement
Over ½ lived below poverty level
Unemployment double national ave.
Ghettoes: gangs, drugs, substandard housing, crime
Early Victories
WWII egalitarianism and backlash against German racism
Jackie Robinson integrated professional baseball—1947
Desegregation of the armed forces ordered by president Truman—1948
Marian Anderson performed at the New York Metropolitan Opera House—1955
Increased interest in civil rights a result of Cold War propaganda
Brown v. Board of Education
1954 – Topeka, Kansas
Linda Brown: filed suit to attend a neighborhood school
“Separate educational institutions are inherently unequal.”
Overturned Plessy v. Ferguson
Court says: integrate "with all deliberate speed.”
What did this mean?
Linda Brown and Family
Circumvention of Brown v. Board of Education Ruling
White supremacist parents feared racial mixing and attempted to block black enrollment.
Ignored the integration issue
Token integration
Segregation through standardized placement tests
Segregation through private schools
Stalling through legal action
By 1964, 10 years after the Brown case, only 1% of black children attended truly integrated schools.
Little Rock High School
1957 courts order integration in Little Rock
9 black students enrolled.
Governor called out militia to block it.
Mobs replaced militia after recall.
Eisenhower ordered federal troops to protect the students.
Daily harassment
Courageous black students persevered.
Montgomery Bus Boycott
1955--Rosa Parks arrested for not giving up seat to white man
Boycott of bus system led by Martin Luther King, Jr.:
Walking, church busses, car pools, bicycles
Bus lines caught in the middle
Rosa Parks being Booked
Supreme Court ruled bus companies must integrate.
Inspired other protests:
Sit-ins, wade-ins, kneel-ins
Woolworth’s lunch counter
Montgomery Bus Boycott
Martin Luther King, Jr.
Martin Luther King, Jr.
Non-Violent
Influenced by Ghandi
“The blood may flow, but it must be our blood, not that of the white man.”
“Lord, we ain’t what we oughta be. We ain’t what we wanna be. We ain’t what we gonna be. But thank God, we ain’t what we was.”
Freedom Riders
Activists traveled from city to city to ignite the protest.
Bull Conner:
in Montgomery
Dogs
Whips
Water hoses
Cattle prods
Television
Public backlash
Civil Rights March (AL. 1965)
1963 - Washington, D.C. "I have a Dream“—200,000 Attended
Civil Rights Legislation
1964 - Civil Rights Act
1964 - 24th Amendment
Abolished Poll Tax
1965 Voting Rights Act
Affirmative action
Int ...
The Churchill CentreReturn to Full GraphicsThe Churchi.docxmattinsonjanel
The Churchill Centre
Return to Full Graphics
The Churchill Centre | Calendar | Churchill Facts | Speeches & Quotations | Publications and Resources |
News | Join The Centre! | Churchill Stores | Contact Us | Links | Search
Their Finest Hour
Sir Winston Churchill > Speeches & Quotations > Speeches
June 18, 1940
House of Commons
I spoke the other day of the colossal military disaster which occurred when the French High Command
failed to withdraw the northern Armies from Belgium at the moment when they knew that the French front
was decisively broken at Sedan and on the Meuse. This delay entailed the loss of fifteen or sixteen French
divisions and threw out of action for the critical period the whole of the British Expeditionary Force. Our
Army and 120,000 French troops were indeed rescued by the British Navy from Dunkirk but only with the
loss of their cannon, vehicles and modern equipment. This loss inevitably took some weeks to repair, and in
the first two of those weeks the battle in France has been lost. When we consider the heroic resistance
made by the French Army against heavy odds in this battle, the enormous losses inflicted upon the enemy
and the evident exhaustion of the enemy, it may well be the thought that these 25 divisions of the
best-trained and best-equipped troops might have turned the scale. However, General Weygand had to fight
without them. Only three British divisions or their equivalent were able to stand in the line with their French
comrades. They have suffered severely, but they have fought well. We sent every man we could to France
as fast as we could re-equip and transport their formations.
I am not reciting these facts for the purpose of recrimination. That I judge to be utterly futile and even
harmful. We cannot afford it. I recite them in order to explain why it was we did not have, as we could have
had, between twelve and fourteen British divisions fighting in the line in this great battle instead of only
three. Now I put all this aside. I put it on the shelf, from which the historians, when they have time, will
select their documents to tell their stories. We have to think of the future and not of the past. This also
applies in a small way to our own affairs at home. There are many who would hold an inquest in the House
of Commons on the conduct of the Governments-and of Parliaments, for they are in it, too-during the years
which led up to this catastrophe. They seek to indict those who were responsible for the guidance of our
affairs. This also would be a foolish and pernicious process. There are too many in it. Let each man search
his conscience and search his speeches. I frequently search mine.
Of this I am quite sure, that if we open a quarrel between the past and the present, we shall find that we
have lost the future. Therefore, I cannot accept the drawing of any distinctions between Members of the
present Government. It was formed at a moment of crisis in order to unite a ...
The Categorical Imperative (selections taken from The Foundati.docxmattinsonjanel
The Categorical Imperative (selections taken from The Foundations of the Metaphysics of
Morals)
Preface
As my concern here is with moral philosophy, I limit the question suggested to this:
Whether it is not of the utmost necessity to construct a pure thing which is only empirical and
which belongs to anthropology? for that such a philosophy must be possible is evident from the
common idea of duty and of the moral laws. Everyone must admit that if a law is to have moral
force, i.e., to be the basis of an obligation, it must carry with it absolute necessity; that, for
example, the precept, "Thou shalt not lie," is not valid for men alone, as if other rational beings
had no need to observe it; and so with all the other moral laws properly so called; that, therefore,
the basis of obligation must not be sought in the nature of man, or in the circumstances in the
world in which he is placed, but a priori simply in the conception of pure reason; and although
any other precept which is founded on principles of mere experience may be in certain respects
universal, yet in as far as it rests even in the least degree on an empirical basis, perhaps only as to
a motive, such a precept, while it may be a practical rule, can never be called a moral law…
What is the “Good Will?”
NOTHING can possibly be conceived in the world, or even out of it, which can be called
good, without qualification, except a good will. Intelligence, wit, judgement, and the other
talents of the mind, however they may be named, or courage, resolution, perseverance, as
qualities of temperament, are undoubtedly good and desirable in many respects; but these gifts of
nature may also become extremely bad and mischievous if the will which is to make use of them,
and which, therefore, constitutes what is called character, is not good. It is the same with the
gifts of fortune. Power, riches, honour, even health, and the general well-being and contentment
with one's condition which is called happiness, inspire pride, and often presumption, if there is
not a good will to correct the influence of these on the mind, and with this also to rectify the
whole principle of acting and adapt it to its end. The sight of a being who is not adorned with a
single feature of a pure and good will, enjoying unbroken prosperity, can never give pleasure to
an impartial rational spectator. Thus a good will appears to constitute the indispensable condition
even of being worthy of happiness.
There are even some qualities which are of service to this good will itself and may
facilitate its action, yet which have no intrinsic unconditional value, but always presuppose a
good will, and this qualifies the esteem that we justly have for them and does not permit us to
regard them as absolutely good. Moderation in the affections and passions, self-control, and calm
deliberation are not only good in many respects, but even seem to constitute part of th ...
The cave represents how we are trained to think, fell or act accor.docxmattinsonjanel
The cave represents how we are trained to think, fell or act according to society, following our own way and not the way intended for us. The shadows are merely a reflection of what they perceived to be reality instead of an illusion. The prisoners are trapped in society, each one of us who choose to stay trapped in our own way. The man that escapes is the person who no longer is a slave to society and can see the difference between reality and illusion. The day light can be compared to God’s will. When you don’t follow the plan that has been laid out for you by God, than you are trapped and you will only see illusions or reflections of reality. Escaping and choosing to go into “the light,” or following the will of God, only then can you be set free from your prison.
When looking at a piece of art, a painting, for example, at first glance the painting can appear to be something other what it is intended to be (reality). This reminds me of those pictures that everyone sees on social media, the picture that has circles all over it. When you look at the picture it appears that the circles are moving, but in reality the circles do not move at all. So art can more or less be perceived as more of an illusion.
An example of the picture can be seen here http://www.dailyhaha.com/_pics/movie_circles_illusion.jpg
Accepting illusion as reality happens a lot more times than we probably think. Anything that we see on T.V., Social Media, internet, or even dating, can all be perceived as an illusion at some point. Take dating for example; how a person acts on a date is most likely not how they would act to someone they have known for a while (illusion). Not all people pretend to be something different but in many cases they do. Recognizing what you failed to see after the initial first date and thereafter is how you would know what you first seen was just simply an illusion and therefore not reality, unless of course in reality they are simply a fake person I suppose. Following this pattern makes you realize most people do not appear to be who they are. A good “first impression” doesn’t necessarily mean much when thinking about illusions vs reality, because that’s all the “first impression” is in fact more or less an illusion.
People live in shadows because they fail to recognize reality and choose to continue to believe in illusions. With the growth of Social media, more and more people are falling victim to what things appear to be and will stay in the dark (cave). We as a society are imprisoned by what we see and read through news channels and social media. We will believe anything that comes across CNN or any news station (not fox news though) and let them make up our mind for us. People comment on any shooting victims and assume the cop was in the wrong and is racist, in reality that is not always the case.
It’s interesting to think in terms of appearance vs reality when viewing not only art, but the world. Not taking things for what they appear to ...
The Case Superior Foods Corporation Faces a ChallengeOn his way.docxmattinsonjanel
The Case: Superior Foods Corporation Faces a Challenge
On his way to the plant office, Jason Starnes passed by the production line where hundreds of gloved, uniformed workers were packing sausages and processed meats for shipment to grocery stores around the world.
Jason's company, Superior Foods Corporation, based in Wichita, Kansas, employed 30,000 people in eight countries and had beef and pork processing plants in Arkansas, California, Milwaukee, and Nebraska City. Since a landmark United States–Japan trade agreement signed in 1988, markets had opened up for major exports of American beef, now representing 10 percent of U.S. production. Products called “variety meats”—including intestines, hearts, brains, and tongues—were very much in demand for export to international markets.
Jason was in Nebraska City to talk with the plant manager, Ben Schroeder, about the U.S. outbreak of bovine spongiform encephalopathy (mad cow disease) and its impact on the plant. On December 23, 2011, the U.S. Department of Agriculture had announced that bovine spongiform encephalopathy had been discovered in a Holstein cow in Washington State. The global reaction was swift: Seven countries imposed either total or partial bans on the importation of U.S. beef, and thousands of people were chatting about it on blogs and social networking sites. Superior had moved quickly to intercept a container load of frozen Asian-bound beef from its shipping port in Los Angeles, and all other shipments were on hold.
After walking into Ben's office, Jason sat down across from him and said, “Ben, your plant has been a top producer of variety meats for Superior, and we have appreciated all your hard work out here. Unfortunately, it looks like we need to limit production for a while—at least three months, or until the bans get relaxed. I know Senator Nelson is working hard to get the bans lifted. In the meantime, we need to shut down production and lay off about 25 percent of your workers. I know it is going to be difficult, and I'm hoping we can work out a way to communicate this to your employees.”
...
The Case You can choose to discuss relativism in view of one .docxmattinsonjanel
The Case:
You can choose to discuss relativism in view of one of the following two cases:
The Case:
· Start by giving a brief explanation of relativism (200 words).
· what is the difference between ethical & cultural relativism. Then discuss, in view of relativism, how we can reconcile the apparent conflict between the need for enforcement of human rights standards with the need for protection of cultural diversity. (400 words).
...
The Case Study of Jim, Week Six The body or text (i.e., not rest.docxmattinsonjanel
The Case Study of Jim, Week Six
The body or text (i.e., not restating the question in your answer, not including your references or your signature) of your initial response should be at least 300 words of text to be considered substantive. You will see a red U for initial responses that are not at least 300 words. Note: your initial response to this required discussion will not count toward participation
The Case Study of Jim, Week 6
Title of Activity: In class discussion of the case study of Jim, Week Six
Objective: Review the concepts of the case study in Ch.13 of Personality and then relate Jim’s case to the theorists discussed during the week. In addition, summarize the entire case study.
1. Read “The Case of Jim” in Ch. 13 of Personality.
2. Discuss the case. This week, discussion should focus on social-cognitive theory.
3. Provide a summary of the entire case.
THE CASE OF JIM Twenty years ago Jim was assessed from various theoretical points of view: psychoanalytic, phenomenological, personal construct, and trait.
At the time, social-cognitive theory was just beginning to evolve, and thus he was not considered from this standpoint. Later, however, it was possible to gather at least some data from this theoretical standpoint as well. Although comparisons with earlier data may be problematic because of the time lapse, we can gain at least some insight into Jim’s personality from this theoretical point of view. We do so by considering
Jim’s goals, reinforcers he experiences, and his self-efficacy beliefs.
Jim was asked about his goals for the immediate future and for the long-range future. He felt that his immediate and long-term goals were pretty much the same: (1) getting to know his son and being a good parent, (2) becoming more accepting and less critical of his wife and others, and (3) feeling good about his professional work as a consultant.
Generally he feels that there is a good chance of achieving these goals but is guarded in that estimate, with some uncertainty about just how much he will be able to “get out of myself” and thereby be more able to give to his wife and child.
Jim also was asked about positive and aversive reinforcers, things that were important to him that he found rewarding or unpleasant.
Concerning positive reinforcers, Jim reported that money was “a biggie.”
In addition he emphasized time with loved ones, the glamour of going to an opening night, and generally going to the theater or movies.
He had a difficult time thinking of aversive reinforcers. He described writing as a struggle and then noted, “I’m having trouble with this.”
Jim also discussed another social-cognitive variable: his competencies or skills (both intellectual and social). He reported that he considered himself to be very bright and functioning at a very high intellectual level. He felt that he writes well from the standpoint of a clear, organized presentation, but he had not written anything that is innovative or creative. Ji ...
The Case of Missing Boots Made in ItalyYou can lead a shipper to.docxmattinsonjanel
The Case of Missing Boots Made in Italy
You can lead a shipper to the water, but if the horse does not want to drink…
Vocabulary:
Shipper: In commercial trade, the person who gives goods to a shipping company to be transported to a foreign destination; in export transactions, it is usually the exporter. Do not confuse the shipper with the shipping company or carrier.
Consignee: The person who is ultimately receiving the goods, generally the buyer or importer. Sometimes these people will designate a “notify party” to be notified when the goods arrive in the port of entry, so that customs clearance can be arranged and the goods picked up for further domestic transport.
Carrier: A company that transports goods (sometimes referred to as a “shipping company” or a “freight company”).
Forwarder (or “freight forwarder”): A forwarder is like a travel agent for cargo – forwarders organize the transport of your goods from departure to destination, and charge a fee for their services. There are many different kinds of forwarders. There are firms that act as both forwarders and carriers. Sometimes forwarders will have relationships with a whole string of carriers and other forwarders, so that the shipper only deals with the forwarder but in the end the goods are actually carrier by a series of independent transport companies.
NVOCC: Non-vessel operating common carrier. A “common carrier” in the legal terminology refers to a carrier who has accepted the additional legal burdens imposed on a company that regularly carries goods for a fee (as opposed to someone with a truck who might agree to help you out just this once because you’re in trouble).
Container: Large standard-sized metal boxes for transporting merchandise; you see them on the back of trucks, or stacked up outside of ports like Lego toys, or on top of large ocean-going container ships. The capacity of container vessels is measured in TEU (twenty-foot equivalent units; containers generally measure 20 or 40 feet long; large vessels can now carry in excess of 4,000 TEU). There are different kinds of containers for different purposes. For example, refrigerated containers (for transporting meat or fruit, for example) are called “reefers,” so be careful where you use this term.
Consolidator: When large companies ship a lot of goods, they are usually able to fill entire containers. However, shippers who ship smaller amounts (like the shipper in the example below), often have their goods “stuffed” (the industry term) along with other goods into the same container; hence, they are “consolidated.” Some firms specialize in consolidating various shipments from different shippers, these are “consolidators.” A load which requires consolidation is a “LCL” or less-than-full-container load, as opposed to a “FCL” – full-container-load.
Marine Insurance: This is a common term for cargo insurance for international shipments, even in cases where much of the transport is NOT by sea; “marine insurance ...
The Cardiovascular SystemNSCI281 Version 51University of .docxmattinsonjanel
The Cardiovascular System
NSCI/281 Version 5
1
University of Phoenix Material
The Cardiovascular System
Exercise 9.6: Cardiovascular System—Thorax, Arteries, Anterior View
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Exercise 9.8: Cardiovascular System—Thorax, Veins, Anterior View
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Animation: Pulmonary and Systemic Circulation
After viewing the animation, answer these questions:
1. Name the two divisions of the cardiovascular system.
2. What are the destinations of these two circuits?
3. In the systemic circulation, where does gas exchange occur?
4. In the pulmonary circulation, where does gas exchange occur?
5. Name the blood vessels that carry oxygen-rich blood to the heart. How many are there? Where do they terminate?
Exercise 9.9: Imaging—Thorax
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In Review
1. What is the name for the fibrous sac that encloses the heart?
2. Name the lymphatic organ that is large in children but atrophies during adolescence.
3. Name the bilobed endocrine gland located lateral to the trachea and larynx.
4. How do large arteries supply blood to body structures?
5. Name the large vessel that conveys oxygen-poor blood from the right ventricle of the heart.
6. Name the two branches of the blood vessel mentioned in question 5 that convey oxygen-poor blood to the lungs.
7. Name the blunt tip of the left ventricle.
8. What is the carotid sheath? What structures are found within it?
9. What is the serous pericardium?
10. Name the structure that ...
The Cardiovascular SystemNSCI281 Version 55University of .docxmattinsonjanel
The Cardiovascular System
NSCI/281 Version 5
5
University of Phoenix Material
The Cardiovascular System
Exercise 9.6: Cardiovascular System—Thorax, Arteries, Anterior View
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Exercise 9.7a: Imaging—Aortic Arch
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Exercise 9.7b: Imaging—Aortic Arch
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Exercise 9.8: Cardiovascular System—Thorax, Veins, Anterior View
Layer 2 (pp. 474-475)
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Animation: Pulmonary and Systemic Circulation
After viewing the animation, answer these questions:
1. Name the two divisions of the cardiovascular system.
2. What are the destinations of these two circuits?
3. In the systemic circulation, where does gas exchange occur?
4. In the pulmonary circulation, where does gas exchange occur?
5. Name the blood vessels that carry oxygen-rich blood to the heart. How many are there? Where do they terminate?
Exercise 9.9: Imaging—Thorax
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
In Review
1. What is the name for the fibrous sac that encloses the heart?
2. Name the lymphatic organ that is large in children but atrophies during adolescence.
3. Name the bilobed endocrine gland located lateral to the trachea and larynx.
4. How do large arteries supply blood to body structures?
5. Name the large vessel that conveys oxygen-poor blood from the right ventricle of the heart.
6. Name the two branches of the blood vessel mentioned in question 5 that convey oxygen-poor blood to the lungs.
7. Name the blunt tip of the left ventricle.
8. What is the carotid sheath? What structures are found within it?
9. What is the serous pericardium?
10. Name the structure that ...
The British Airways Swipe Card Debacle case study;On Friday, Jul.docxmattinsonjanel
The British Airways Swipe Card Debacle case study;
On Friday, July 18, 2003, British Airways staff in Terminals 1 and 4 at London’s busy Heathrow Airport held a 24 hour wildcat strike. The strike was not officially sanctioned by the trade unions but was spontaneous action by over 250 check in staff who walked out at 4 pm. The wildcat strike occurred at the start of a peak holiday season weekend which led to chaotic scenes at Heathrow. Some 60 departure flights were grounded and over 10,000 passengers left stranded. The situation was heralded as the worst industrial situation BA had faced since 1997 when a strike was called by its cabin crew. BA response was to cancel its services from both terminals, apologize for the disruption and ask those who were due to fly not to go to the airport as they would be unable to service them. BA also set up a tent outside Heathrow to provide refreshments and police were called in to manage the crow. BA was criticized by many American visitors who were trying to fly back to the US for not providing them with sufficient information about what was going on. Staff returned to work on Saturday evening but the effects of the strike flowed on through the weekend. By Monday morning July 21, BA reported that Heathrow was still extremely busy. There is still a large backlog of more than 1000 passengers from services cancelled over the weekend. We are doing everything we can to get these passengers away in the next couple of days. As a result of the strike BA lost around 40 million and its reputation was severely dented. The strike also came at a time when BA was still recovering from other environmental jolts such as 9/11 the Iraqi war, SARS, and inroads on its markets from budget airlines. Afterwards BA revealed that it lost over 100,000 customers a result of the dispute.
BA staff were protesting the introduction of a system for electronic clocking in that would record when they started and finished work for the day. Staff were concerned that the system would enable managers to manipulate their working patterns and shift hours. The clocking in system was one small part of a broader restructuring program in BA, titled the Future Size and Shape recovery program. Over the previous two years this had led to approximately 13,000 or almost one in four jobs, being cut within the airline. As The Economist noted, the side effects of these cuts were emerging with delayed departures resulting from a shortage of ground staff at Gatwick and a high rate of sickness causing the airline to hire in aircraft and crew to fill gaps. Rising absenteeism is a sure sign of stress in an organization that is contracting. For BA management introduction of the swipe card system was a way of modernizing BA and improving the efficient use of staff and resources. As one BA official was quoted as saying We needed to simplify things and bring in the best system to manage people. For staff it was seen as a prelude to a radical shakeup in working ...
The Case Abstract Accuracy International (AI) is a s.docxmattinsonjanel
The Case
Abstract
Accuracy International (AI) is a specialist British firearms manufacturer based in Portsmouth,
Hampshire, England and best known for producing the Accuracy International Arctic Warfare
series of precision sniper rifles. The company was established in 1978 by British Olympic shooting
gold medallist Malcolm Cooper, MBE (1947–2001), Sarah Cooper, Martin Kay, and the designers
of the weapons, Dave Walls and Dave Craig. All were highly skilled international or national target
shooters. Accuracy International's high-accuracy sniper rifles are in use with many military units
and police departments around the world. Accuracy International went into liquidation in 2005, and
was bought by a British consortium including the original design team of Dave Walls and Dave
Craig.
Earlier this year, AI's computer network was hit by a data stealing malware which cost thousands of
pounds to recover from. Also last year there have been a couple of incidents of industrial
espionage, involving staff who were later sacked and prosecuted.
As part of an ongoing covert investigation, the head of Security at AI (DG) has hired you to
conduct a forensic investigation on an image of a USB device. The USB device, it is a non-
company issued device, allegedly belonging to an employee Christian Macleod, a consultant and
technical manager at AI for more than six years.
Case details
Christian’s manager, David Bolton, is the regional manager and head of R&D and has been
working at AI for the last three years. David initiated this fact finding covert investigation which is
conducted with the support of the head of Security at AI.
The USB device in question allegedly was removed from Christian's workstation at AI while he
was out of the office for lunch, the device was imaged and then it was plugged in back into
Christian's workstation. You have been provided with a copy of that image (the original copy is at
the moment secure in a secure locker at the security department).
You have been told by DG that Dave was alarmed by some of the work practices of Christian and
that prompted him to start this investigation by contacting the Head of Security at AI. According to
Dave, Christian would bring in devices such as his iPod and his iPhone and he would often plug
these into his workstation. There is no policy against personal music devices and there is no
BYOD policy but there is a strict policy against copying corporate data is any personal device. The
company's policy states that such data is not to be stored unencrypted, on unauthorised, non
company approved devices. According to DG, Dave has reasons to believe that an earlier malware
infection incident at AI had its origins in one of Christian's personal devices.
Supporting information
1. You need to be aware that Dave and Christian do not get along as they had a few verbal exchanges
in the last year. Christian has filled in a ...
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
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MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Tests and Measurements Achievement Test Review Revie.docx
1. Tests and Measurements
Achievement Test Review
Review of the Becker Work Adjustment Profile 2
Reviewer 1: James T. Austin & Stephanie D. Tischendorf
Reviewer 2: Pam Lindsey
Description: The Becker Work Adjustment Profile 2 was created
to measure the vocational
competency of people with disabilities in their work
environments. By assessing work habits,
attitudes, and skills of people with special needs, it aims to
target problem areas and assess the level of
supports needed. It is targeted for those ages 13 and older who
are disabled, including those who
are mentally retarded, physically disabled, emotionally
disturbed, learning disabled, and-or
economically disadvantaged. The instrument is completed by a
rater-observer who, according to
the user’s manual and test booklet, have "closely observed the
daily work behavior of the client and
2. has knowledge of the individual's work adjustment”. Austin &
Tischendorf describe the Becker
Work Adjustment Profile 2(BWAP:2) as a “restandardization of
the 1989 Work adjustment
profile (as the items have not changed).” They also offer
information about the test’s first version
from 1989, which was a revision of a rating scale developed as
part of a 1965 Federal grant.
Reviewer 2, Pam Lindsey, points out that vocational
competence is an element of rehabilitation
in those with disabilities, thus this test is useful for those
working with disabilities and helping
them to be successful in the workplace. By knowing a clients
vocational competence, we can
help address areas the client may be having problems in that
affect their job performance.
Types of Items:
The first page of the instrument is used to gather information
on the patients background
(name, sex, date, grade, date of birth, age in years, IQ, school-
facility, primary disability,
secondary disability, name, & title of evaluator). Pages 2
through 12 include 63 ratings that are
3. divided into four categories. Work habits and attitudes is the
first category, with 10 items or
ratings questions, Interpersonal relations is the second with 12
items, Cognitive skills is the third
with 19 items, and work performance skills is the last with 22
items. Page 13 and 14 provide
information on the results of the test and psychometric
information. The rater scores each
domain and enters the score at the end of each domain.
Vocational personnel familiar with daily
demands of the job and the individual being assessed complete
the questionnaire (Pam Lindsey).
Scoring Information:
The items are rated on a 0-4 rating, with 0 being a negative
score and 4 being a positive
score. Four domains and a total composite score (Broad Work
Adjustment) are used in creating
a profile of the client and work placement that can be linked to
work support needs. As stated
above, the rater scores each domain and enters the score at the
end of each domain. Raw scores
are translated to T scores and percentile ranks by disability
category. Again, this information can
4. be found on page 13 of the questionnaire booklet. Also found
on page 13 is raw scores,
percentiles, work placement and work support needs, and other
useful information for
interpreting the results of the questionnaire.
Technical Aspects/Psychometric Properties: A user’s manual is
included with the exam that
Austin & Tischendorf feel is quite “extensive”. The user’s
manual does 2 things. It defines the
four major methods of client work evaluation (work sample, job
analysis, standardized tests and
situational assessment), this test falling into the situational
assessment category. It also discusses
vocational competence and how it relates to work adjustment.
It provides information on
administering the test, scoring the test, and use of the test. It
also provides technical evidence of
reliability and validity.
The BWAP:2 was normed against 4,019 individuals with various
disabilities, although Austin &
5. Tischendorf felt it was weighted towards those with MR. The
norm group is categorized by
diagnostic category (disability) and gender, and the sample is
geographically diverse. All
normative data is found in Appendix A of the user’s manual.
Reliability: Different estimates of reliability of the BWAP:2 is
shown, derived from subsamples
based on diagnostic category. Internal Consistency estimates
for domain (.80 to .93) and for
BWA total score (.87 to .91), retest estimates of over 2-week
interval (range .82 to .96 across
domains), standard errors of measurement (.91 to 5.84) and
interrater reliability estimated by
pairs of raters for a sample of 117 adults in 3 sheltered
workshops (.82 to .89 across domains, .87
for Broad Work Adjustment). Both Austin & Tischendorf and
Pam Lindsey felt that these
numbers signified multiple estimates of reliability and normally
accepted values.
Validity: The user’s manual also provides information on
validity. Construct and criterion-
related validity data were stated to be sufficient. To measure
criterion-related validity, 167
people with MR had their scores on the BWAP:2 compared with
6. their scores on the AAMR
Adaptive Behavior scale. The AAMR Adaptive Behavior Scale
measures vocational adjustment
and adaptive behavior in its test takers. The evidence from this
comparison was used as proof
that the criterion-related validity was satisfactory. Internal
consistency, test-retest and interrater
reliability studies were conducted and all showed to be adequate
and/or stable. Pam Lindsey felt
that “Overall, technical data appear to support adequate
reliability and validity”. Austin &
Tischendorf, however, felt that really the task of comparing the
AAMR Adaptive Behavior Scale
and the BWAP:2 was showing convergent validity, as they felt
this did not show how the
instrument predicts success in some external outcome.
Possible Accommodations and modifications: Austin &
Tischendorf felt the test includes an
economically disadvantaged subgroup that they feel needs to be
better supported to be beneficial.
Another modification idea by Austin & Tischendorf was to
increase the length of the retest
period to more than 2 weeks in an attempt to strengthen the
7. reliability evidence of the test. They
also felt that the breakdown of the standardization sample or the
norm group was not broken
down enough. They wrote that it would be better if it were
additionally broken down into age,
ethnicity, and sex. Currently, it is broken down into mean age
by disadvantage. They also
thought statistically significant differences in regard to these
break downs (age/ethnicity/sex)
should also be included.
Practical Applications and Uses: As stated in the description,
the BWAP:2 was made to assess
work habits, attitudes, and skills of those with disabilities. By
doing this, we can assess the level
of support needed for these people with disabilities and help
them get the support that they need
to perform a job the best they can. It should be used as part of
a larger assessment process and
not solely used to assess one’s capabilities of performing or
holding a job. Instead, it should be
used to help find weak areas that need help or services.
8. Clinical recommendations and cautions for use: Austin &
Tischendorf caution that the
instrument is emphasizes mental retardation and may be dated
when compared with current
theories and approaches to learning disabilities. They also
recommend using modern test theory
and confirmatory factor analysis in analyzing data and in
appraising the construct validity of the
four different domains and the BWA composite score. They
also felt that it is important that the
vocational competence is standardized across all raters in order
to establish the validity of
observational data.
Summary of Reviewers:
In general, Pam Lindsey provides a less extensive review of the
BWAP: 2 than do James T.
Austin & Stephanie D. Tischendorf. Pam Lindsey seems to give
the basics needed to get a
picture of the BWAP:2. Pam Lindsey mentions the bias that
comes along with having an
observer who is observing the client or test taker and that
9. perceptions and prejudices can get in
the way. However, she feels that the instrument is valuable in
helping professionals try to
measure the vocational competence of persons with disabilities,
targeting areas that need special
attention, and assist them in building a rehabilitation plan that
will be appropriate for their
special needs. She feels that it is technically adequate or sound
and that scores could be
compared with other measures like adaptive behavior or
cognitive abilities. She also feels it is
not meant to be an assessment of an individual’s ability to work
or be successful on the job but
rather to be part of a bigger plan or process to help the
professional target areas that are strengths
and weaknesses to help them get support that they need.
Austin & Tischendorf offer a much more in depth and critical
review of the BWAP:2. While
Pam Lindsey felt that overall the data showed satisfactory
reliability and validity, Austin &
Tischendorf felt that comparing the AAMR Adaptive Behavior
Scale and the BWAP:2 did not
prove that the BWAP:2 could predict success in some external
10. outcome, which is basically the
definition of criterion related validity. Pam Lindsey also did
not offer many ideas in terms of
modifications or problems with the test. Austin& Tischendorf
felt the norm group was heavily
weighted towards those with MR, and the test is for those with
who are mentally retarded,
physically disabled, emotionally disturbed, learning disabled,
and-or economically
disadvantaged, and thus should have a norm group more equally
weighed between the different
disabilities. They felt that including an economically
disadvantaged should be better supported
to be beneficial, and that the test-retest period should be made
longer and should be compared
with week 2 re-test results in order to strengthen the reliability
evidence of the test. They also
called for a more extensive breakdown of
scores(age/ethnicity/sex) should be incorporated into
the BWAP:2. In terms of final thoughts about the BWAP:2,
Austin & Tischendorf felt the test
was easily administered and scored by raters, with “ample
opportunity to observe the focal
individual” (Austin & Tischendorf). They felt that several
11. improvements had been made from
its previous version. They left it by stating the following:
“Any issues that remain do not preclude a recommendation to
use the BWAP:2 but rather
suggest continuing to develop its knowledge base”(Austin &
Tischendorf).
My Opinion of the Instrument/Reviewers: Overall, I felt that
the Becker Work Adjustment
Profile 2 seems it could be a very useful tool for helping those
with disabilities be the best that
they can be. I agreed with both about the reliability being
adequate, however I sided with Austin
& Tischendorf when they discussed the issue of proving
evidence that the BWAP:2 has criterion
related validity. By comparing tests, I do not see how that
proves that BWAP:2 proves a client
would be successful in the future. I also agreed with Pam
Lindsey about the bias that can come
along with having an observer that is rating someone else, and
the interrater reliability that goes
12. along with this. However, I also agree with Pam Lindsey that
this comes with the territory of all
observational instruments, and I feel it should be kept in mind
when interpreting scores. Also,
the BWAP:2 does have adequate interrater reliability at .82 to
.89 across domains, and that I
think should put most those considering using the BWAP:2 at
ease.
I also feel that in terms of reliability and validity that it is
sufficient and is an advantage to using
this test. I think that the goals of this test also really make it
special or worth using, because it is
looking for strengths and weaknesses in the client’s vocational
skills, habits and attitudes. As a
rehabilitation counselor this is a huge goal. Having a way to try
to find these weaknesses and
helping a client work on them or receive help can help a client’s
job stability, self esteem, and
help them feel more socially accepted by others because they
are performing up to standards.
As Pam Lindsey mentioned, I think it is very important with all
tests to remember that it should
13. be used as part of a larger process which includes talking to and
learning about the client and
their experiences/what they might already know about
themselves, other tests or inventories, and
information about the disability. Tests should never be thought
of as a sort of as an
unquestionable source of information. It is also important to
look at how appropriate the test
might be for the client. From what I have read about the test, it
may not be the best test for
someone with learning disabilities due to seeming a little dated
in terms of learning disabilities,
however depending on the case maybe there is information to
gather that could be useful by
using the BWAP:2. Every situation is different and it is part of
the rehabilitation counselor’s job
to figure out if a test is appropriate for the user.
References:
Information from the reviews of James T. Austin & Stephanie
D. Tischendorf , and Pam Lindsey
The Becker Work Adjustment Profile 2
http://ovidsp.tx.ovid.com.gate.lib.buffalo.edu/spa/ovidweb.cgi
14. Accession Number
14122148
Classification Code
Personality [12]
Database
Mental Measurements Yearbook
Mental Measurements Yearbook
The Fourteenth Mental Measurements Yearbook 2001
Title
Beck Depression Inventory-II.
Acronym
BDI-II.
Authors
Beck, Aaron T.; Steer, Robert A.; Brown, Gregory K.
Purpose
"Developed for the assessment of symptoms corresponding to
criteria for diagnosing depressive disorders listed in the ... DSM
IV".
Publisher
The Psychological Corporation, 555 Academic Court, San
Antonio, TX 78204-2498
Publisher Name
The Psychological Corporation
Date of Publication
1961-1996
Population
Ages 13 and over
Scores
Total score only.
Administration
Group or individual
Manual
Manual, 1996, 38 pages.
Price
1999 price data: $57 per complete kit including manual and 25
15. recording forms; $27 per manual; $29.50 per 25 recording
forms; $112 per 100 recording forms; $29.50 per 25 Spanish
recording forms; $112 per 100 Spanish recording forms.
Special Editions
Available in Spanish.
Cross References
See T5:272 (384 references); for reviews by Janet F. Carlson
and Niels G. Waller, see 13:31 (1026 references); see also
T4:268 (660 references); for reviews by Collie W. Conoley and
Norman D. Sundberg of an earlier edition, see 11:31 (286
references).
Time
(5-10) minutes.
Reviewers
Arbisi, Paul A. (University of Minnesota); Farmer, Richard F.
(Idaho State University).
Review Indicator
2 Reviews Available
Comments
Also available in Spanish; hand-scored or computer-based
administration, scoring, and interpretation available; "revision
of BDI based upon new information about depression."
Full Text
Review of the Beck Depression Inventory-II by PAUL A.
ARBISI, Minneapolis VA Medical Center, Assistant Professor
Department of Psychiatry and Assistant Clinical Professor
Department of Psychology, University of Minnesota,
Minneapolis, MN:
After over 35 years of nearly universal use, the Beck
Depression Inventory (BDI) has undergone a major revision.
The revised version of the Beck, the BDI-II, represents a
significant improvement over the original instrument across all
aspects of the instrument including content, psychometric
validity, and external validity. The BDI was an effective
measure of depressed mood that repeatedly demonstrated utility
16. as evidenced by its widespread use in the clinic as well as by
the frequent use of the BDI as a dependent measure in outcome
studies of psychotherapy and antidepressant treatment
(Piotrowski & Keller, 1989; Piotrowski & Lubin, 1990). The
BDI-II should supplant the BDI and readily gain acceptance by
surpassing its predecessor in use.
Despite the demonstrated utility of the Beck, times had changed
and the diagnostic context within which the instrument was
developed had altered considerably over the years (Beck, Ward,
Mendelson, Mock, & Erbaugh, 1961). Further,
psychometrically, the BDI had some problems with certain
items failing to discriminate adequately across the range of
depression and other items showing gender bias (Santor,
Ramsay, & Zuroff, 1994). Hence the time had come for a
conceptual reassessment and psychometrically informed
revision of the instrument. Indeed, a mid-course correction had
occurred in 1987 as evidenced by the BDI-IA, a version that
included rewording of 15 out of the 21 items (Beck & Steer,
1987). This version did not address the limited scope of
depressive symptoms of the BDI nor the failure of the BDI to
adhere to contemporary diagnostic criteria for depression as
codified in the DSM-III. Further, consumers appeared to vote
with their feet because, since the publication of the BDI-IA, the
original Beck had been cited far more frequently in the
literature than the BDI-IA. Therefore, the time had arrived for a
major overhaul of the classic BDI and a retooling of the content
to reflect diagnostic sensibilities of the 1990s.
In the main, the BDI-II accomplishes these goals and represents
a highly successful revamping of a reliable standard. The BDI-
II retains the 21-item format with four options under each item,
ranging from not present (0) to severe (3). Relative to the BDI-
IA, all but three items were altered in some way on the BDI-II.
Items dropped from the BDI include body image change, work
difficulty, weight loss, and somatic preoccupation. To replace
17. the four lost items, the BDI-II includes the following new items:
agitation, worthlessness, loss of energy, and concentration
difficulty. The current item content includes: (a) sadness, (b)
pessimism, (c) past failure, (d) loss of pleasure, (e) guilty
feelings, (f) punishment feelings, (g) self-dislike, (h) self-
criticalness, (i) suicidal thoughts or wishes, (j) crying, (k)
agitation, (l) loss of interest, (m) indecisiveness, (n)
worthlessness, (o) loss of energy, (p) changes in sleeping
pattern, (q) irritability, (r) changes in appetite, (s) concentration
difficulty, (t) tiredness or fatigue, and (u) loss of interest in sex.
To further reflect DSM-IV diagnostic criteria for depression,
both increases and decreases in appetite are assessed in the
same item and both hypersomnia and hyposomnia are assessed
in another item. And rather than the 1-week time period rated
on the BDI, the BDI-II, consistent with DSM-IV, asks for
ratings over the past 2 weeks.
The BDI-II retains the advantage of the BDI in its ease of
administration (5-10 minutes) and the rather straightforward
interpretive guidelines presented in the manual. At the same
time, the advantage of a self-report instrument such as the BDI-
II may also be a disadvantage. That is, there are no validity
indicators contained on the BDI or the BDI-II and the ease of
administration of a self-report lends itself to the deliberate
tailoring of self-report and distortion of the results. Those of us
engaged in clinical practice are often faced with clients who
alter their presentation to forward a personal agenda that may
not be shared with the clinician. The manual obliquely mentions
this problem in an ambivalent and somewhat avoidant fashion.
Under the heading, "Memory and Response Sets," the manual
blithely discounts the potential problem of a distorted response
set by attributing extreme elevation on the BDI-II to "extreme
negative thinking" which "may be a central cognitive symptom
of severe depression rather than a response set per se because
patients with milder depression should show variation in their
response ratings" (manual, p. 9). On the other hand, later in the
18. manual, we are told that, "In evaluating BDI-II scores,
practitioners should keep in mind that all self-report inventories
are subject to response bias" (p. 12). The latter is sound advice
and should be highlighted under the heading of response bias.
The manual is well written and provides the reader with
significant information regarding norms, factor structure, and
notably, nonparametric item-option characteristic curves for
each item. Indeed the latter inclusion incorporates the latest in
item response theory, which appears to have guided the
retention and deletion of items from the BDI (Santor et al.,
1994).
Generally the psychometric properties of the BDI-II are quite
sound. Coefficient alpha estimates of reliability for the BDI-II
with outpatients was .92 and was .93 for the nonclinical sample.
Corrected item-total correlation for the outpatient sample
ranged from .39 (loss of interest in sex) to .70 (loss of
pleasure), for the nonclinical college sample the lowest item-
total correlation was .27 (loss of interest in sex) and the highest
(.74 (self-dislike). The test-retest reliability coefficient across
the period of a week was quite high at .93. The inclusion in the
manual of item-option characteristic curves for each BDI-II
item is of noted significance. Examination of these curves
reveals that, for the most part, the ordinal position of the item
options is appropriately assigned for 17 of the 21 items.
However, the items addressing punishment feelings, suicidal
thought or wishes, agitation, and loss of interest in sex did not
display the anticipated rank order indicating ordinal increase in
severity of depression across item options. Additionally,
although improved over the BDI, Item 10 (crying) Option 3
does not clearly express a more severe level of depression than
Option 2 (see Santor et al., 1994). Over all, however, the option
choices within each item appear to function as intended across
the severity dimension of depression.
19. The suggested guidelines and cut scores for the interpretation of
the BDI-II and placement of individual scores into a range of
depression severity are purported to have good sensitivity and
moderate specificity, but test parameters such as positive and
negative predictive power are not reported (i.e., given score X
on the BDI-II, what is the probability that the individual meets
criteria for a Major Depressive Disorder, of moderate
severity?). According to the manual, the BDI-II was developed
as a screening instrument for major depression and,
accordingly, cut scores were derived through the use of receiver
operating characteristic curves to maximize sensitivity. Of the
127 outpatients used to derive the cut scores, 57 met criteria for
either single-episode or recurrent major depression. The
relatively high base rate (45%) for major depression is a bit
unrealistic for nonpsychiatric settings and will likely serve to
inflate the test parameters. Cross validation of the cut scores on
different samples with lower base rates of major depression is
warranted due to the fact that a different base rate of major
depression may result in a significant change in the proportion
of correct decisions based on the suggested cut score (Meehl &
Rosen, 1955). Consequently, until the suggested cut scores are
cross validated in those populations, caution should be
exercised when using the BDI-II as a screen in nonpsychiatric
populations where the base rate for major depression may be
substantially lower.
Concurrent validity evidence appears solid with the BDI-II
demonstrating a moderately high correlation with the Hamilton
Psychiatric Rating Scale for Depression-Revised (r = .71) in
psychiatric outpatients. Of importance to the discriminative
validity of the instrument was the relatively moderate
correlation between the BDI-II and the Hamilton Rating Scale
for Anxiety-Revised (r = .47). The manual reports mean BDI-II
scores for various groups of psychiatric outpatients by
diagnosis. As expected, outpatients had higher scores than
college students. Further, individuals with mood disorders had
20. higher scores than those individuals diagnosed with anxiety and
adjustment disorders.
The BDI-II is a stronger instrument than the BDI with respect to
its factor structure. A two-factor (Somatic-Affective and
Cognitive) solution accounted for the majority of the common
variance in both an outpatient psychiatric sample and a much
smaller nonclinical college sample. Factor Analysis of the BDI-
II in a larger nonclinical sample of college students resulted in
Cognitive-Affective and Somatic-Vegetative main factors
essentially replicating the findings presented in the manual and
providing strong evidence for the overall stability of the factor
structure across samples (Dozois, Dobson, & Ahnberg, 1998).
Unfortunately several of the items such as sadness and crying
shifted factor loadings depending upon the type of sample
(clinical vs. nonclinical).
SUMMARY. The BDI-II represents a highly successful revision
of an acknowledged standard in the measurement of depressed
mood. The revision has improved upon the original by updating
the items to reflect contemporary diagnostic criteria for
depression and utilizing state-of-the-art psychometric
techniques to improve the discriminative properties of the
instrument. This degree of improvement is no small feat and the
BDI-II deserves to replace the BDI as the single most widely
used clinically administered instrument for the assessment of
depression.
REVIEWER'S REFERENCES
Meehl, P. E., & Rosen, A. (1955). Antecedent probability and
the efficiency of psychometric signs, patterns, or cutting scores.
Psychological Bulletin, 52, 194-216.
Beck, A. T., Ward, C. H., Mendelson, M., Mock, J., & Erbaugh,
J. (1961). An inventory for measuring depression. Archives of
21. General Psychiatry, 4, 561-571.
Beck, A. T., & Steer, R. A. (1987). Beck Depression Inventory
manual. San Antonio, TX: The Psychological Corporation.
Piotrowski, C., & Keller, J. W. (1989). Psychological testing in
outpatient mental health facilities: A national study.
Professional Psychology: Research and Practice, 20, 423-425.
Piotrowski, C., & Lubin, B. (1990). Assessment practices of
health psychologists; Survey of APA Division 38 clinicians.
Professional Psychology: Research and Practice, 21, 99-106.
Santor, D. A., Ramsay, J. O., & Zuroff, D. C. (1994).
Nonparametric item analyses of the Beck Depression Inventory:
Evaluating gender item bias and response option weights.
Psychological Assessment, 6, 255-270.
Dozois, D. J. A., Dobson, K. S., & Ahnberg, J. L. (1998). A
psychometric evaluation of the Beck Depression Inventory-II.
Psychological Assessment, 10, 83-89.
Review of the Beck Depression Inventory-II by RICHARD F.
FARMER, Associate Professor of Psychology, Idaho State
University, Pocatello, ID:
The Beck Depression Inventory-II (BDI-II) is the most recent
version of a widely used self-report measure of depression
severity. Designed for persons 13 years of age and older, the
BDI-II represents a significant revision of the original
instrument published almost 40 years ago (BDI-I; Beck, Ward,
Mendelson, Mock, & Erbaugh, 1961) as well as the subsequent
amended version copyrighted in 1978 (BDI-IA; Beck, Rush,
Shaw, & Emery, 1979; Beck & Steer, 1987, 1993). Previous
editions of the BDI have considerable support for their
effectiveness as measures of depression (for reviews, see Beck
22. & Beamesderfer, 1974; Beck, Steer & Garbin, 1988; and Steer,
Beck, & Garrison, 1986).
Items found in these earlier versions, many of which were
retained in modified form for the BDI-II, were clinically
derived and neutral with respect to a particular theory of
depression. Like previous versions, the BDI-II contains 21
items, each of which assesses a different symptom or attitude by
asking the examinee to consider a group of graded statements
that are weighted from 0 to 3 based on intuitively derived levels
of severity. If the examinee feels that more than one statement
within a group applies, he or she is instructed to circle the
highest weighting among the applicable statements. A total
score is derived by summing weights corresponding to the
statements endorsed over the 21 items. The test authors provide
empirically informed cut scores (derived from receiver
operating characteristic [ROC] curve methodology) for indexing
the severity of depression based on responses from outpatients
with a diagnosed episode of major depression (cutoff scores to
index the severity of dysphoria for college samples are
suggested by Dozois, Dobson, & Ahnberg, 1998).
The BDI-II can usually be completed within 5 to 10 minutes. In
addition to providing guidelines for the oral administration of
the test, the manual cautions the user against using the BDI-II
as a diagnostic instrument and appropriately recommends that
interpretations of test scores should only be undertaken by
qualified professionals. Although the manual does not report the
reading level associated with the test items, previous research
on the BDI-IA suggested that items were written at about the
sixth-grade level (Berndt, Schwartz, & Kaiser, 1983).
A number of changes appear in the BDI-II, perhaps the most
significant of which is the modification of test directions and
item content to be more consistent with the major depressive
episode concept as defined in the Diagnostic and Statistical
23. Manual of Mental Disorders-Fourth Edition (DSM-IV;
American Psychiatric Association, 1994). Whereas the BDI-I
and BDI-IA assessed symptoms experienced at the present time
and during the past week, respectively, the BDI-II instructs the
examinee to respond in terms of how he or she has "been feeling
during the past two weeks, including today" (manual, p. 8,
emphasis in original) so as to be consistent with the DSM-IV
time period for the assessment of major depression. Similarly,
new items included in the BDI-II address psychomotor
agitation, concentration difficulties, sense of worthlessness, and
loss of energy so as to make the BDI-II item set more consistent
with DSM-IV criteria. Items that appeared in the BDI-I and
BDI-IA that were dropped in the second edition were those that
assessed weight loss, body image change, somatic
preoccupation, and work difficulty. All but three of the items
from the BDI-IA retained for inclusion in the BDI-II were
reworded in some way. Items that assess changes in sleep
patterns and appetite now address both increases and decreases
in these areas.
Two samples were retained to evaluate the psychometric
characteristics of the BDI-II: (a) a clinical sample (n = 500;
63% female; 91% White) who sought outpatient therapy at one
of four outpatient clinics on the U.S. east coast (two of which
were located in urban areas, two in suburban areas), and (b) a
convenience sample of Canadian college students (n = 120; 56%
women; described as "predominantly White"). The average ages
of the clinical and student samples were, respectively, 37.2 (SD
= 15.91; range = 13-86) and 19.58 (SD = 1.84).
Reliability of the BDI was evaluated with multiple methods.
Internal consistency was assessed using corrected item-total
correlations (ranges: .39 to .70 for outpatients; .27 to .74 for
students) and coefficient alpha (.92 for outpatients; .93 for
students). Test-retest reliability was assessed over a 1-week
interval among a small subsample of 26 outpatients from one
24. clinic site (r = .93). There was no significant change in scores
noted among this outpatient sample between the two testing
occasions, a finding that is different from those often obtained
with college students who, when tested repeatedly with earlier
versions of the BDI, were often observed to have lower scores
on subsequent testing occasions (e.g., Hatzenbuehler, Parpal, &
Matthews, 1983).
Following the method of Santor, Ramsay, and Zuroff (1994), the
test authors also examined the item-option characteristic curves
for each of the 21 BDI-II items as endorsed by the 500
outpatients. As noted in a previous review of the BDI (1993
Revised) by Waller (1998), the use of this method to evaluate
item performance represents a new standard in test revision.
Consistent with findings for depressed outpatients obtained by
Santor et al. (1994) on the BDI-IA, most of the BDI-II items
performed well as evidenced by the individual item-option
curves. All items were reported to display monotonic
relationships with the underlying dimension of depression
severity. A minority of items were somewhat problematic,
however, when the degree of correspondence between estimated
and a priori weights associated with item response options was
evaluated. For example, on Item 11 (agitation), the response
option weighted a value of 1 was more likely to be endorsed
than the option weighted 3 across all levels of depression,
including depression in the moderate and severe ranges. In
general, though, response option weights of the BDI-II items
did a good job of discriminating across estimated levels of
depression severity. Unfortunately, the manual does not provide
detailed discussion of item-option characteristic curves and
their interpretation.
The validity of the BDI-II was evaluated with outpatient
subsamples of various sizes. When administered on the same
occasion, the correlation between the BDI-II and BDI-IA was
quite high (n = 101, r = .93), suggesting that these measures
25. yield similar patterns of scores, even though the BDI-II, on
average, produced equated scores that were about 3 points
higher. In support of its convergent validity, the BDI-II
displayed moderately high correlations with the Beck
Hopelessness Scale (n = 158, r = .68) and the Revised Hamilton
Psychiatric Rating Scale for Depression (HRSD-R; n = 87, r =
.71). The correlation between the BDI-II and the Revised
Hamilton Anxiety Rating Scale (n = 87, r = .47) was
significantly less than that for the BDI-II and HRSD-R, which
was cited as evidence of the BDI-II's discriminant validity. The
BDI-II, however, did share a moderately high correlation with
the Beck Anxiety Inventory (n = 297; r = .60), a finding
consistent with past research on the strong association between
self-reported anxiety and depression (e.g., Kendall & Watson,
1989). Additional research published since the manual's release
(Steer, Ball, Ranieri, & Beck, 1997) also indicates that the BDI-
II shares higher correlations with the SCL-90-R Depression
subscale (r = .89) than with the SCL-90-R Anxiety subscale (r =
.71), although the latter correlation is still substantial. Other
data presented in the test manual indicated that of the 500
outpatients, those diagnosed with mood disorders (n = 264) had
higher BDI-II scores than those diagnosed with anxiety (n =
88), adjustment (n = 80), or other (n = 68) disorders. The test
authors also cite evidence of validity by separate factor analyses
performed on the BDI-II item set for outpatients and students.
However, findings from these analyses, which were different in
some significant respects, are questionable evidence of the
measure's validity as the test was apparently not developed to
assess specific dimensions of depression. Factor analytic studies
of the BDI have historically produced inconsistent findings
(Beck et al., 1988), and preliminary research on the BDI-II
suggests some variations in factor structure within both clinical
and student samples (Dozois et al., 1998; Steer & Clark, 1997;
Steer, Kumar, Ranieri, & Beck, 1998). Furthermore, one of the
authors of the BDI-II (Steer & Clark, 1997) has recently advised
that the measure not be scored as separate subscales.
26. SUMMARY. The BDI-II is presented as a user-friendly self-
report measure of depression severity. Strengths of the BDI-II
include the very strong empirical foundation on which it was
built, namely almost 40 years of research that demonstrates the
effectiveness of earlier versions. In the development of the
BDI-II, innovative methods were employed to determine
optimum cut scores (ROC curves) and evaluate item
performance and weighting (item-option curves). The present
edition demonstrates very good reliability and impressive test
item characteristics. Preliminary evidence of the BDI-II's
validity in clinical samples is also encouraging. Despite the
many impressive features of this measure, one may wonder why
the test developers were not even more thorough in their
presentation of the development of the BDI-II and more
rigorous in the evaluation of its effectiveness. The test manual
is too concise, and often omits important details involving the
test development process. The clinical sample used to generate
cut scores and evaluate the psychometric properties of the
measure seems unrepresentative in many respects (e.g., racial
make-up, patient setting, geographic distribution), and other
aspects of this sample (e.g., education level, family income) go
unmentioned. The student sample is relatively small and,
unfortunately, drawn from a single university. Opportunities to
address important questions regarding the measure were also
missed, such as whether the BDI-II effectively assesses or
screens the DSM-IV concept of major depression, and the extent
to which it may accomplish this better than earlier versions.
This seems to be a particularly important question given that the
BDI was originally developed as a measure of the depressive
syndrome, not as a screening measure for a nosologic category
(Kendall, Hollon, Beck, Hammen, & Ingram, 1987), a
distinction that appears to have become somewhat blurred in
this most recent edition. Also, not reported in the manual are
analyses to examine possible sex biases among the BDI-II item
set. Santor et al. (1994) reported that the BDI-IA items were
27. relatively free of sex bias, and given the omission of the most
sex-biased item in the BDI-IA (body image change) from the
BDI-II, it is possible that this most recent edition may contain
even less bias. Similarly absent in the manual is any report on
the item-option characteristic curves for nonclinical samples.
Santor et al. (1994) reported that for most of the BDI-IA items,
response option weights were less discriminating across the
range of depression severity among their college sample relative
to their clinical sample, an anticipated finding given that
students would be less likely to endorse response options
hypothesized to be consistent with more severe forms of
depression. Also, given that previous editions of the BDI have
shown inconsistent associations with social undesirability (e.g.,
Tanaka-Matsumi & Kameoka, 1986), an opportunity was missed
to evaluate the extent to which the BDI-II measures something
different than this response set. Despite these relative
weaknesses in the development and presentation of the BDI-II,
existent evidence suggests that the BDI-II is just as sound if not
more so than its earlier versions.
REVIEWER'S REFERENCES
Beck, A. T., Ward, C. H., Mendelson, M., Mock, J., & Erbaugh,
J. (1961). An inventory for measuring depression. Archives of
General Psychiatry, 4, 561-571.
Beck, A. T., & Beamesderfer, A. (1974). Assessment of
depression: The Depression Inventory. In P. Pichot & R. Oliver-
Martin (Eds.), Psychological measurements in
psychopharmacology: Modern problems in pharmacopsychiatry
(vol. 7, pp. 151-169). Basel: Karger.
Beck, A. T., Rush, A. J., Shaw, B. F., & Emery, G. (1979).
Cognitive therapy of depression. New York: Guilford.
Berndt, D. J., Schwartz, S., & Kaiser, C. F. (1983). Readability
28. of self-report depression inventories. Journal of Consulting and
Clinical Psychology, 51, 627-628.
Hatzenbuehler, L. C., Parpal, M., & Matthews, L. (1983).
Classifying college students as depressed or nondepressed using
the Beck Depression Inventory: An empirical analysis. Journal
of Consulting and Clinical Psychology, 51, 360-366.
Steer, R. A., Beck, A. T., & Garrison, B. (1986). Applications
of the Beck Depression Inventory. In N. Sartorius & T. A. Ban
(Eds.), Assessment of depression (pp. 123-142). New York:
Springer-Verlag.
Tanaka-Matsumi, J., & Kameoka, V. A. (1986). Reliabilities
and concurrent validities of popular self-report measures of
depression, anxiety, and social desirability. Journal of
Consulting and Clinical Psychology, 54, 328-333.
Beck, A. T., & Steer, R. A. (1987). Beck Depression Inventory
manual. San Antonio, TX: The Psychological Corporation.
Kendall, P. C., Hollon, S. D., Beck, A. T., Hammen, C. L., &
Ingram, R. E. (1987). Issues and recommendations regarding the
use of the Beck Depression Inventory. Cognitive Therapy and
Research, 11, 289-299.
Beck, A. T., Steer, R. A., & Garbin, M. G. (1988). Psychometric
properties of the Beck Depression Inventory: Twenty-five years
of evaluation. Clinical Psychology Review, 8, 77-100.
Kendall, P. C., & Watson, D. (Eds.). (1989). Anxiety and
depression: Distinctive and overlapping features. San Diego,
CA: Academic Press.
Beck, A. T., & Steer, R. A. (1993). Beck Depression Inventory
manual. San Antonio, TX: Psychological Corporation.
30. Any unauthorized use is strictly prohibited. Buros Center for
Testing, Buros Institute, Mental Measurements Yearbook, and
Tests in Print are all trademarks of the Board of Regents of the
University of Nebraska and may not be used without express
written consent.
Update Code
20140731
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