text:
Home Essays
Sentence Completion Test Essay
JOURNAL OF PERSONALITY ASSESSMENT, 74(3), 371–383 Copyright © 2000, Lawrence Erlbaum Associates, Inc. Sentence Completion Tests: A Review of the Literature and Results of a Survey of Members of the Society for Personality Assessment Margot Holaday, Debra A. Smith, and Alissa Sherry Department of Psychology University of Southern Mississippi Test usage surveys consistently find that sentence completion tests (SCTs) are among the most popular personality assessment instruments used by practitioners.
What is not noted is which SCTs practitioners are using, why these tests are so popular, and whether practitioners are using formal scoring. We surveyed a random selection of 100 members of the Society for Personality Assessment. With a 60% return rate on a single mailing, we found that most psychologists who use incomplete sentence tests use the Rotter (1951) Incomplete Sentences Blank with children (18%), adolescents (32%), and adults (47%). Most practitioners said they do not read stems aloud and record answers themselves, and even fewer said they use formal scoring.
The most common reasons for using an SCT are (a) to use it as part of an assessment battery (41 endorsements), (b) to determine personality structure (18 endorsements), and (c) to elicit quotable quotes (17 endorsements). Implications for practitioners and training suggestions for academicians who prepare future psychologists are noted. Test usage surveys consistently find that sentence completion tests (SCTs) are among the most commonly used personality assessment instruments.
They were ranked second by Japanese clinicians (Ogawa & Piotrowski, 1992, as cited in Piotrowski, Keller, & Ogawa, 1993), third by clinical psychologists (Goh & Fuller, 1983), fifth by clinicians working with adolescents (Archer, Maruish, Imhof, & Piotrowski, 1991), fourth by school psychologists (Kennedy, Faust, Willis, & Piotrowski, 1994), fifth by representatives of mental health service providers, and third by members of the Society for Personality Assessment in response to the question: "With what 5 projective tests should the professional practitioner be competent? " (Piotrowski, 1985, p. 81).
It is curious that SCTs are referred to as a generic 372 HOLADAY, SMITH, SHERRY classification, yet other personality instruments are ranked in these surveys by name (e. g. , Rorschach or Minnesota Multiphasic Personality Inventory–2 [MMPI–2]), not by category (e. g. , inkblot and storytelling technique). Despite the recognized popularity of SCTs, what is not known is which ones practitioners are using, whether they score these instruments according to any theory or guideline, why the tests are so popular, or why they are lumped together as if they all provide the same psychological information.
This information is important to academicians who are charged with preparing future psychologists to perform appropriately on their internships and to practitioners who develop their own test batteries to provide the most patient information in the least amount of time. To become familiar with the possible pool of SCT choices, we reviewed the literature and logged the following information about each SCT: name of test; author(s); date first discussed; theory, rationale, or purpose; population for whom it was developed; number of items; subscales, if any; scoring procedures; reliability; validity; and any other relevant information.
SCT LITERATURE REVIEW The Tendler Sentence Completion Test (Tendler, 1930) is based on psychodynamic theory; its primary purpose is to help psychologists gain emotional insight into patients' problems. It has 20 stems and can be given to patients of any age if they can perform the task. The Tendler Sentence Completion Test has no subscales, and scoring procedures are based on the projective hypothesis and clinical judgment. Reliability is not reported. Content validity is claimed through qualitative analysis of patients' biographical information.
According to Tendler, stems are designed to provoke emotional states, such as sadness or happiness, rather than thought processes. All stems are published in the original article. The Sentence Completion Test for the Office of Strategic Services Assessment Program (Murray & MacKinnon, 1946; Stein, 1947, 1949) is a free-association method used by the Veterans Administration. It is based on psychodynamic theory with the stated purpose of analyzing brief responses to assess program candidates' personalities.
This instrument was designed for adults and has 100 stems examining family, past experiences, drives, goals, cathexes, energy, time perspective, reaction to others, and others' reaction to the candidate. According to the authors, the test should be administered in two parts because of its length. Scoring is based on clinical judgment and the projective hypothesis. Helpful techniques for analyzing responses are included in the article. Reliability is not reported. Content validity is based on correlations between the candidate's personality and the psychologist's experience, insight, and knowledge of the dynamics of behavior.
All stems are published in Stein's (1947) article. The Incomplete Sentences Blank (Rotter, 1951; Rotter & Willerman, 1947) was developed as a screening method to identify maladjusted high school and college SENTENCE COMPLETION TESTS 373 students. Forty-item forms are available for each group with only minor differences between them. There are no subscales. Scoring requires judging responses on content (positive, neutral, or conflict) using three levels of numerical weights. Underlying theory is not mentioned. Reliability coefficients are based on interrater agreement (. 44–. 1) and test–retest scores from 6 months to 3 years (. 38–. 54). Concurrent validity was assessed by correlating obtained scores with level of psychiatric disturbance as judged by clinicians (. 20–. 39) and personality tests such as the MMPI, the Taylor Manifest Anxiety Scale, and the Beck Depression Inventory (Rotter, Lah, & Rafferty, 1992). Although the original norm tables were published in 1949, findings from more recent studies are included in the 1992 manual. Means of different samples of college students range from 119. 9 to 148. 5, indicating that local norms must be established to interpret results.
The instrument is published by the Psychological Corporation (Rotter et al. , 1992). The Forer Structured Sentence Completion Test (written in 1950; Forer, 1960, 1993) was designed to focus on a wide variety of attitudes and value systems and is based on Henry Murray's theory of needs, press, and inner states. There are no norms given, but there are forms for adolescent boys or girls and adult men or women. The instrument has 100 items, with four subscales: Interpersonal Figures, Wishes, Causes of Personal Emotions, and Reactions to Emotions.
Responses are scored by using a checklist and clinical evaluation form to analyze the subscales on a variety of emotions, drives, and desires. No reliability or validity information is reported in the manual. The test is available through Western Psychological Services (1998). The Sentence Completion Test (Sacks & Levy, 1950) was developed to explore specific clusters of attitudes or significant areas of an individual's life. The theoretical basis or appropriate ages of test takers have not been reported.
It is a 60-item instrument with four subscales (Family, Sex, Interpersonal Relationships, and Self-Concepts), each of which is measured on 15 different attitudes, such as fears, guilt, and goals. A rating sheet with the four appropriate stems rearranged under the 15 attitude headings allows a clinician to rate the examinee's responses on a continuum that ranges from no significant disturbance to severely disturbed. Reported interrater agreement coefficients range from . 48 to . 57 and "77% of the statements were rated in close agreement with clinical findings" (Sacks & Levy, 1950, p. 372).
Stems, rating table, and scoring instructions are published in the 1950 article. An adaptation of this test translated into Hebrew was used with children living in a kibbutz (Rabin, 1965). The Miale–Holsopple Sentence Completion Test (Holsopple & Miale, 1954) was designed to permit the expression of thoughts and feelings in a nonthreatening manner by adults. According to the authors, the test was not designed to conform to a theory but was a means to "draw valid inferences concerning unconscious and semiconscious desires, motives, conflicts, and systems of personality organization" (p. 1). There are 73 sentence stems, no subscales, and no formal scoring procedures. 374 HOLADAY, SMITH, SHERRY According to the authors, reliability and validity coefficients for psychological tests are "illusory," and sentence completion interpretations should be the responsibility of the examiner. The complete test is published in the authors' book, Sentence Completion: A Projective Method for the Study of Personality (Holsopple & Miale, 1954; see also Potash, de Fileo Crespo, Patel, & Ceravolo, 1990). The Sentence Completion Method (A. R. Rohde, 1946, 1957; B. R.
Rohde, 1960), which is based on Murray's theory of needs, was designed to uncover reactions and needs that lie deeper than those generally acknowledged by the individual. The instrument has 65 items, with no specific subscales. Scoring is based on Murray's need states and environmental forces (press) with the inner integrates, inner states, and general states that are reproduced in A. R. Rohde's (1957) book. Scoring examples and norms are reported for ninth-grade students. Interrater reliability was 95% on 36 protocols, and test–retest reliability ranged from . 76 to . 82.
Concurrent validation using teacher ratings as the criterion yielded coefficients from . 30 to . 96. All stems and scoring procedures have been published in A. R. Rohde's (1957) book The Sentence Completion Method. The Peck Sentence Completion (Peck, 1959) is based on psychodynamic theory and principles of free association, and its purpose is to measure the mental health of normal adults. Individuals age 40 or older were participants for a quantitative analysis. Responses to the 41 stems (called attitudes) were rated as positive, negative, or neutral, implying high or low levels of adjustment.
A large number of "unhealthy" responses indicated maladjustment. Interrater agreement ranged from . 53 to . 86. Ten of the 41 statements correctly identified individuals as having high or low adjustment as judged by their responses on the Thematic Apperception Test and interviews. The article in which the Peck Sentence Completion test was reproduced included an interesting commentary about what it meant "to be a typical, normal American" (Peck, 1959, p. 253) in 1959. The Aronoff Sentence Completion (Aronoff, 1967) was developed to integrate sociology with Maslow's theory of personality.
Aronoff used this instrument to study the underlying needs of adults in a homogeneous cultural group that might have been influential in forming their sociocultural system. There are no norms and no subscales for the 33 sentence stems and the 13 projective questions. Responses are studied to understand how individual needs are related to the culture of a group within the framework of Maslow's needs. No reliability or validity information is reported. All items and questions are reproduced with scoring examples in Aronoff's (1967) book, Psychological Needs and Cultural Systems.
The Personnel Reaction Blank (Gough, 1971) is based on a theory of antisocial behavior and was designed to measure integrity (character) for the purpose of selecting future employees to fill nonmanagerial positions. Appropriate for applicants over the age of 14, the Personnel Reaction Blank has 90 items, but only 42 are scored. Items are divided into two sections: work preferences and personal reactions. Hand-scoring keys are printed on each page of the test. Reported split-half SENTENCE COMPLETION TESTS 375 reliability is . 73, and test–retest reliability is . 56. Validity coefficients range from . 20 to . 57.
The test can be ordered through Consulting Psychologists Press (1998). Loevinger's Sentence Completion Test of Ego Development (Washington University Sentence Completion; Loevinger, 1987; Loevinger & Wessler, 1970; Loevinger, Wessler, & Redmore, 1970) is a 36-item test used to measure the level of ego development based on Loevinger's theory of personality. It is appropriate for individuals ages 12 and older. Separate forms containing only minor differences are available for women and men. Each response is classified as Impulsive, Self-Protective, Conformist, Self-Aware, Conscientious, Individualistic, or Integrative (Hy & Loevinger, 1996).
A total rating is given as well. The test manuals contain seven forms of the test with numerous and complete examples of accurate scoring. According to Loevinger, any SCT containing 36 stems can be scored appropriately using her system to determine development levels. Interrater agreement reported in the literature ranges from . 89 to . 96 (Holt, 1980; Williams & Vincent, 1985). Although the scoring operationalizes Loevinger's developmental theory, test results correlate well with other tests of personality constructs. The stems are published in Measuring Ego Development (Vol. ), by Loevinger and Wessler (1970), and in Measuring Ego Development (Vol. 2), by Loevinger, Wessler, and Redmore (1970), and may be reproduced without permission or fee. A new volume edited by Loevinger (1998) includes chapters on cross-cultural assessment, missing in any other SCT manual, and a version of the test for children and adolescents. The Incomplete Sentences Task, by Lanyon and Lanyon (1979), was developed to identify emotional problems that might interfere with learning, and it draws on several theories of personality and learning.
The 39-item test has two forms: the School Form, for Grades 7–12, and the College Form. Each stem is scored 0 (not present), 1, or 2 (strong indication) and was designed to draw responses that correspond to one of the three subscales: Hostility, Anxiety, and Dependency. Examples of scoring are given in the manual. The authors provide normative tables for Grade 7 through college but warn that the test may not provide accurate information for students who are culturally different. Interrater agreement ranges from . 86 to 1. 00, and validity based on judges' ratings of college students ranges only from . 3 to . 69. Mayers' Gravely Disabled Sentence Completion Task (Mayers, 1991) was developed to identify individuals with severely impaired mental status. It is not a theory-based instrument, but it satisfies forensic standards of evidence during civil commitment court hearings. With only 21 items, it is short enough to be used as an assessment tool for people whose mental status has deteriorated to such an extent that completion of a standard battery is not possible. It has no subscales; clinical judgment is required to determine the appropriateness of a response.
No reliability or validity information is given. Although the test is copyrighted, all stems are published in Mayers's (1991) article. 376 HOLADAY, SMITH, SHERRY The Sentence Completion Series (Brown & Unger, 1998) was designed to identify psychological themes underlying current patient concerns and specific areas of distress. The test has 50 items and eight versions: Adult, Adolescent, Family, Work, Marriage, Parenting, Illness, and Aging. Although there are no subscales, there are focus categories specific to each version. Scoring is based on the examiner's clinical skills.
Interrater agreements on categories is . 78, and validity was not reported. The test, distributed through Psychological Assessment Resources (1998), has not been used in a published study, and no other information is available. Sentence Contexts (Hamberger, Friedman, & Rosen, 1996) is based on the fact that the degree of constraint imposed by a semantic context predicts the close probability; that is, the context of some sentence stems should elicit only one or two appropriate responses in contrast to more open-ended sentences in which there are many appropriate responses.
This 198-item test was devised to identify patients with Alzheimer's disease who have difficulty remembering words that follow obvious cues. Scoring is based on the number of probable word stems versus the actual responses. There are no subscales, and reliability information was not reported. Validity is provided through comparisons of groups with and without Alzheimer's disease. All stems and expected responses are published in Hamberger et al. 's article. Readers who wish to learn more about SCTs should read the reviews by Rabin and Zltogorski (1985), who discussed an SCT by Shanan that predicted academic success, and by A.
R. Rohde (1957), who examined tests developed by Ebbinghaus (who wrote in German), Piaget (who wrote in French), Cameron (who was interested in patients with schizophrenia), and Lorge and Thorndike (whose test required single-word responses). Mayers (1991) listed other tests for specific purposes. Armed with relevant information about 15 SCTs, our next task was to determine which test practitioners used, why it was selected, and whether a formal scoring method was used.
METHOD Participants One hundred surveys in a single mailing were sent to a nonrandom sample of members of the Society for Personality Assessment whose names were listed in the professional directory. Sixty questionnaires were returned in the self-addressed stamped envelopes provided. Survey Instrument Respondents were asked to indicate which of the 15 SCTs they used with three different patient groups: children, adolescents, and adults. They were permitted to SENTENCE COMPLETION TESTS 377 note whether they did not know the name of the test they used, wrote their own stems, or used another test not listed.
They were also asked if they read the SCT items aloud and recorded responses themselves and if they scored the SCT according to the manual or author's directions. Finally, they were asked to check any or all of nine possible reasons why they used SCTs and were given the option of writing additional reasons. RESULTS Responses to the first question, which inquired as to the SCT(s) practitioners used most often with children, adolescents, and adults, are shown in Table 1. For each patient category, the most popular SCT was Rotter et al. 's (1992) Incomplete Sentences Blank. Eleven respondents checked "do not use sentence completion tests. Fifteen respondents reported that they did not know the name of the test they use, and 3 sent us a copy of their unidentified tests (we did not recognize them either). Table 2 shows the numbers and percentages of practitioners who read SCT stems aloud and recorded responses for their cliTABLE 1 Percentage of Practitioners Who Use Sentence Completion Tests With Different Populations Name of Sentence Completion Test 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. I do not know the name of the test I use. I wrote my own stems to address client's needs. I use another test not listed here.
Aronoff Sentence Completion Forer Sentence Completion Test Incomplete Sentences Task (Lanyon & Lanyon) Incomplete Sentences Blank (Rotter) Loevinger's Sentence Completion Test or Washington University Sentence Completion Test Mayer's Gravely Disabled Sentence Completion Task Miale–Holsopple Sentence Completion Test Peck Sentence Completion Test Personnel Reaction Blank (Gough & Arvey) Sentence Completion Test for the Office of Strategic Services Assessment program (VA hospital) Sentence Completion Series (Brown & Unger) Sentence Contexts (Hamberger, Friedman, & Rosen) Tendler Sentence Completion Test The Sentence Completion Test (Sacks & Levy) The Sentence Completion Method (Rohde) Do not use sentence completion tests Child 7 3 5 0 0 0 11 1 0 0 0 0 0 0 0 0 0 1 32 Adolescent 6 2 4 0 1 0 19 1 0 1 0 0 0 1 0 0 1 1 23 Adult 2 3 2 0 1 0 28 2 0 2 0 0 0 0 0 0 1 0 19 378
HOLADAY, SMITH, SHERRY TABLE 2 Percentage of Practitioners Using Sentence Completion Tests Who Read Them Aloud and Score Them According to Guidelines Question Do you read stems aloud and record responses for child clients? Do you "score" the child's test according to the manual or author's directions? Do you read stems aloud and record responses for adolescent clients? Do you "score" the adolescent's test according to the author's directions? Do you read stems aloud and record responses for adult clients? Do you "score" the adult's test according to the manual or author's directions? Yes 11 2 5 5 3 7 Sometimes 13 3 13 5 10 6 No 6 24 20 27 27 26 TABLE 3 Number of Endorsements for the Question "Why Do You Use a Sentence Completion Test in Your Assessment Battery? Check All Reasons That Apply or Add Your Own Reasons)" Reason Reasons listed on the survey Part of assessment battery Determine personality structure For "quotable quotes" As a structured interview No- or low-cost test As a therapy strategy To observe patient behavior Establish rapport To identify areas of concern Reasons written by respondents For research purposes Cognitive themes not revealed in other tests To measure change Ease of use To identify conflicts For handwriting sample Sample written language skills Find out what clients want you to know Identify self-image No. of Endorsements 41 18 17 15 8 8 6 5 3 2 1 1 1 1 1 1 1 1 ents and the number who also scored tests following guidelines suggested by SCT authors. Although most practitioners did not routinely read stems aloud and record responses for their clients, when they did so, it was usually for their child clients. Few said they used formal scoring procedures.
Finally, Table 3 lists predetermined reasons why practitioners used SCTs, the number of respondents who endorsed them, and respondents' write-in reasons. SENTENCE COMPLETION TESTS 379 DISCUSSION The most popular SCT for children, adolescents, and adults was Rotter et al. 's (1992) Incomplete Sentences Blank. Of the 15 tests reviewed, it is 1 of 5 that are copyrighted and available through test distributors only. Although the Incomplete Sentences Blank was designed for use with high school and college-age students, practitioners reported using it to test children and older adults as well. It is not clear why this test was so popular with respondents.
The Sentence Completion Blank cannot be photocopied, so practitioners must order it from the distributor, and it does not have specific questions that might be relevant for younger clients, older adults, or clients who have diverse cultural backgrounds. Because the manual reports different means for different groups when the test is scored according to guidelines, examiners who score the test must first develop local norms to be able to interpret results. Reading stems aloud and recording responses for clients was reported by 80% of the respondents who reported using SCTs with children, about half who said they used SCTs with adolescents, and a third who said they used SCTs with adults. This practice makes good sense if a practitioner wants to avoid embarrassing a client who cannot read, write, or spell well.
Because it is not always apparent who is literate and who is not (some clients are adept at hiding poor academic skills), examiners should not assume that their clients can perform tasks that require these skills. Some clients who take without comment an SCT that is handed to them may be waiting for help from someone else who knows their secret. One of the present authors has witnessed hospitalized patients completing their MMPIs and SCTs in hospital recreation rooms with other patients "helping" and suggesting "correct" answers. Recording answers for clients also allows examiners to explore unusual responses that might have been overlooked if the clients were required to write responses themselves. For example, Rotter et al. s (1992) Stem 6, "At bedtime," could be answered, "I sleep," which is a socially acceptable short answer that is easy to spell. However, a client might be more willing to expand her answer if she were not required to write herself: "I sleep and dream a lot, and I usually wake several times a night; I feel like someone is watching me. " Examiners can also ask additional questions that were cued by a response. For example, the stem "My father … hits," (Stem 35, Rotter et al. , 1992) could be followed by an examiner's new stem, "When my father hits, I … " On the other hand, SCTs that are not administered in a standard way (asking clients to complete forms themselves) cannot be scored according to the guidelines based on a standard client self-report.
When examiners read stems aloud for clients, examiners control the presentation of the stems. If a client responds with a brief but rich response, an examiner can sit quietly with pencil poised and wait for more information or ask directly for clarification and elaboration. Because clients do not have the test in their hands, they cannot read ahead, plan their responses around a content theme, or anticipate 380 HOLADAY, SMITH, SHERRY questions. The random ordering of stems catches clients off guard, and their responses may be more spontaneous and open than they might have been if the questions had been arranged in logical clusters, as they would be in a structured interview.
These off-balance, nonsequential probes are what make an open-ended SCT different from a structured (or even unstructured) interview, yet a fourth of the respondents said that one of the reasons they used an SCT was "as a substitute for a structured interview. " If that is the case, then the stems should represent a sampling of all the questions one would ask in a standard interview, except they would be randomly ordered. However, none of the 15 tests we reviewed contain all the questions usually included in a structured interview. Twenty-four respondents reported that they did not score SCTs administered to children, 27 said they did not score adolescents' SCTs, and 26 said they did not score tests given to adults. Apparently examiners, relying on their own clinical skills, interpret the content of responses according to their own theoretical orientation.
Over a period of years, examiners might become so familiar with typical responses from their client populations that unusual responses stand out. In other words, examiners become their own databases, and they informally establish local norms for their practice. For example, Margot Holaday, who worked with adolescents for 11 years, could argue strongly that the following benign response is highly unusual from 16-year-old males and warrants further examination: "I like … my mom. " Examiners who rely on clinical skills instead of formal scoring to interpret SCTs should use the same SCT consistently with all clients rather than switching from one to another, so that unusual responses will stand out.
The reasons why examiners use SCTs appear to be related to the way the test is administered; that is, whether the client or the therapist reads and writes responses. Practitioners who (a) want to observe behavior, handwriting, or written-language skills; (b) want to keep their client busy while scoring something else; or (c) are conducting research would gain more information if clients worked independently. Only tests completed by the client alone can be accurately scored. On the other hand, if the goal were to determine personality structure, to develop a therapy strategy, or to establish rapport, examiners would be more likely to read stems and record answers themselves. The interaction between the examiner and the examinee becomes another source of information.
Practitioners also reported using SCTs to obtain quotable quotes that could lend support to diagnoses in psychological reports, to "find out what the client wants you to know," and to discover "cognitive themes not revealed by other tests. " Many of the stems on the Incomplete Sentence Blank could provide direct information to corroborate diagnoses. For example, "I feel … like crying" might be linked to depression, dysthymia, or adjustment disorders; "I regret … nothing" could indicate denial, conduct disorder, or antisocial personality disorder; "At bedtime … I have trouble sleeping" could reveal posttraumatic stress disorder, depression, anxiety, or insomnia. In other words, SCTs provide unique
SENTENCE COMPLETION TESTS 381 information about clients that cannot be obtained by other tests because the open-ended questions permit a wider range of responses than other projective tests or paper-and-pencil personality tests. Limitations of the Study Although 60 members of the Society for Personality Assessment responded to the survey, a second mailing might have encouraged more people to return their questionnaires. We wish we had asked everyone who reported using tests not listed on the survey to send us a copy. People might be using old tests that had been copied and retyped so many times that the original author's name had been forgotten.
It is also possible that practitioners have devised their own tests that contain new stems that permit a wider understanding of client personalities. These new stems or prompts might yield important information that could be shared with other practitioners. Implications for Academic Instructors Students should be exposed to a wide variety of SCTs and should choose ones that comprise stems that are appropriate for their client's developmental age, psychological functioning, and cultural milieu. Tests developed for college students should not be used with elementary school children or older clients who have been out of school for 30 years or more. In addition, SCTs should be theory based and should contribute substantially to diagnostic accuracy and treatment planning.
For example, practitioners whose theoretical orientation is existential would probably gain much information if their SCT included stems that ask about thoughts and feelings about death. A cognitive behaviorist might be more interested in stems that explore clients' attributional beliefs. A therapist working with minority or disenfranchised groups should include questions relevant to that group's functioning within a majority society very different from their own. Most SCTs do not have stems asking about spirituality, eating habits, sexuality, illness, anxiety, addictions, prejudice, money, or employment, yet many clients have problems in these areas. Students should be taught how to develop additional items to be added to standard SCTs that are relevant to their practice.
Using the same test developed by themselves for many years allows them to become their own databases. It also saves money, because they do not have to purchase copyrighted SCTs. Because most practitioners do not score their SCTs, it does not make sense to spend class time teaching scoring methods. SCTs apparently will remain popular with practitioners, because the tests provide so much information that is valuable for diagnoses, treatment planning, and report writing. Although the Incomplete Sentences Blank is the most popular test reported by members of the Society for Personality Assessment, it is not necessarily the best SCT for all clients.
Practitioners may be better served by writing some of their own stems, reading them aloud to their clients, and recording the responses 382 HOLADAY, SMITH, SHERRY themselves. SCTs should (a) be tailored to provide appropriate and accurate information about clients' personalities, (b) be based on the theoretical orientations of the examiner, (c) reflect the needs and expectations of clients' cultural and religious backgrounds, and (d) be appropriate for clients' academic and mental developmental levels. REFERENCES Archer, R. P. , Maruish, M. , Imhof, E. A. , & Piotrowski, C. (1991). Psychological test usage with adolescent clients: 1990 survey findings.
Professional Psychology: Research and Practice, 22, 247–252. Aronoff, J. (1967). Psychological needs and cultural systems. Princeton, NJ: Van Nostrand. Brown, L. H. , & Unger, M. A. (1998). PAR comprehensive catalog. Odessa, FL: Psychological Assessment Resources. Consulting Psychologists Press. (1998). Consulting Psychologists Press catalog. Palo Alto, CA: Author. Forer, B. (1960). Word association and sentence completion methods. In A. I. Rabin & M. R. Haworth (Eds), Projective techniques with children (pp. 210–224). New York: Grune & Stratton. Forer, B. R. (1993). The Forer Structured Sentence Completion Test. Los Angeles: Western Psychological Services.
Goh, D. S. , & Fuller, G. B. (1983). Current practices in the assessment of personality and behavior by school psychologists. School Psychology Review, 12, 240–243. Gough, H. G. (1971). Preliminary manual for the "Personnel Reaction Blank. " Palo Alto, CA: Consulting Psychologists Press. Hamberger, M. J. , Friedman, D. , & Rosen, J. (1996). Completion norms collected from younger and older adults for 198 sentence contexts. Behavior Research Methods, Instruments, and Computers, 28, 102–108. Holsopple, J. Q. , & Miale, F. R. (1954). Sentence completion: A projective method for the study of personality. Springfield, IL: Thomas. Holt, R. R. (1980).
Loevinger's measure of ego development: Reliability and national norms for male and female short forms. Journal of Personality and Social Psychology, 39, 909–920. Hy, L. X. , & Loevinger, J. (1996). Measuring ego development. Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Kennedy, M. L. , Faust, D. , Willis, W. G. , & Piotrowski, C. (1994). Social emotional assessment practices in school psychology. Journal of Psychoeducational Assessment, 12, 228–240. Lanyon, B. P. , & Lanyon, R. I. (1979). Incomplete Sentence Task instruction manual. Chicago: Stoelting. Loevinger, J. (1987). Paradigms of personality. New York: Freeman. Loevinger, J. (Ed. ). (1998).
Technical foundations for measuring ego development: The Washington University Sentence Completion Test. Mahwah, NJ: Lawrence Erlbaun Associates, Inc. Loevinger, J. , & Wessler, R. (1970). Measuring ego development (Vol. 1). San Diego, CA: Jossey-Bass. Loevinger, J. , Wessler, R. , & Redmore, C. (1970). Measuring ego development (Vol. 2). San Diego, CA: Jossey-Bass. Mayers, K. S. (1991). A sentence completion task for use in the assessment of psychotic patients. American Journal of Forensic Psychology, 9, 19–30. Murray, H. A. , & MacKinnon, D. W. (1946). Assessment of OSS personnel. Journal of Consulting Psychology, 10, 76–80. Peck, R. F. (1959). Measuring the mental health of normal adults. Genetic Psychology Monographs, 60, 197–255.
SENTENCE COMPLETION TESTS 383 Piotrowski, C. (1985). Clinical assessment: Attitudes of the Society for Personality Assessment membership. Southern Psychologist, 2, 80–83. Piotrowski, C. , Keller, J. W. , & Ogawa, T. (1993). Projective techniques: An international perspective. Psychological Reports, 72, 179–182. Potash, H. M. , de Fileo Crespo, A. , Patel, S. , & Ceravolo, A. (1990). Cross-cultural attitude assessment with the Miale–Holsopple Sentence Completion Test. Journal of Personality Assessment, 55, 657–662. Psychological Assessment Resources, Inc. (1998). PAR comprehensive catalog. Odessa, FL: Author. Rabin, A. I. (1965). Growing up in the kibbutz.
New York: Springer. Rabin, A. I. , & Zltogorski, Z. (1985). The Sentence Completion Method: Recent research. Journal of Personality Assessment, 49, 641–647. Rohde, A. R. (1946). Exploration in psychology by the Sentence Completion Method. Journal of Applied Psychology, 30, 169–181. Rohde, A. R. (1957). The Sentence Completion Method. New York: Ronald. Rohde, B. R. (1960). Word association and sentence completion methods. In A. I. Rabin & M. R. Haworth (Eds. ), Projective techniques with children (pp. 210–224). New York: Grune & Stratton. Rotter, J. B. (1951). Word association and sentence completion methods. In H. H. Anderson & G. L. Anderson (Eds. , An introduction to projection techniques (pp. 279–310). New York: Prentice Hall. Rotter, J. B. , Lah, M. I. , & Rafferty, J. E. (1992). Rotter Incomplete Sentences Blank. San Antonio, TX: Harcourt Brace. Rotter, J. B. , & Willerman, B. (1947). The Incomplete Sentences Test as a method of studying personality. Journal of Consulting Psychology, 11, 43–48. Sacks, J. M. , & Levy, S. (1950). The Sentence Completion Test. In L. E. Abt & L. Bellak (Eds. ), Projective psychology (pp. 357–402). New York: Knopf. Stein, M. I. (1947). The use of a sentence completion test of the diagnosis of personality. Journal of Clinical Psychology, 3, 45–56. Stein, M. I. (1949).
The record and a sentence completion test. Journal of Consulting Psychology, 13, 448–449. Tendler, A. D. (1930). A preliminary report on a test for emotional insight. Journal of Applied Psychology, 14, 122–136. Western Psychological Services. (1998). Western Psychological Services catalog. Los Angeles: Author. Williams, R. E. , & Vincent, K. R. (1985). Loevinger's Washington University Sentence Completion Test. In D. J. Keyser & R. C. Sweetland (Eds. ), Test critique (Vol. 3, pp. 395–401). Kansas City, MO: Westport. Margot Holaday Department of Psychology University of Southern Mississippi Box 5025 Hattiesburg, MS 39406–5025 Received March 4, 1999 Revised April 30, 1999
Parable of the Sadhu Essay
The Advantages and Disadvantages of Lean Six Sigma
Sentence Completion Test Essay. (2018, Oct 21). Retrieved from https://happyessays.com/sentence-completion-test-essay/
The Intelligence Quotient: Essay
Formative Assessment and Assessment for Learning Essay
Emile Durkheim & Anomie or Strain Theory Essay
Gerontology Essay
An Objection to Mandatory Drug Testing in High Sch Essay
CHAPTER 1: GUIDANCE PROGRAMS AND SERVICES Essay
Chinese Economic Reform (4504 words) Essay
The Psychology of Human Misjudgment Essay
The Ged Language Arts, Writing Test Essay


text:
The $100,000 money drop that went bad
Meet Andrew Thorn, the man behind New Zealand's worst stunt: "Hi David, f**k you too"
Something quite weird happened over the weekend in New Zealand. On online store called "The Safety Warehouse" held a money drop in the middle of Auckland City.
A literal $100,000 was meant to rain down on the crowd, where the best and fittest could gleefully and joyfully grab it, arms outstretched to the skies.
It's been a tough year with financial pressures we haven't experienced in quite some time. What could possibly go wrong? Well, turns out quite a lot.
Especially when some of that money raining down was pretend.
The headlines say it all.
"Anger, violence after fake money handed out in $100k cash drop" wrote Stuff.
"Man hospitalised in Auckland after The Safety Warehouse's '$100k cash drop' turns violent and 'fake money' handed out" reported the Herald.
The Safety Warehouse hit back, claiming in a press release that real money was definitely dropped, and the fake money was just added into the mix. As Radio NZ reported:
In a statement, the company said it did drop real funds, and the vouchers were additional. It said the company did not intend to deprive, mislead or embarrass anyone and it stood by its marketing and what was issued during the drop.
The more I thought about this, the more it annoyed me. I am yet to see proof of any real money being handed out — I've only seen videos of people clutching the fake $5 bills.
But let's say $100,000 of real money did fly down from the skies: this is still a dick move. It's a recipe for disaster. People travelled from far and wide to attend this thing. Putting it frankly, people who needed the money. This wasn't a game show. It was real life. How was this a good idea?
Manurewa grandmother Haki Ani TePaea, 46, said her daughter suffered a strained shoulder and her son got knocked as the crowd surged forward to catch fake money that was shot out of what looked like a gun.
And say that $100,000 was handed out — there's still the fact they added fake bills to the mix.
Surely the owner of The Safety Warehouse would offer some kind of apology — or hint that they understood what went down wasn't great. They didn't. This line from their press release shows what they think of those who are upset:
"A select few ruined the tone for everyone, but they were no means the norm - just a few people who did not obtain as much value as they'd hoped."
Let me translate: Yeah, poor people. Fuck poor people!
The direct messages.
Last night, before I went to sleep, I sent The Safety Warehouse a DM. I just felt I needed to express my feelings:
And this morning, at 5.58am, they replied:
I admit my message wasn't subtle, but I sort of felt they needed to hear it. And to be honest, their reply is sort of on brand.
The man who runs The Safety Warehouse, and who was quoted in the media over the weekend, is Andrew Thorn — this tall glass of water:
Thorn experienced some problems in one of his last business ventures, Thorn Engineering Ltd, which was liquidated in 2016. That whole mess culminated in him allegedly trying to run a woman down in his car:
Thorn had been trespassed from the premises of two of his companies in Bromley. He lost the companies' equipment and plant and lost access to the company accounts.
The woman victim of his driving had been undertaking management services for his company.
As the woman was unlocking her car to leave work at 5pm on June 22, she said she heard an engine revving and saw a grey utility vehicle that had the signwriting for Thorn's company. She said the vehicle accelerated heavily and drove on the wrong side of the road in her direction.
"She identified you as the person driving and believed you were trying to hit her. She leaned up against the side of her own vehicle and the other vehicle missed her by 30cm or so," the judge said.
When spoken to by the police, Thorn initially denied being the driver and then neglected to provide details about the driver as required."
The original charge of "assault with a blunt instrument" was settled out of court with the police, but Thorn pleaded guilty to the charges of driving in a dangerous manner, and failing to give information about a driver to police.
So yeah, I imagine it was Andrew Thorn I was messaging with. I sent him the article, telling him that he seemed "unhinged":
I was waking up and the coffee was still sinking into my system, but I thought I'd wait to see what he said next. What he did was what I like to call "the classic" — getting stuck into the media, calling them "parasites":
I decided to clarify if it was Andrew Thorn I was talking to. I felt incredibly grateful I was in bed, as opposed to unlocking my car while hearing a nearby car revving its engine.
Whoever I was messaging with didn't seem to want to tell me their name, so let's just call them "Andrew".
By this point I was sort of wondering if Andrew was capable of stepping back to see how this all looked, for him, and his company. That perhaps at this point lashing out of those who complained about a fake money drop wasn't the best move. I tried to explain this.
And… Andrew sent me a press release. I suggested, like Radio NZ had, that he really did need to hire a public relations professional.
I asked one last time if I was talking to Andrew Thorn, but just got told off again. So I offered a final bit of advice. Why? I don't even know. I just thought in my naivety that maybe I could get through to him.
My message sits on "seen".
I wonder what is going through Andrew Thorn's mind. I imagine it's a balance of rage and confusion. Confusion at the world and how it works.
And I think maybe there's a grim sense of joy in this for him, too. All speculation, of course — but something leads me to think this is true. Because while The Safety Warehouse has deleted most comments on its social media, a few remain. This one stood out to me:
It stood out to me because it's racist, it's baiting, and I recognised the name. "NZ Masks Limited" is James Bryant, a man who also resides in the South Island, who took to stalking and harassing me this year.
I wrote about his questionable dropshipping antics earlier this year, and half way down this newsletter I talk about him showing up at my old workplace with threatening notes:
So I guess it's not all that surprising that one of the few comments The Safety Warehouse's Andrew Thorn chose to leave up was a racist comment up from James Bryant.
2020 is full on, right? All gas, no brakes.
8.11am, Monday 7th, New Zealand. Since this newsletter went out, a flood of messages from The Safety Warehouse.
"Our team has zero involvement with MasksNZ […] The comments were not "left" on and merely missed".
The comment has now been mysteriously removed.
"Andrew" also sent me images of real $5 bills allegedly in the mix. As I stated, whether real money was dropped or not — the fact this whole event went ahead, and that fake bills were in the mix, is just a recipe for disaster. Especially with ad copy like this:
After reading words like that, money like this is not going to go down well (for those not from NZ, this is not real money):
The Safety Warehouse still refuses to say who I am DMing with.
Dec 6, 2020Liked by David Farrier
Yikes. This is a rather unempathic and cruel event to have organised and so is Andrew's unapologetic response. It's also interesting to me symbolically that the fake notes have a profile picture on them and I'm guessing it's Andrew Thorn. This is where a famous person or monarch would normally be pictured which is arguably rather grandiose. Pivoting your company towards selling PPE and masks during a pandemic is also somewhat cynical and opportunistic too. Like David's 'friend' James, on the surface there appears to be a similar personality structure at play here.
Speaking more broadly (I'm not assessing or diagnosing anyone here), there is a concept in psychology called the Dark Tetrad which enumerates four core antisocial personality features. These four traits are independent but they partially overlap and are often 'co-morbid' which is a fancy word meaning 'multiple are present at the same time in an individual'. https://en.wikipedia.org/wiki/Dark_triad#Dark_tetrad
In summary, the four traits are narcissism (grandiose and entitled), machiavellianism (cynical and deceptive), psychopathy (shameless and ruthless), and sadism (enjoys cruelty). People who score high on multiple of these Dark Tetrad factors are interpersonally predatory and are generally best avoided, either as relationship partners or in commercial business dealings.
Stephen Device
Subscribing to Webworm and reading these kind of antics on the regular has really done wonders for the image I had in my head previously of NZ as a kind of sensible, sane place where things mainly made sense and the people were all lovely. I mean, I've been there enough to know that isn't always true but there's nothing like having it hammered home with a dossier of pure Kiwi insanity once a week or so.
Also, that cash drop is literally the Joker's plan from the end of the 1989 Tim Burton Batman movie, right down to discovering it's mainly fake notes once the money is dropped, so perhaps central Auckland should be glad he didn't start up the toxic gas right after that as well. What a truly bizarre stunt and person behind it.

redpajama_set_name: RedPajamaCommonCrawl


Look around the web at various schools and research organizations and you will see a variety of different ways in which bios are presented. Perhaps you think your bio is stale. Maybe you haven't updated it in many years. Or alternatively you might be curious to know about other compelling ways that faculty members and researchers write their bio. Here are some tips and ideas from others that you might want to consider.
In writing this post, I put in a good amount of time to reading several bios from different organizations and schools. Many bios include long and clunky sentences. We live in an online world in which attention spans are limited. You need to get to the point quickly. It is difficult to maintain readers' attention when your bio has several five-line sentences. Keep jargon out of your bio and try to be as clear and concise as possible.
Blog posts and other forms of online thought leadership content need to be scannable so that busy and easily distracted online audiences can quickly obtain the information they need. This also applies for bios. Take a look at the faculty bios for The Graduate School of Business at Stanford University. You will notice on Dr. Michal Kosinski's bio that there are some 15 different bold headings. Under each is a related description displayed on six or so lines. If there is more information than the six lines, you can click on more to see the expanded section, without having to load a new page. Another way to be scannable is by showcasing tabs. Mark Hall, a professor at the Wake Forest University School of Law, has six different nicely displayed tabs on his bio (bio, CV, courses, media, course materials and publications). The one drawback is that each tab does require a bit of time to re-load a new page. Still, it is a nice way for users to access the information they need, as opposed to scrolling through a long litany of information that might not all be pertinent to the different audiences.
In my opinion, two main goals of a bio are establishing credibility and serving as a means to connect. It is difficult to do the latter if contact information isn't provided. Therefore, include all your contact details as well as other means to connect on social media.
Faculty who teach on programs should highlight the courses or programs that they teach. Not doing so is a wasted opportunity. An example of a professor incorporating links to courses is Karl Moore of McGill University. On the research side, professor Steve Adie from Cornell Engineering includes a link from his official bio that goes to a dedicated site focused on his research of optical imaging methods.
If you want to gain more traction with the media, then include high resolution photos that journalists can easily download from your bio. Faculty at IMD, a business school in Switzerland and my former employer, have links to downloadable images on their bios. Once an editor from the Financial Times asked me for a photo of a faculty member. I sent her the link to the high resolution image available from the bio. She thanked me in her response and noted that she wished all schools made it so easy to download images. You can also think about including other forms of visuals that might be of interest to media, such as videos highlighting your research and graphics. Including this type of information is also useful for conference organizers and groups that might need visuals for programs, brochures and other related materials.
I highly recommend that you highlight media coverage on your bio. It establishes credibility in general, but also signals to journalists that you have experience working with the press. We live in an era of pageview journalism in which journalists are tracking the clicks on their stories. It is therefore beneficial when journalists can work with experts who they know will disseminate their work. As an example, take a look at how the Rand Corporation highlights its researchers' media presence.
Every institution is different and there should probably be consistency across experts' bios. That said, a little personal touch could go a long way. Consider how the design agency IDEO features their experts' bios by first featuring a first person commentary followed by an official bio written in the more traditional third person. Sara Goldrick Rab of Temple University's College of Education wrote her bio in the first person and incorporated a call to action. While it is atypical, I personally find this first person account to be more compelling and personable. I would certainly suggest that bios on personal websites and LinkedIn be in the first person and more casual. It is a more personable and engaging way of communicating.
A bio is a good way to connect to institutional marketing communications goals. The Center for Creative Leadership (CCL) does this quite well with its faculty bios. For example, if you click on faculty member Phil Willburn's bio, you will see related products and multimedia in the bottom left hand corner. These are links that support revenue-generating activities for CCL.
I was going through a faculty list for a very prestigious school. As I scrolled down the list, I couldn't help but notice that for every individual smiling, there were nine other disgruntled faces. A smile can go a long way towards communicating that you are approachable! It won't take away from the fact that you are serious about your work! On the contrary, it is more likely to signal that you actually enjoy what you do.


Do you have an event you'd like to see listed? click here.
Free annual Jazz & Blues Exhibit and Celebration in honor of national Black Music month and Juneteenth. Join us as we honor established blues musician Bobby Brown and posthumously radio icon Woody Miller.


Ingredients: What's in ALTA Mood?
How to Set Goals and Be Consistent – And Why You Should Be Doing Both!
Jet Lag effects millions of travelers, especially business travelers. It is something that is widely accepted as something we have to deal with but few people know how to minimize the effects of jet lag so they regain focus and perform as expected.


House totally independant surrounded enclosed garden is one images from 26 genius house plannings of Building Plans Online photos gallery. This image has dimension 900x586 Pixel and File Size 46 KB, you can click the image above to see the large or full size photo. Previous photo in the gallery is indian home design house plan appliance. For next photo in the gallery is search buy product amazon. You are viewing image #23 of 26, you can see the complete gallery at the bottom below.


Some modern teachers pollute the manifesting process with so many needless steps when all that matters is simply aligning yourself in the most simple yet powerful way. It's a one, two, three processes and nature takes care of you. However, if you don't know the value of the process you may overlook it.
Nature has a way of taking care of itself. The trees don't struggle to grow, the birds don't struggle to get a meal, and neither should you struggle to manifest what you want. Reality is a dream in which you are always creating your desires in every moment. This you do effortlessly whether you like it or you don't.
Modern Teachings Will Tell You That You Need to Change Your Thinking.
While this is true to an extent its almost impossible to change your thinking from negative to positive. While you struggle to change your thinking in hopes of manifesting the things you want, you are actually working against the creative process.
The ancient manifesting teachings knew the science of the human mind and the nature of reality. They understood that the human mind and reality was difficult to conquer. You are never asked to work against yourself, doing so only causes frustration. These manifesting teachings gave you a formula and once that formula is applied results are seen. Simple! Nature takes care of you.
Manifesting is as simple as growing a tree when you know the precise tools without the unnecessary clutter of dos and don'ts.
Ancient manifesting teachings increase your magnetism to what you want to create.
Become a powerful money magnet without overworking yourself.
Increase your manifesting vision beyond your wildest imagination.
Attract what you want faster.
Attract faster than visualization and affirmations alone.
It's all left to you how much you are willing to learn and immerse yourself in the core teachings without over cluttering yourself with feelings of being imperfect or doing things wrong. The moment you begin to admonish yourself for doing it wrong you have already done yourself a disservice and closed yourself off from the manifesting power.
In America, we have the Easter Bunny, Easter tree, all the candy and the eggs. What about other nations? Do they celebrate Easter too?
Scotland children hard boil eggs and paint them on Easter Saturday. On Easter Sunday, they take the eggs to the top of a tall hill and have a race to see whose egg would get to the bottom first.
Hungarian kids trade hard boiled eggs and then see who can be the first to throw a coin into the egg. It must stay in the egg and not just chip off the side of the shell. Pennies and dimes work the best.
Bulgarians crack eggs after midnight on Easter Sunday. The first one is cracked against the church wall, then everyone chooses their own egg. Each egg is cracked against another person's egg and the one left with an unbroken egg will receive a year of good luck.
The Greeks have a unique tradition. Everyone gathers at the midnight service and all the lights in the church are turned off. A priest comes in the church doors with a lighted candle and goes to the front pew and lights one person's candle. In turn, the one candle lights the rest of the candles in the church. This represents the Light of the Resurrection and everyone receives it.
In Poland, the Easter basket is the highlight of the day. The older family members make them for the younger ones. They are filled with Easter eggs, homemade bread, ham, butter lamb, and Polish sausages.
The Finnish greet their friend and family by whisking them with small willow twigs. This is done to wish them luck in the following year. Everyone had a turn and then on Easter Sunday, they would exchange eggs, candies, or money to repay the favor.
There are many more traditions, but they are all done to honor the resurrection of Christ and celebrate his return to heaven.
Although they seem to be things of the past, reminders of ancient Greek deities are all around us. When you read the following names, more than a few will look familiar.
The Greek Pantheon was a polytheistic system of thought and religion that assumed its Greek deities existed independently and individually. Their roll was to rule diverse aspects of the mortals every day life. Myth and culture is gathered in the Pantheon from where the deities leave toward their corresponding realm.
Due to the Hellenic polytheist beliefs in ancient times, deities formed relationships with each other on a more human scale. Compared to one-deity approaches in many modern religions, Greek deities had a surprising number of human limitations and weaknesses. Contrary to other religions, none of the ancient Greek deities was omniscient or omnipotent, although their power was beyond the mortals' limit.
Hades - God of the underworld, the death and the earth wealth, his realm receives his name.
As you can see, the long list of Greek deities is rather amazing when compared to one-deity religions such as Christianity and Islam. Regardless of the religious connotations, the names of these figures are often found in modern civilization although Roman translations are often used. For instance, Ares has been translated in Roman to Mars, the God of War and name of the 4th planet from our sun.
Greek deities represent a unique view of religion held by ancient Greeks. If the opportunity presents itself, you should read the Greek classics to gain an understanding of the rather emotional actions of the deities.


text:
Subscribe to our News & Services
FM ALL News
FM Crypto
FM Home
> Retail FX
> Regulation
> ASIC Suspends AFS License of Traders4Traders
Scope Market, Saxo Markets and StoneX and More: Executive Moves of the Week
ASIC Suspends AFS License of Traders4Traders
Wednesday, 24/02/2016 | 06:36 GMT by Steven Hatzakis
The Australian regulator suspends the license of an AFS firm operated from T4Tcapital.com until April 21, 2016 citing unfiled statements.
forex // ToDo refactor when changes on back-end are ready
Finance Magnates
The Australian Securities and Investment Commission (ASIC) has today announced the suspension of the Sydney-based Australian Financial Services (AFS) firm Traders4Traders Pty Ltd, citing its failure to comply with obligations related to its financial services license with the regulator.
AFS Licensees are required to file annual audited financial statements with ASIC to demonstrate financial adequacy. The regulator said it found that Traders4Traders failed to advise ASIC in writing within 10 business days of becoming aware of its failure to lodge the required financial statements, auditor reports, and auditor opinions over consecutive years, which is a breach of both legal and license conditions, according to ASIC.
Traders4Traders provides general financial product advice, and is authorised to deal in foreign Exchange Exchange An exchange is known as a marketplace that supports the trading of derivatives, commodities, securities, and other financial instruments.Generally, an exchange is accessible through a digital platform or sometimes at a tangible address where investors organize to perform trading. Among the chief responsibilities of an exchange would be to uphold honest and fair-trading practices. These are instrumental in making sure that the distribution of supported security rates on that exchange are effectiv An exchange is known as a marketplace that supports the trading of derivatives, commodities, securities, and other financial instruments.Generally, an exchange is accessible through a digital platform or sometimes at a tangible address where investors organize to perform trading. Among the chief responsibilities of an exchange would be to uphold honest and fair-trading practices. These are instrumental in making sure that the distribution of supported security rates on that exchange are effectiv Read this Term contracts, with its chief focus being on FX trading education and training. According to the ASIC update, the regulator said that the license is suspended until April 21 2016, and if it doesn't lodge the relevant financial statements ASIC may consider cancelling their license.
The Forex Forex Foreign exchange or forex is the act of converting one nation's currency into another nation's currency (that possesses a different currency); for example, the converting of British Pounds into US Dollars, and vice versa. The exchange of currencies can be done over a physical counter, such as at a Bureau de Change, or over the internet via broker platforms, where currency speculation takes place, known as forex trading.The foreign exchange market, by its very nature, is the world's largest tradi Foreign exchange or forex is the act of converting one nation's currency into another nation's currency (that possesses a different currency); for example, the converting of British Pounds into US Dollars, and vice versa. The exchange of currencies can be done over a physical counter, such as at a Bureau de Change, or over the internet via broker platforms, where currency speculation takes place, known as forex trading.The foreign exchange market, by its very nature, is the world's largest tradi Read this Term educator has the right to appeal to the administrative appeals tribunal for a review of ASIC's decision, according to the ASIC press release.
Regulation 2022 Roundup: The Calm Before the Storm?
Understanding Liquidity and Market Liquidity
A check of the company's website shows that Traders4Traders (under the url T4Tcapital.com) offers a range of educational programs for FX Traders, including an IB and affiliate program offering, and has offices in London, New York and Sydney with its website in multiple languages. It's not clear why the company failed to file the required documents with the regulator, Finance Magnates reporters reached out to the company's Sydney office via phone and was unable to reach anyone around time of publication for comments.
About the Author: Steven Hatzakis


text:
Dare to Dream Essay Contest
Posted on April 25, 2013 by filmacres
Essay contest gives high-schoolers chance to spend two days on movie set
Co-Producer Kelly Daisy (kelly.daisy@frontier.com)
Co-Producer Andrew Tallackson (atallackson@att.net)
Dream big, John Hancock says, and the opportunity of a lifetime awaits.
That's why the Oscar-nominated director, hoping to inspire the next generation of filmmakers, has created the "Dare to Dream Essay Contest," where the winner spends two days on the set of his latest movie.
Filming on the untitled project, written by actress/screenwriter Dorothy Tristan and directed by Hancock ("Bang the Drum Slowly," "Prancer"), is set to begin in late June and continue through mid-August in La Porte County, South Bend and Southwest Michigan. It marks the fourth time Hancock and Tristan have used the area as settings for their movies, the most famous being the 1989 Christmas classic "Prancer."
Open to all high-schoolers in La Porte County and Three Oaks, Mich., the contest asks students to prepare a 300- to 400-word essay that is typed and double spaced. No handwritten entries will be accepted. Write your name, school, your parents' names, your age/year in school, phone number and email in the top-right corner. Explain why you want to be a filmmaker or director and why you believe it will happen. If you like, write about any particular story you want to tell, or when you realized filmmaking was your dream.
The winner spends two days on the set, which will include a walk-on role, experience with the lighting crew, sound department and cinematographer and the chance to sit with John as he directs the film.
Submit the essay by email to contest@filmacres.com or to your designated teacher or school official by Friday, May 24. The contest's judges are FilmAcres Co-Producer and Columbia College Chicago Professor Doreen Bartoni, FilmAcres Production Office Manager and retired educator Margaret Clifford and Tammy Lakes, the vice president of product management and marketing, Accelerated Performance Solutions, Pearson Education Inc.
Winners will be announced no later than Friday, June 7.
Visit http://filmacres.com/indiegogo for additional information. The movie website is www.filmacres.com. Join us on Facebook at FilmAcres or twitter @filmacres
Indiegogo Campaign – Press Release
Contacts: Co-Producer Kelly Daisy (kelly@filmacres.com)
Co-Producer Andrew Tallackson (andrew@filmacres.com)
FilmAcres launches Indiegogo campaign to help finance Oscar-nominated director's latest film
They've defied the way Hollywood believes movies should be made. In the process, they've rallied a community together. Now, Oscar-nominated director John Hancock ("Bang the Drum Slowly," "Prancer") and award-winning actress/screenwriter Dorothy Tristan are taking that grass-roots approach global through Indiegogo. They've chosen the online "crowdfunding" option to help finance their new movie because anyone can contribute, with donations starting as low as $15 and reaching as high as $10,000.
It's another example, according to Co-Producer Kelly Daisy, of how Hancock and Tristan embody the David-and-Goliath approach to moviemaking.
"This film and its content are not what you find in typical Hollywood blockbusters, but without question it has an audience," Daisy said. "It's the kind of story we desperately seek to add meaning to our lives, to connect us to what's real and important."
With shooting set to begin June 21 in La Porte County, South Bend and Southwest Michigan, the untitled movie written by Tristan centers on the relationship between a 13-year-old girl and her grandmother, a once-famous actress living in rural Indiana who may suffer from Alzheimer's disease. The two bitterly clash, until the grandmother discovers her granddaughter has a magnificent singing voice, one that helps her score the lead role in a stage production of "Alice in Wonderland." That triumph bonds grandmother and granddaughter together in ways they never imagined.
Tristan will play the grandmother and Grace Tarnow, a 13-year-old Kesling Middle School student from La Porte, will play the granddaughter. Hancock will direct.
Daisy chose Indiegogo over Kickstarter because Indiegogo projects, regardless if they reach their goal, take home whatever is raised, with Indiegogo retaining a small percentage to cover its costs. Kickstarter, by comparison, is riskier because projects must reach their goal to use any money raised.
Daisy said the Indiegogo campaign for the movie, which is through Hancock's independent company FilmAcres, is set at a realistic goal of $25,000; however, she added, surpassing that amount is the intention. All money raised funds the movie's production costs.
Here's how it works. Visit www.indiegogo.com. Once there, you'll not only read more about the film, but watch interviews with Hancock, Tristan and Tarnow as they discuss what the movie and its story mean to them. Just visiting the page and leaving comments, by the way, boosts the film's chance of being highlighted on the Indiegogo homepage.
Each Indiegogo contribution comes with a special thank you gift. A $25 donation, for example, offers a digital download of the film. A $75 contribution includes a T-shirt and signed poster. A $250 contribution features a prop from the film, of which only five are available. For $5,000, contributors attend the movie's premiere.
The options represent a broad spectrum, leaving the door open for anyone to help finance the movie. And in doing so, Daisy said, people can send a message to Hollywood studios.
"This can pave the way for how films are made. We want to see films we can relate to, that move us, that change how we think and challenge our points of view. That's why we see movies."
Additional information about the film also is available at http://www.filmacres.com, on facebook and twitter @filmacres.
We need a truck!
Do you, or someone you know, have a dependable truck that FilmAcres could use for 10 weeks of production? If so, we would LOVE to hear from you. Specifically we are searching for a truck that:
* Is 24′-26′ in length
* Has cargo tie rails (these are a must have in order for us to be able to ratchet equipment and shelving inside)
* Comes equipped with a liftgate
* Has a payload Up to 10,000lb
Whether you have a perfect match or something similar please contact Kevin McGrail at mcgrailk@gmail.com.
Thanks again to all our many volunteers and donors. Together we are truly becoming "The Town That Made a Movie."
John and Dorothy
Join our Art Department
Calling all Prop Masters, Set Dressers, Assistant Art Directors, and those interested in joining our Art Department Crew! Academy Awards nominee, John Hancock, is producing a community based independent film right here in La Porte County, Indiana. Help us become "The Town That Made A Movie" by applying for a position within our art department. Anyone interested should read the requirements listed below and send his or her resume and cover letter to Kevin McGrail at mcgrailk@gmail.com
Please feel free to share this email with others who may have what it takes to join our family. Help keep Kevin's mailbox from overflowing by only applying for positions that are listed below. Serious inquiries only.
Prop Master:
We are looking for a Prop Master with on-set experience. This person will work closely with Production Designer, Art Director and crew to maintain the projects aesthetic.
Must have experience with:
Breaking down a script, researching, estimating cost and preparing a property list
Maintaining Inventory, care and maintenance of all props
On set responsibilities during principal photography
Set Dresser:
We are looking for an awesome Set Dresser with on set experience whom will work closely with our Production Designer, Art Director, Properties Manager and crew to maintain the projects aesthetic.
Breaking down a script, researching, estimating cost of set pieces and graphics items
Maintaining Inventory, care and maintenance of set decoration
Making cool sets look even cooler
Assistant Art Director
We are looking for an Assistant Art Director with on set experience whom will work closely with our team to bring our touching story to life. Please have previous production design and experience managing an Art Department.
Planning, producing and coordinating design ideas
Hiring and managing an Art Department crew
Working within budget and scheduling requirements/restraints
Liaison for department heads
Art Department Crew
We are looking for Art Department Crew with some set experience preferred, but not absolutely necessary, to be a part of a feature film shooting from June to August.
Working on set during principal photography
Assisting of the creation of set pieces and props
Going on runs, purchasing materials and keeping track of receipts
Being willing to learn in a fast paced environment
Casting Update
Posted on April 4, 2013 by filmacres
I would like to thank you so much for coming to audition. This letter is to let you know we have chosen most all of our final picks and the people chosen for these roles have been contacted via phone. I have enjoyed watching all the amazing talent that has braved the audition process. I would love nothing more than to cast each and every one of you, but as you know that is not possible.
It is my goal to give everyone who wants to be a part of this film the opportunity to participate, so I hope you will continue to stay involved. I will do my very best to find a place for you, whether it's in front of the camera or behind. There will be many extra roles available to those who want to be in front of the camera, and if you have not considered a role behind the camera yet, you may want to. I have had a lifetime of great moments in that role. I hope you'll continue with me on this journey. Dorothy and I want to share this process, pass on all we know and leave you with some great memories that can never be forgotten.
Keep watching our posts for all the future opportunities. Hope to see you again soon.


Submitted by Norm Roulet on Sun, 10/03/2010 - 22:57.
One of the greatest tricks about living in Northeast Ohio is preventing harmful lead poisoning exposure for children and adults living here - some neighborhoods of Cleveland still have around 30% of children showing harmful levels of lead in their blood, causing permanent physical and mental harm. So it is appropriate the United States Senate has declared the week before Halloween - October 24-30 - as National Lead Poisoning Prevention Week, which "calls upon the people of the United States to observe National Childhood Lead Poisoning Prevention Week with appropriate programs and activities."
In the spirit of the millions of Americans harmed by lead poisoning over the years, now dead and haunting those who cause such environmental harm on Earth today... may 2010 be the year when Northeast Ohio leaders get serious about protecting our children and adults from the trick of lead poisoning, as that is the greatest treat they may ever give to this community and themselves.
Was this reported in Cleveland?
Rhode Island's Senator Jack Reed introduced Senate Resolution 650, passed by unanimous consent yesterday, declaring that October 24-30 is National Childhood Lead Poisoning Prevention Week. Senators Boxer, Cardin, Collins, Dodd, Johanns, Menendez, and Whitehouse joined Senator Reed in sponsoring the resolution. Many thanks to Senator Reed and the co-sponsors.
(2) calls upon the people of the United States to observe National Childhood Lead Poisoning Prevention Week with appropriate programs and activities.
CDC's Lead Poisoning Prevention Week Toolkit has resources like posters, public service announcements, logos, etc. at http://www.cdc.gov/nceh/lead/nlppw.htm. Using these free tools can help advocates and programs to spread the word that childhood lead poisoning can be eliminated.


We encourage all of those who are part of our Church family to give not out of obligation but out of worship. Your gifts allow God's work to be done in the community.
Your information is held securely by an SSL encrypted connections. This information will remain private and will never be given away to third parties, other than to process your scheduled contributions.
There are many easy ways for you to give. Including one time gifts, text-to-give, through our kiosk and by setting up online reoccurring giving.
Use your cell phone and give by TXT. You can simply TXT any amount or any amount plus a category to 816-384-0220. When you give by TXT the first time, you will receive a link to fill out a short, one-time form.
Need to update your information for the text giving? TXT Edit to the mobile giving number.
Use this site to give online through our giving web portal.


Technology has been integral in medical advancement and personal health. Now more than ever, technology is readily available to people of developed countries, mostly in the form of smart phones and devices. Recently, a surge in personal health gadgets and apps has been observed with the likes of Garmin Vivosmart, Fitbit, Samsung S Health and Apple Health gaining momentum in the market.
These smart devices have the ability to not only enhance the quality of life but provides powerful insight into the health and well-being of users. The ability to monitor and share a user's key health data might be a handy function now for the health conscious, but for the future of medicine, this will likely be the most important function in monitoring and determining a person's health.
1. Loon Cup by Loon Lab, Inc. The world's first smart menstrual cup which measures, analyses and tracks the well-being of females. The technology is featured in Kickstarter.com and has raised over US$160k in funds with over 3,600 backers. 2. Elemark. An affordable Android powered mobile blood testing device with mobile enables tools and data insights. The products are available to researchers, doctors and patients worldwide to enable early stage diagnosis, better care and treatment decisions to be made. Patients using Elemark are able to transmit their test results using mobile enabled device and integrated app.
3. Lunit. A platform that helps physicians to make accurate and objective diagnosis through machine learning technology. Lunit helps physicians make accurate and objective diagnosis through machine learning technology. Through machine learning technologies, the human ability is extended beyond the limitation of time and physical constraints. Central to the technology is a number of record-breaking algorithms for general object detection and medical image analysis.
4. HealthBreeze. Innovating healthcare communication with medical animation that is used for healthcare education. Once healthcare professionals install the HealthBreeze app, they are able to show medical animations to their patient and family members. The interface is completely customisable with the health professional's own banner and contact information. Health professionals are able to send SMS or email to their patients who are able to watch the animation on their smart device or PC.
5. Zikto. A fashionable wearble device that was founded by members from LG electronics, Samsung Mechatronics, SK Telecom and Shinhan Bank. Unlike other wearble devices, the Zikto fitness bank provides feedback on the user's posture. Unlike Fitbit and Garmin Vivosmart, the device is not only a pedometer that counts the user's steps but provides feedback on the step posture. The feedback of step quality allows the user to adjust any misalignments and bad postures. Along with the step quality counter, the fashionable device also monitors calories and sleep.


RELEASE INFO: Please welcome music producer 'BRAMD' from the Netherlands on RGMusic Records with his production named 'A New Day'! We think he is a great talent and this is why we support him on our label! He have his own style and produces very nice music. With 'A New Day' he delivers a very nice energetic track with emotional & catchy melodies! More tracks will follow!


The only Reason why I omitted to write you when I wrote to your Brothers,1 was because I thought you was as yet too young to be able to read Writing, not because I had less Affection for you than for them: for you may rely upon it, you have as great a share in your Fathers Esteem and Affection as any of his Children.
I hope you will be good and learn to read and write well, and then I shall take a Pride and Pleasure in your constant Correspondence. Give my Love to your Mamma, your worthy Sister, and Brothers, and to all the rest of the Family.
1. See AA's letter to JA printed under the assigned date of April 1777, above, and note 2 there.


text:
Actress/Model
Gwyneth: My life as a working mum
http://womansday.ninemsn.com.au/celebrity/celebrityheadlines/996224/gwyneth-my-life-as-a-working-mum
How was it being raised both Jewish and Christian?
It's funny because my parents married in 1969. And it was very contentious. Because my mother was from this very waspy family in Philadelphia, and my father [movie director Bruce Paltrow, who died in 2002] was from New York. And he came from this dynasty of rabbis in Poland. Their wedding was very uncomfortable to both sides. The Jews didn't want him to marry a Christian, and the Christians didn't want her to marry a Jew. We grew up with both. It was a really nice way to grow up. It was really funny. You would go to Easter to my grandmother's house and everybody is sitting at the table, going, "What do you think of what the president said?" Then you go over to Passover, and everybody is like, "What are you saying?" And everybody is yelling and eating food from each other's plates, and very alive. It was such a nice way to grow up. We had more holidays. And there are two different lifestyles and cultures.
What effect does being half-Jewish have on how you're raising your children? Do they get a religious upbringing?
I don't believe in religion. I believe in spirituality. Religion is the cause of all the problems in the world. I don't believe in organised religion at all. It's what separates people. One religion just represents fragments, it causes war. More people have died because of religious conflict than any other reason.
What would be your solution for this?
Everybody needs to change their consciousness and realise we are all one and let go of the ego that's involved. That's the only way to solve it.


florida girl in dc: Paella-palooza! Chef Andres Hits the Farmers Market This Sunday.
Paella-palooza! Chef Andres Hits the Farmers Market This Sunday.
I'm back in DC and plotting my Memorial Weekend farmers marketing. This morning, I'm going to hit up Arlington Farmers Market for my favorite scone at Atwater's Bakery. But, I'm holding off on my major ingredient purchasing for tomorrow's Dupont Circle Farmers Market for one reason, and one reason only... Chef Jose Andres will be in the house making his GIANT PAELLA! So time your market visit around 11am and get a taste yourself.
PS. If you can't make the Sunday Dupont Market, Chef Andres will also be making the giant paella at the Crystal City Farmers Market on Tuesday, June 1st at 4:30pm.
Hello, I was trying to see where I can get information about a paella making contest for 2014 in Tampa and if there will be one.