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Anubis - God of the Afterlife Essay. The Egyptian Book of the Dead . Egyptian creation stories tell of several variations of how theworld was composed. How To Girl! According to one variation, the ocean was the only thingin existence. Then the sun, Ra, came out of an egg (or a flower in help with writing a thesis statement for a research, someversions) that appeared on the surface of the water. Ra created fourchildren. They were the gods Shu and Geb and the goddesses Tefnut and write school application Nut.Shu and Tefnut became the air, who stood on Geb, the earth, and held up Nut,who became the sky. Ra ruled over all. . The Mysterious Great Sphinx Of Giza. I Thought There Would Be Answers: The Mysterious Great Sphinx of GizaAt the request of Napoleon Bonaparte in the early 1800’s Dominique Vivant Baron Denon French artist and diplomat was to record the exploits and accomplishments of Bonaparte’s Egyptian campaign. Papers Research! In 1802, he published his travels. How To Write Application! “The perfection given by the Egyptians to the representations of their animals proves that they were not without an idea of that bold style which expresses much character in a few lines, and their execution tended to the grave, and to ideal perfection, as we have already remarked in instance of the Sphinx.” The generally accepted date of the great Sphinx of Giza is 2500BC attributed to personal statements for medical school residency Pharaoh Khafre of the fourth dynasty.
If this is the write a high school girl generally accepted information about the Sphinx, why are there still many unanswered questions that cause such discourse in a search for answers? Despite extensive research regarding the history of the Sphinx, the methods and evidence surrounding the monument are unsubstantial and the mysteries remain unanswered.The Sphinx is a 240 feet long and 70 feet tall monument carved out of different layers of limestone in the Giza Plateau. Quotations! The Sphinx has a human head and the body of a lion. Egyptian Sphinxes are not to be confused with Grecian Sphinxes, which have the head of a high application out, a woman on a winged lion, sent down to Thebes, Greece to devour those who could not solve her riddles. Ancient playwright Sophocles displayed a Grecian Sphinx in Oedipus Rex, a tragedy were Oedipus, King of personal statements for medical school, Thebes, defeats the how to girl out Sphinx by answering its riddle. The Greek name “Sphinx” derives from the verb “to strangle”, which the quotations Grecian Sphinx would do to their victims that could not solve her riddles. It is undocumented what the original Egyptian name for the Giza Sphinx but the Egyptians of the new kingdom called the Sphinx Horemakhet (Horus in the horizon) the god of early morning or sunrise. The Sphinx represents the guardian of the Giza plateau. Revered in Ancient Egypt the feline form has a long association with royalty, power and protection. An evacuation lead by French archaeologist Dr. Alain Zivie believed inscriptions suggest Egyptians bred lions as well as buried them in a high girl out, sacred cemeteries.
In 2001, Zive and his crew found a mummified lion in papers, the tomb of a woman understood to how to write application be the wet nurse of Pharaoh Tutankhamen dated to 1430. Modernization! The wear of the lion’s teeth indicate it lived to old age and was in captivity. One theorist, Robert Temple, declares the Sphinx is not a lion at all, because of the flat back, lack of mane, and the disproportion of the head. He believes the original statue was craved before the old kingdom and portrayed the Egyptian god Anubis, with a head of a jackal and body of a man (see figure 1). Anubis is traditionally associated with mummification and the afterlife . Temple believes that between 2200-2000BC, the write out monument was defaced then re-carved during the fourth dynasty in the image of Pharaoh Khafre. He also presumes. . This Report Is About Ancient Egyptian Pyramids And How They Were Built. With For A Research! Also Includes Information On Why They Were Built. Title: Egyptian Pyramids. The ruins of 35 major pyramids still stand near the Nile River in Egypt. Pyramids were built as the home of the everlasting for the king, the pharaoh's Castle of how to school girl, Eternity.
The ancient Egyptians believed in life after death. The pyramids were the homes for Egyptian royalty when they died. Inside the pyramids with the resume job royal body, were kept precious treasures and gold so that the body would live happily in the so called Afterlife. . Throughout the ages in many different cultures people have questioned what we are to expect after death. Some cultures believed being reborn after death, some believed in spirits of loved ones protecting them after death and others believed in a life after death. How To Application Girl! The Egyptians were a culture that prepared thoroughly for chemistry papers research, their afterlife most tombs contained treasures or belongings that a person was to ‘bring’ with them to the afterlife . One of the how to write application girl out items that was desired to have buried with them was a Book of the Dead or a scroll that contained spells and personal for medical school prayers that was to bring good fortune to a person in their afterlife . One great example of write school application out, a Book of the quotations dead scroll is the how to school out Last Judgement Of Hunefer (Fig 3-37). This scroll was from the tomb of a royal Theban scribe Hunefer , who served under Seti I during the 19th dynasty or between 1300-1290 BCE. The scroll itself was painted on papyrus , the scroll stands about 1’ 6’’ high and is located now in the British Museum of London.
With no prior knowledge to egyptian history or hieroglyphics one could guess what the scroll narrates by it’s illustrations. We begin by seeing a man kneeling down before a row of many figures , these were the egyptian gods many with heads of quotations or underline essay, animals , the man who is Hunefer is most likely praying for a prosperous journey through the afterlife . We then witness Hunefer being walked into a hall escorted by Anubis the jackal headed god of mummification and the afterlife . Anubis then leads Hunefer to a scale which has a jar that contains the deceased persons heart. The jar containing the heart was then weighed against a feather of the goddess Maat who was goddess of how to application girl out, truth an justice. This scale would determine the fate of the deceased if a heart weighed to be sinful the crocodile, hippopotamus, lion, Ammit would devour the deceased persons heart . As the scales weigh the final judgement Thoth the ibis headed god of the scribes and personal residency knowledge would record the moment. The Book of the Dead usually favored the dead in their journey in the afterlife . Write School Out! Hunefer was then escorted by Horus. . For Medical School! Egyptian Hieroglyphs And Coptic Essay. Primary sources, such as archaeological sites, artifacts and written material from different historical periods gives one an insight into the lives and beliefs of the write a high people and the culture responsible for help writing a thesis statement research, creating those artifacts and shaping their lives. Write A High School Application! Ancient Egypt, with its treasure trove of excavated sites, the treasures of the tombs of the Pharoah’s, the vast collection of quotations essay, inscribed stones and detailed papyrus scrolls shows us the beliefs which informed ancient Egyptian culture. After the advent of Christianity, Egypt became home to the Coptics and some of the most important icons and other artifacts of how to a high school, this religious denomination provide insights into the belief of this Christian religious sect.
St Catherine's monastery in the Sinai holds some of the modernization most important icons of the Coptic religion and how to write school application girl out it shows the personal statements for medical school various phases in the development of the order as well as the art of iconoclasm. This paper explores the lives and beliefs of Egyptians based on their hieroglyphs as well as Coptic artifacts. How To A High Girl Out! Judgment before Osiris, a painted papyrus from the Egyptian Book of Dead, Dynasty 19, at present located in the British Museum is an important artifact that aids in the study of the funerary practices that were one of the most important aspects of ancient Egyptian civilization. This papyrus contains not only hieroglyphs but also illustrations and these are generally placed in the coffin in the belief that the dead person could use them in the afterworld or in the event of resurrection. The papyrus scroll contains a host of characters from Egyptian mythology, associated with the Dynasty 19 such as Anubis, “the jackal headed god of embalming” who is charged with the task of looking after the judgment scales, used to writing weigh a person’s deeds on application, earth. The person being judged is Hunefer, the papers Royal scribe, who was part of the administrative machinery of ancient Egypt. Write Application Out! The elaborate scroll and the presence of the several deities from the Egyptian pantheon reveal the importance of the scribe in the Egyptian administrative setup. One of the most important elements of ancient Egypt that is seen in the scroll is the importance of the afterlife for Egyptians. The vast array of characters, the number of chemistry, gods and goddesses, the solemnity of the whole exercise points out the fact that the Egyptians were staunch believers in the afterlife and school girl their actions, especially relative to funerary practices reveals their religiosity as well as stress upon mortality.The element of righteousness and its impact upon one's afterlife is one of the most important aspects of this scroll. The weighing scales and the feather and heart are symbolic, in statements school residency, the sense that the write a high feather is symbolic of righteousness while the heart may be seen as a symbol of the dead person whose vices and construct job virtues have to be weighed before the person can be awarded “eternal life.” The importance of how to school application girl, good deeds as a precursor for resurrection and quotations also to how to a high girl enjoy a happy afterlife is understood from. . Ancient Egyp Gods And Godesses: From A To Z. Anubis was the Egyptian god of embalming and the keeper of secrets.
He was associated with the mummification and protection of the dead and journey to the afterlife . He was portrayed man with a jackal’s head, or in jackal form holding a flail in the crook of his arm and wearing a ribbon. In the Old Kingdom he was the most important God, where he was associated with the burial of the pharaoh. He was very important because the quotations essay Egyptians worshiped two things: 1. the how to a high school application out gods and 2. The dead. The ancient Egyptians also believed in the afterlife . So another reason why Anubis was so important was because, on your travel to the afterlife he was there waiting for you. He takes your heart, weighs it and decides your fate in the underworld depending on how heavy your heart is compared to a feather.
Bastet was the goddess of warfare in lower Egypt, before the quotations unification. She is the write application girl out goddess of joy, the home and future modernization the warmth of the sun. How To A High School Application! In modern day she is portrayed as a woman with the head of a cat. Before the unification, Bastet was the lioness-goddess, but that role became diminished as Sekhmet, a similar deity became more dominant in the Two Lands (Upper and Lower Egypt). In the 1st millennium BC, during the 18th dynasty when domesticated cats were popularly kept as pets, Bastet started being represented as a woman with the head of a cat, and then ultimately by the end of the quotations 22nd dynasty she became the write a high school application girl out cat-goddess. She was seen as a protective and gentle goddess, and she would appear with the head of a lioness in battle to protect the King. She was very important to help writing a thesis statement for a paper the ancient Egyptians because she was the goddess of protection.Cleopatra VII or mainly known as Cleopatra was the last active pharaoh of Ancient Egypt. She was a member of the Ptolemaic Dynasty, a Greek family who ruled Egypt after Alexander the Great’s death in the Hellenistic period. Throughout the Ptolemaic dynasty, they refused to learn to speak Egyptian and spoke only Greek. As contrast, Cleopatra did learn Egyptian and represented herself as the reincarnation of the Egyptian goddess, Isis. She was supported by two roman generals, Mark Anthony and Julius Caesar.
When Augustus conquered the Roman Empire he declared war with Cleopatra and write application girl out Anthony and defeated them in 31 BC. Augustus arrived in Alexandria and demanded Cleopatra’s surrender but she was too proud for that and committed suicide. There are many theories as to how she died, but the most popular one is that she let an Egyptian cobra bite her in quotations or underline, the breast. She was very important because she was one of the a high school out few female pharaohs. And also because she was the only one to for a research paper learn Egyptian in the Ptolemaic dynasty. Historically she very famous for her manipulative ways and how she died.Deir El-Medina is an ancient Egyptian village about 2km from the Nile river, who housed the workers that worked on the tombs in the valley of the Kings during the 18th and 20th dynasties in school girl out, the New Kingdom period. The village’s ancient name was Set. . Treasure Hunt In Egypt Fiction Writing. It all began with a man named Rick who was a treasure hunter. Future Essay! He would travel all over Egypt to find gold and jewels in various historical temples. This time he was in Karnak searching in the Temple of Amun-Ra, the dwelling of the sun god. How To Write! Rick assembled a selective team to help him on statements, his exhibition.
They were in how to a high school out, search of the resume job Book of Amun-Ra, also known as the Book of the Living. How To School Application Girl Out! This book was the opposite of the Book of the Dead, instead of giving those who have died life to continue into the afterlife , the Book of Amun-Ra took life away. The real reason Rick was searching for this book was because it was made out of solid gold.The team had a systematic way of searching places so the research paper began with the first step. This was to map out the temple so they knew how much ground there was to search. The team was also prudent by finding all the exits to the temple in case of an how to write a high application out emergency.
After that they set up a base camp in the center of the temple, so that there was a central place for all of them to meet up at. The final step was to begin the search. Rick had the foresight to read the hieroglyphics of the walls to writing see if there were any hints to how to write a high out where the Book of Amun-Ra was hidden. Rick noticed on the wall there was a story of future, a pharaoh, who was very fastidious. He would send armies to conquer the Nile, which was a vital factor of every cities economy. It was used for trade, irrigation, and even drinking water. Whoever controlled the Nile controlled Egypt. A High School Girl Out! There were many battles, and the pharaoh was gaining more and quotations or underline more of the Nile but many soldiers were dieing.
Instead of being judicious by bringing his troops home and appreciating the ground he had conquered, he decided to have fight for more. The people didn’t like that at all. One day, one of the high priests used the Book of Amun-Ra to take the soul of the pharaoh and send him to the underworld. How To Out! Anubis kept him in the underworld for a methodology section for a dissertation, all eternity as a punishment for his greediness. That was all there was written on the wall other than some minutiae.For a week the team showed diligence, but soon people were becoming impatient.
Rick noticed the team’s morale lowering, so he started meticulously searching the whole temple for write school application girl out, a clue of where the Book of Amun Ra was. Finally, in one room there was a message that read “The Book and him can’t be brought apart, so he keeps it by with for a research, his heart. A High School Application Out! The Book isn’t for mortal eyes to construct resume see, so leave now and let it be. Those who read this message in denial, be prepared to how to a high school application out drink from the Nile.” Next to the message there was a statue of Ra. Rick called the team over and devised a meeting to vote to see if everyone still wanted to papers get the book even though there is a warning. Since they had been there for more than a week the team voted to crack open the how to write application statue and retrieve the Book.The following day the personal statements school team assembled a work area around the. . Religion was not a monolithic institution, it consisted of how to write school application girl, a large variety of different beliefs and practices, all of which were linked by the common focus on the interaction between the Egyptian people and the divine realm, as the gods of this realm linked the Egyptian understanding of the world.
As the Ancient Egyptian Religion was an integral part of ancient Egyptian society. Polytheism the belief of multiple deities usually assembled into a pantheon of gods and goddesses along with their own mythologies and rituals was an essential aspect of ancient Egyptian religion. As the papers research Ancient Egyptian religion included a large and diverse pantheon of gods and how to write school application girl goddesses, and around these deities arose a rich mythology that helped explain the world. As these deities of Egyptian cosmology played specific roles within the Egyptian society, as the It was their representation through artwork that communicated particular symbols and meanings within this ancient society, it must be noted that the portrayals of the gods in the art were not meant as literal illustrations of the gods, if they were visible. As the gods were believed to be mysterious, these depictions instead gave recognizable forms to these abstract deities using symbolic imagery, of animals, colour and writing section for a clothing to communicate each deity’s role within this ancient society. .
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Sample Reviews from the Mental Measurements Yearbook. Below are three sample reviews like the ones you will find in the pages of the a high school application, Mental Measurements Yearbook or online through Test Reviews Online. Most tests will have two reviews by two independent reviewers, and will contain descriptive information and an evaluation of the test's technical properties. All Mental Measurements Yearbook test reviews are copyrighted by the Buros Institute. Reviews may be printed for individual use only, and may not be otherwise duplicated or distributed without consent. Information on citations of or underline test reviews can be found on the Buros website under FAQ. Draw-A-Person Intellectual Ability Test for how to school application Children, Adolescents, and Adults. Purpose: Designed to estimate intellectual ability from a human figure drawing. Administration: Individual or group. Price Data, 2006: $99 per complete kit including examiner's manual (75 pages), 50 administration/scoring forms, and a methodology 50 drawing forms; $45 per examiner's manual; $40 per 50 administration/scoring forms; $25 per 50 drawing forms. Authors: Cecil R. Reynolds and Julia A. Hickman.
Review of the Draw-A-Person Intellectual Ability Test for Children, Adolescents, and Adults by JONATHAN SANDOVAL, Professor of Education, University of the Pacific, Stockton, CA: DESCRIPTION. The Draw-A-Person Intellectual Ability Test for Children, Adolescents, and Adults (DAP: IQ) consists of the evaluation of write a high girl 23 features of a human figure drawing produced in response to the instruction draw a picture of yourself (examiner's manual, p. 5). Examinees are asked to draw a full figure from a frontal view. Each of the drawing features (e.g., eyes, clothing, arms) is individually scored from a thesis for a research, 0 to school girl out, 1, 0 to 2, 0 to 3, or 0 to 4 points. A Methodology Section! A maximum score of 49 points is possible. Raw scores may be converted into a single standard score, an how to a high application girl out IQ with a mean of 100 and standard deviation of 15, a T-score, a z-score, or a stanine.
The manual also provides percentile ranks, age equivalents and grade equivalents. The test may be individually or group administered to individuals from age 4 years to 89 years and 11 months and is untimed. The time to administer and score the essay, test is from 8 to 15 minutes. Administration requires a pencil with eraser and drawing form. The administration/scoring form is used to record test information and the scoring of each drawing feature. The authors recommend that examiners using the measure be formally trained in assessment and have knowledge of current theories of cognitive development and neuropsychology. The examiner's manual is straightforward and how to application girl out provides technical information, normative data, and scoring examples.
The test is not intended to provide a comprehensive evaluation of cognitive ability. The developers claim it offers a lower bound estimate that may supplement, and have less cultural specificity than, other intelligence tests. It may be inappropriate for use with examinees who have visual or motor impairments. DEVELOPMENT. The DAP: IQ is the latest in a long line of research measures aimed at how to a high school application girl out using human figure drawings as estimates of cognitive ability. Writing! In the past, these measures have focused on write a high school application out, children, and the authors of this test wished to extend the applicability to adults. Writing A Methodology Section For A Dissertation! Additionally, the authors hoped to develop a single set of criteria to be used across the age span with both genders. Another goal was to produce current norms, and to reduce the influence of how to write a high girl motor skill on the scoring of figure drawings.
TECHNICAL. Norms for the test were based on 2,295 individuals matched to U.S. For Medical School Residency! Census data from 2001 with regard to geographic area, gender, race, Hispanic origin, family income, educational attainment of parents, and disability status. The normative sample was obtained by soliciting volunteer examiners from the publisher's customer files and setting up additional sites throughout the country with a focus on Texas. How To Write School Girl Out! More protocols were collected than used in scoring, so the match to census information could be obtained. Samples were obtained at each age from 4 to 16 and resume job thereafter in age ranges (10-year groupings from 19 to how to school girl, 40, a 15-year grouping from 40 to help statement research paper, 55, a 5-year grouping from application girl out, 60 to essay, 75, and a 15-year grouping from application, 75 to 90). For Medical! These age brackets of scores were developed from a continuous norming procedure and a high school out are consistent with cognitive developmental theory. There is some evidence of internal consistency and stability of the DAP: IQ score. The coefficient alpha estimates for section for a the age groupings varied from .74 at how to write a high girl age 4 to .87 at statements school age 30-39, with a mean and median value of .82. The standard errors of write a high school application girl out measurement vary between 4 and 5 points. Alphas calculated by gender, ethnicity, and handedness indicate the same range of coefficients.
The manual reports as evidence of reliability, correlations with scoring systems by Koppitz and Goodenough-Harris by three scorers. These correlations are .85, .86, and .86. This information is more usually considered evidence of quotations or underline concurrent validity. Stability estimates over a short 1-week period yielded a test-retest correlation of .84 (n = 45). Interscorer reliability was estimated at .95 for protocols selected from across the sample, and at .91 for the more difficult-to-score age group of 6 to 11. In all, the estimates of reliability are acceptable and comparable with the reliabilities found for other human figure drawing tests. The test developers provide validity information based on theory, on content, on response processes, on internal structure, and on relationship to other constructs. The scoring on the tests across ages parallels the theoretical progress of the expression of fluid ability across the lifespan.
The content of the test has been used historically to estimate general mental ability in several other measures. The partial point-biserial correlations between each item and the adjusted total are sufficient to suggest the items are tapping the same construct, as do the alpha statistics. A rationale for the test is that everyone regardless of culture or economic background commonly experiences the how to a high school out, human figure. Help Statement Research Paper! The content is also less influenced by education and the task is simple. External evidence of validity includes total score correlations with scores derived from how to a high girl out, other scoring systems, and correlations with other established measures of intellectual functioning and or underline essay achievement.
Correlations between DAP: IQ total score and the Detroit Tests of Learning Aptitude-Primary: Second Edition scores (all corrected for unreliability) are .60 for Nonverbal, .42 for write a high school application girl Verbal, and .54 for General Mental Ability. Chemistry Research! For the a high application girl out, Wechsler Intelligence Scale for Children-III correlations are .33 with Verbal, .49 with Performance, and .46 with Full Scale. The DAP: IQ correlates .39 with Woodcock Johnson-Revised (WJ-R) Broad reading, and .36 with Wechsler Individual Achievement Test (WIAT) Reading. Correlations with Math are .46 with WJ-R Broad math and .43 with WIAT Math. Writing Section! The authors report additional moderate correlations in the same range for other subject scores on these achievement measures for children between 6 and 11 years of age.
Both convergent and divergent validity data are reported. The DAP: IQ has moderate correlations (around .40) with the application girl, Developmental Test of Visual Perception-Adolescent and Adult, a measure of visual and motor perception administered to modernization, standardization sample participants 11 years of age and up, and lower correlations (between .36 and .25) with the school girl out, Developmental Test of Visual-Motor Integration and Bender-Gestalt Test using the Koppitz scoring system for children ages 4 through 10, suggesting the test shares some variance with visual perceptual skill. The low correlation of .18 with a measure of motor speed, the composite score of the section for a, Comprehensive Trail Making Test, is evidence that the test does not tap rapid motor skill or sequencing ability. Very small correlations with scores from the Rey Complex Figure Test and Recognition Trial indicate that copying skill alone is how to girl out, not assessed by the DAP: IQ. The examiner's manual also presents data on construct resume job, subgroup performance. In the a high school application, normative sample, there were no differences in means above the 4-point SEM for gender, handedness, or four of the five ethnic groups examined. However, the statements for medical residency, African American mean was 6 points below average.
A group from the how to write girl, standardization sample labeled mildly mentally retarded had a mean score of 77 and modernization essay a group labeled learning disabled had a mean of write a high school application 92 on the DAP: IQ. The test developers addressed potential fairness issues by examining differential item functioning on the test by ethnicity and gender. The results showed moderate or large effect sizes for four items on gender, although they balanced each other, and no moderate or large effect sizes in for medical school residency the race and ethnic comparisons. COMMENTARY. Human figure drawing measures offer a useful adjunct to the assessment of intellectual functioning.
The DAP: IQ has a large normative base, is quick to administer, and is easy to score. The norms would only seem to approximate roughly the write school, geographical distribution of the population, because much of the data are from Texas, and many samples of convenience were combined to produce them. However, the resume job, norms are based on a larger sample than other similar measures, have been examined with sophisticated psychometric methods, and a high application are more current. Much more evidence on reliability and validity will be needed, as the essay, manual reports only the minimum necessary to meet standards. For example, studies could be done testing multiple drawings done at the same time (Draw yourself and someone of the opposite gender) and across somewhat longer spans of how to write a high out time. The test developers have not mentioned why they have excluded parallel forms of the test as are found on other drawing tests. Most of the validity information to date has been collected on for medical, children up to age 12. How To Write A High Application! More studies with other age groups and with other well-validated verbal and nonverbal measures of intellectual functioning need to writing statement for a paper, be done before the test may be confidently used with adolescents and adults.
A major use of the how to write a high school application, test may be with English language learners because of its nonverbal nature. The language status of the Latino and Asian children in the standardization sample and other research samples was not discussed. With Writing For A Research Paper! Studies of the performance of the DAP: IQ with English language learners would be welcome to justify this application of the test. The test developers claim that the estimate of intellectual functioning on this test is a lower bound estimate, but this assertion will need to be validated, as some children and adults may have domain specific skill in drawing that exceeds their general cognitive ability. SUMMARY. The DAP: IQ authors have succeeded in providing a successor to the Goodenough Harris Drawing Test (T7:1084) and others. It can be used for how to write a high school rough screening and verifying other test results, particularly when language is an issue.
It has been developed using modern constructs and modern psychometric methods. The reliability and validity information, although somewhat limited, justify the cautious and judicious use of the test. All Mental Measurements Yearbook test reviews are copyrighted by the Buros Institute. Reviews may be printed for individual use only, and may not be otherwise duplicated or distributed without consent. Information on citations of test reviews can be found on the Buros website under FAQ.
Purpose: To measure visuo-spatial learning and recall. Scores, 5 : Learning Index, Displacement Score, Total Displacement Score, Delayed Recall, Delayed Recognition. Price Data, 2006 : L113.50 per complete kit including manual (15 pages), 25 scoring sheets, test grids, practice grids, and picture cards; L35.50 per 50 scoring sheets. Authors: Romola S. Bucks, Jonathan R. Or Underline! Willison, and Lucie M. T. How To Write A High Girl! Byrne. Publisher: Harcourt Assessment [England]. Review of the Location Learning Test by ANITA M. HUBLEY, Associate Professor of Measurement, Evaluation, and Research Methodology, University of British Columbia, Vancouver, British Columbia, Canada: DESCRIPTION. The Location Learning Test (LLT) is an individually administered measure of visuospatial learning, recall, and recognition designed for older adults. The authors claim it will be particularly useful to professionals interested in future modernization essay the effects of aging, dementia, or drugs/alcohol.
There are two forms of the test. Each begins with a practice trial; if the examinee fails the practice trial, testing stops. School Girl! Otherwise, the examinee is shown a 5x5 grid on which 10 common objects are pictured. The examinee observes the layout of the future essay, objects for 30 seconds before he or she is provided with a blank grid and write a high application girl out asked to place cards showing the objects, one by one, in the correct squares of the grid. There are five learning trials, although testing may stop earlier if the examinee scores perfectly on two consecutive trials. After a 15-minute interval, either delayed recall or recognition may be administered, but not both.
For the delayed recognition task, the examiner combines the construct, 20 cards showing the common objects from Versions A and B and, one by one, asks whether each picture was on the grid or not. The administration instructions are clear and how to application easy to follow. The authors do not describe how long it takes to resume, administer the test, but it should take about 30 minutes (including the how to application girl out, delay interval). Recording performance and computing displacement scores (i.e., the total number of quotations or underline squares away from correct placement for how to a high school application out objects) for each trial is quick and easy. Or Underline! Four key scores are computed. The Total Displacement Score is the sum of the displacement scores on school girl out, each trial.
The Learning Index shows the rate of improvement across the learning trials. A calculator is needed to avoid errors in computing the ratios used to obtain the average improvement. The Delayed Recall Score shows the amount of information forgotten over the delay interval. Finally, the Discrimination Index reflects the ability to discriminate target items from distractors on help writing a thesis statement for a research, the recognition task. School Application Out! No information is provided about research how long it takes to score performance. DEVELOPMENT.
In developing the LLT, the how to a high school application girl out, authors wanted a visuospatial test that would (a) assess learning and recall of visuospatial information, (b) be appropriate for older adults, and (c) not require complex or fine motor control, drawing ability, or verbal ability. Writing Section For A Dissertation! The authors trace the origins of the LLT to how to write application girl, some informal work (manual, p. 3) by construct resume, Shallice and Warrington in application girl out the early 1980s and an experimental version developed by a Master's student of one of the authors in 1986. An early version of the test (Bucks Willison, 1997) consisted of a single form with 10 colored line drawings of personal common objects (9 of which differed from the application, objects in the current LLT) and a 30-minute delayed recall. A recognition trial was administered after the first learning trial. Quotations! The 5x5 grid was selected because it could not be easily divided into quadrants by examinees; objects were placed randomly with the how to school application girl out, restriction that none would be placed in the corners. The locations of objects for Version B are the same as for Version A, but have been rotated 180 degrees. Overall, however, little detail is provided about the development of the LLT. For example, no information is provided about why 10 objects were used, how specific objects were selected for the test, whether objects in both versions are equally common, why a 30-second observation period was selected, why five learning trials were selected, why a 15-minute delay interval was selected, how the help writing statement, scoring approach (i.e., displacement scores) was developed, and how to application girl how the final set of scores was selected. TECHNICAL.
The standardization sample for LLT Version A consisted of construct resume job 186 community-dwelling men and women ages 50 to 96 years living in how to write school application England. The majority of the sample was from the Bristol area (n = 128). No information is provided about race/ethnicity of the sample and, although the authors tried to obtain a sample from a range of social classes and obtained National Adult Reading Test (NART) estimates of IQ, the sample is not necessarily representative of the larger population. Normative data are provided separately by age group (50-69, 70+ years) and NART-IQ group (85-99, 100-114, 115+). A 2 x 3 x 4 (gender x NART-IQ group x age decade) ANOVA was conducted to determine the normative groups to be used; however, it is unclear how many men and women were obtained in each age decade and the small sample size raises concerns about the statistical power of the for medical school, analyses and application girl out thus the selection of normative groupings.
As the authors noted, the norms are not appropriate for individuals with NART-IQs less than 85 and job caution should be exercised when using the norms for individuals with NART-IQs in the 85-99 range. A High School Girl! Norms are provided in future the form of write a high application girl out percentile ranks for Total Displacement Score, Learning Index, and Delayed Recall Score and a 5% cutoff score for the Delayed Recognition Discrimination Index. Although the entire standardization sample completed all five trials of the LLT, the norms for Delayed Recall and Delayed Recognition are based on very small groups as participants only completed one of these tasks. Meaningful estimates of reliability for memory tests are often difficult to obtain due to features such as item interdependence within and personal statements for medical residency between trials and practice or recall effects. In the present case, parallel forms reliability was sought using LLT Version B, which was completed by a subsample of only 49 individuals and could not be examined by age and NART-IQ group. The majority of this group (n = 31) completed Version A first and Version B 1 week later; the rest completed the tests in the reverse order. The two versions correlated .71 for how to school application girl out the Total Displacement Score and .49 for the Learning Index. The correlation of the two versions at delay was not reported. Very limited validity evidence is provided to support inferences made from the LLT. The test manual reports that correlations between the LLT Learning Index and two visual tasks (the Design Learning subtest of the personal statements for medical school, Adult Memory and Information Processing Battery [Coughlan Hollows, 1985] and the Shapes test from Doors and People [Baddeley, Emslie, Nimmo-Smith, 1994]) were in how to write a high school girl out the low moderate range (rs = .49 and with writing for a research .44, respectively) but were higher than the correlation (rs = .22) with the Hopkins Verbal Learning Test (Brandt, 1991) in a sample of 47 older adults. Correlations between the LLT Displacement Score and both the Design Learning subtest and the HVLT were similarly low (rs = -.24 and -.29) whereas the correlation with the Shapes test was slightly higher (rs = -.37).
This is fairly weak evidence. Further validation work is needed, including contrasted or known groups validity that shows LLT performance differs between cognitively intact and impaired samples. For example, some promising preliminary work conducted with an earlier version of the LLT showed performance differed between small groups of cognitively intact elderly and out dementia patients (Bucks Willison, 1997), but this needs to be shown with the current version of the test. COMMENTARY. The LLT is a brief and easy test to administer that shows a great deal of promise. Its key strengths are that it has ecological validity for older adults and does not rely on complex or fine motor control, drawing ability, or verbal ability. Scoring is not too difficult but does require a calculator. Help Writing A Thesis For A Paper! The norms need to be strengthened using a larger and perhaps more ethnically and geographically diverse sample.
The evidence supporting the a high school out, parallel forms reliability of Versions A and B is not convincing enough to recommend using the norms with Version B. In future development of the LLT, the authors might consider using statistical equating procedures to with writing statement research, equate performance on Versions A and B. Most critically, however, validity evidence is school, extremely limited. It is surprising that a test that the authors describe as particularly useful to . those concerned with the effects of dementia and ageing, as well as the effects of drugs and stressors such as alcohol, benzodiazepines and help writing a thesis research cholinesterases (manual, p. 4) is presented without any validity evidence to back up these claims. Once appropriate validity evidence is obtained, the manual would benefit from the addition of specific recommendations to a high out, assist test users with interpretation of the results (e.g., case studies with different profiles of performance or different clinical groups). SUMMARY. The LLT was designed to be an individually administered measure of modernization essay visuospatial learning, recall, and recognition for older adults that would be of particular use to professionals interested in the effects of aging, dementia, and drugs/alcohol. The test meets its goal of assessing visuospatial learning, recall, and recognition in an ecologically valid manner and stands out from the majority of how to write a high out visuospatial tests in chemistry research that it does not rely on complex motor control or drawing ability. Unfortunately, very little validity evidence is provided to how to write school application, support the inferences to be made from the LLT and the lack of known groups validity evidence, in particular, means the a thesis statement, LLT cannot be recommended for clinical use at this time. All Mental Measurements Yearbook test reviews are copyrighted by the Buros Institute.
Reviews may be printed for individual use only, and may not be otherwise duplicated or distributed without consent. Information on citations of a high school application girl out test reviews can be found on the Buros website under FAQ. Purpose: Designed for adult probation and parole risk and needs assessment. Population: Adult probationers and parolees. Scores: 8 scales: Truthfulness, Alcohol, Drugs, Resistance, Aggressivity, Violence, Antisocial, Stress Coping Abilities. Price Data: Available from publisher. Comments: Both computer version and paper-pencil formats are scored using IBM-PC compatibles; audio (human voice) administration option available. Author: Risk Needs Assessment, Inc. Publisher: Risk Needs Assessment, Inc. Cross Reference: For a review by Tony Toneatto, see 12:338. Review of the SAQ--Adult Probation III by ROBERT SPIES, Associate Director, Buros Institute of Mental Measurements, University of Nebraska--Lincoln, Lincoln, NE, and MARK COOPER, Training Specialist, Center on Children, Families the research, Law, University of Nebraska--Lincoln, Lincoln, NE:
DESCRIPTION. Application Girl Out! The Substance Abuse Questionnaire--Adult Probation III (SAQ) is a 165-item test, administered either by paper-and-pencil or computer. All items are of the quotations or underline essay, selection type (predominantly true/false and multiple-choice). Risk levels and recommendations are generated for each of a high application out eight scales: Alcohol, Drug, Aggressivity, Antisocial, Violence, Resistance, Stress Coping, and Truthfulness. The Truthfulness scale is modernization essay, meant to identify test-takers who attempt to minimize or conceal their problems. Nonclinical staff can administer, score, and interpret the SAQ. Data must be entered from an write school application girl answer sheet onto a PC-based software diskette. The computer-generated scoring protocol produces on-site test results--including a printed report--within several minutes. Construct! For each of the eight scales, the how to school application girl, report supplies a percentile score, a risk categorization, an explanation of the risk level, and (for most scales) a recommendation regarding treatment or supervision. The percentile score apparently is quotations, based on the total number of problem-indicative items that are endorsed by the test-taker. According to the Orientation and Training Manual, each raw score then is truth-corrected through a process of how to adding back into each scale score the amount of error variance associated with a person's untruthfulness (p.
8). The adjusted percentile score is reported as falling within one of four ascending levels of writing a thesis risk (low, medium, problem, severe problem). The responsible staff person is expected to use information from the report, along with professional judgment, to how to a high school out, identify the section dissertation, severity of how to a high school application risk and needs and to develop recommendations for intervention. DEVELOPMENT. This SAQ is the latest version (copyright, 1997) of or underline a test that has been under development since 1980. The original SAQ, intended for assessment of adult substance abuse, has been adapted for use in risk and needs assessment with adult probation and parole clients. How To A High Girl! Two scales--the Antisocial and Violence scales--have been added since development of the SAQ in 1994. Materials furnished by the developer (including an Orientation and Training Manual and An Inventory of Scientific Findings) provide minimal information regarding initial test development. The definitions provided for each scale are brief and relatively vague. The constructs underlying several scales appear to overlap (e.g., the Aggressivity and Violence scales), but little has been done to theoretically or empirically discriminate between these scales. Future Modernization! No rationale is offered in the manual for how these scales fit together to measure an overarching construct of school substance abuse.
The developer cites no references to current research in writing section for a the area of substance abuse. TECHNICAL. How To Write A High! Information describing the norming process is vague. The Orientation manual makes reference to local standardization, and annual restandardization, but does not provide details. In one section the job, developer claims to school, have standardized the SAQ on essay, the Department of Corrections adult offender population (p. 7). In another report, standardization is said to have eventually incorporated adult probation populations throughout the United States (An Inventory of Scientific Findings, p. 5). One might assume, based on the citing of SAQ research studies involving literally thousands of probationers that the recency and relevance of norms is beyond question. The developer, however, has not provided the documentary evidence needed to write a high school girl out, justify this assumption. The developer has investigated--and found--gender differences on some scales with certain groups to whom the test has been administered.
In response, gender-specific norms have been established for those groups (usually on a statewide basis). There is no evidence that other variables such as ethnicity, age, or education have been taken into account in the norm-setting process. The items selected for use in the test have several commonalities. Quotations Or Underline! Most items focus on personal behaviors, perceptions, thoughts, and write application out attitudes and are linked in a direct and very obvious way to modernization, the content of associated scales (e.g., I am concerned about how to a high girl out my drinking, from the Alcohol scale). Or Underline! Almost all items are phrased in the socially undesirable direction; agreeing with the item points to the existence of a problem or a need for intervention. The developer acknowledges that the items may appear to some people as intrusive, and how to write a high application girl out that clients are likely to minimize or under-report their problems. In the SAQ, the response to this concern has been the inclusion of the Truthfulness scale and job calculation of truth-corrected scale scores. Application Girl Out! Unfortunately, the statistical procedures underlying this important score correction are neither identified nor defended.
Internal consistency for the individual subscales of the research, SAQ has been well-established by a large number of developer-conducted studies that report Cronbach alpha estimates generally in the .80s to .90s. These high values for internal consistency may in part be explained by the similarity of the items within each scale (i.e., repetition of the same basic question, using slightly different words or context). Evidence of other reliability estimates (other than for internal consistency) to support this instrument generally are lacking. The Inventory of Scientific Findings cites only one study in which a test-retest reliability coefficient was reported. Administering an early version (1984) of the SAQ to a small sample of 30 college students (not substance abusers or legal offenders), a test-retest correlation coefficient of application girl .71 was found across an interval of one week. Evidence to support the validity of the SAQ is limited. Some concurrent validity evidence is presented, in the form of multiple studies showing modest correlations between some SAQ scales and subscales of the Minnesota Multiphasic Personality Inventory (MMPI). The developer indicates that the MMPI was selected for this validity study because it is the most researched, validated and widely used objective personality test in chemistry the United States (Inventory of how to write a high school girl out Scientific Findings, p. 14). This explanation, however, does not suffice as a rationale for for medical residency use of the MMPI to a high school application girl out, support concurrent validity; and no theoretical framework is provided about how the statements for medical school, SAQ subscales relate to the personality constructs underlying the MMPI. In other reported studies, the SAQ is shown to be modestly correlated with polygraph examinations and the Driver Risk Inventory (DRI).
Again, the developer does not adequately specify how any correlation between these measures advances the efforts at validation. The studies cited, and the validation process in general, do not meet accepted psychometric standards for substantiating validity evidence established in the Standards for girl Educational and Psychological Testing (AERA, APA, NCME, 1999). Future Modernization! These same deficiencies were noted in the prior review of the SAQ (12:338), but no corrective action appears to a high school application out, have been taken. COMMENTARY. Resume! The value of the SAQ as a measure of substance abuse severity with criminal justice populations seems to how to a high application out, be compromised on writing for a, a number of levels. First, the test lacks a clear focus. Only two of eight scales deal directly with substance abuse, and the developer has made no attempt to combine the scale scores into some form of aggregate substance abuse severity score. Out! Given this, the test name is a bit misleading, and statements for medical school residency the test itself probably is most wisely judged on the basis of the eight individual scales.
Second, there are concerns--previously noted--about the individual scales and items selected for write school girl out the scales. Included within those concerns are lack of construct articulation, lack of construct differentiation among scales, the predominance of items that are phrased in a socially undesirable direction, and homogeneity of item content within scales. Item phrasing and the bluntness of the items (e.g., I am a violent person, from the Violence scale) would appear to invite problems with response sets. The use of for medical school truth-corrected scores to handle problems with test-taker denial cannot be fairly evaluated due to insufficient information from the write application, developer. Last, caution in the interpretation of reported risk levels and risk level recommendations must be advised. The developer, for with for a research paper example, has determined that percentile scale scores falling within a given percentile interval represent a medium risk level, whereas scale scores falling within a contiguous but higher interval of scores qualify for a problem risk level. There is how to write a high school girl out, no clarification, however, of the meaning of the labels medium and problem. Further, there are no statements regarding how the two risk levels are to quotations, be discriminated from one another, and no identification of write a high school out outcomes (or probabilities of outcomes) that are tied to the levels. Writing Section For A Dissertation! The categorization of scores into risk levels essentially amounts to implementation of three cut scores on each scale. Given the developer's failure to ascertain or cope with errors of measurement, the risk level interpretations and their corresponding recommendations are substantially compromised.
SUMMARY. The developers, to their credit, have produced a risk assessment instrument that can be administered, scored, and interpreted in a relatively efficient and cost-effective manner. They have considered thorny issues such as denial on the part of test-takers and gender differences in the norming process, but the differential impact of ethnicity and age has not been addressed. An earnest attempt has been made to provide risk assessment information and recommendations that are pertinent to the demands of the criminal justice practitioner. On balance, however, the SAQ falls far short of the mark. Insufficient reliability or validity evidence exists to assert that the test consistently or accurately measures any of its associated constructs.
There is continued doubt, in the words of the prior reviewer of the SAQ, that the test conveys any useful information additional to simply asking the how to write a high school girl, client if they have an alcohol-drug problem, if they are violent, and how they cope with stress (Toneatto, 1995, p. 891). Readers seeking an alternative test for a substance abusing population may wish to consider tests such as the Substance Abuse Subtle Screening Inventory (SASSI).
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101 Mahatma Gandhi Quotes to Inspire Yourself. Mohandas Karamchand Gandhi better known as Mahatma Gandhi, is today referred to as the #8220;Father of the Nation#8221; in India. Besides being a critical spearhead in the Indian Independence Movement, he is also a guiding light for many in aspects of life, spirituality and religion. Here are 101 memorable Mahatma Gandhi quotes on a variety of topics. You may also be interested in the Spiritual Quote of the write a high application Day Android App, which includes quotes from Mahatma Gandhi, Swami Vivekananda, Gautama Buddha and many more great beings.
Mahatma Gandhi Quotes on Love and Inclusion. Hate the sin, love the sinner. The good man is the friend of all living things. Civilization is the encouragement of differences. No culture can live, if it attempts to be exclusive. That service is the noblest which is rendered for its own sake.
Whenever you are confronted with an opponent, conquer him with love. The weak can never forgive. Forgiveness is the attribute of the strong. The best way to chemistry papers find yourself is to lose yourself in the service of others. Service which is rendered without joy helps neither the servant nor the served. Write School Application Out? Whatever you do will be insignificant, but it is very important that you do it. Mahatma Gandhi Quotes on Change and Service. For Medical? Those who cannot renounce attachment to the results of their work are far from the path. Action expresses priorities. Nonviolence is how to a high school girl out, a weapon of the strong.
To lose patience is to lose the battle. The future depends on essay, what you do today. An ounce of practice is how to application, worth a thousand words. It is difficult, but not impossible, to conduct strictly honest business. If I have the belief that I can do it, I shall surely acquire the capacity to personal school do it even if I may not have it at the beginning. The best way to find yourself is to lose yourself in the service of others. Application? Victory attained by violence is tantamount to a defeat, for it is momentary. First they ignore you, then laugh at you, then they fight you, then you win. Honest differences are often a healthy sign of progress. Strength does not come from physical capacity.
It comes from an indomitable will. Be the change you want to see in the world. Mahatma Gandhi Quotes on Religion, God and Spirituality. God has no religion. Personal Statements For Medical? The one religion is beyond all speech.
Even if you are a minority of one, the truth is the truth. Prayer is the key of the morning and the bolt of the evening. Faith is put to the test when the situation is most difficult. How To School Application Girl Out? As long as you derive inner help and comfort from anything, keep it. Faith becomes lame, when it ventures into matters pertaining to reason! I believe in the fundamental truth of future essay all great religions of the world. A leader is useless when he acts against the promptings of his own conscience. How To Write A High Application Girl? In matters of conscience, the law of the majority has no place. It is easy enough to chemistry research be friendly to one#8217;s friends but to befriend one who regards himself as your enemy is the quintessence of true religion.
To retaliate against the relatives of the co-religionists of the wrong-doer is a cowardly act. Ashram means a community of men of religion. I feel that an ashram was a necessity of life for me. Religion is a matter of the heart. How To Write School Application Girl Out? No physical inconvenience can warrant abandonment of one#8217;s own religion. Future Modernization Essay? Miscellaneous Mahatma Gandhi Quotes. The difference between what we do and what we are capable of write school application girl doing would suffice to solve most of the world#8217;s problem. Or Underline? You may never know what results come of your action, but if you do nothing there will be no result. Live as if you were to die tomorrow. Application? Learn as if you were to live forever.
A #8216;No#8217; uttered from the deepest conviction is better than a #8216;Yes#8217; merely uttered to please, or worse, to avoid trouble. Freedom is essay, not worth having if it does not include the freedom to how to a high application girl out make mistakes. Happiness is help writing a thesis research paper, when what you think, what you say, and what you do are in harmony. How To Write A High School Application? You can chain me, you can torture me, you can even destroy this body, but you will never imprison my mind. If you want real peace in the world, start with children.
Intolerance is itself a form of violence and an obstacle to the growth of a true democratic spirit. Future? Freedom is not worth having if it does not include the freedom to make mistakes. It is unwise to be too sure of a high school girl out ones own wisdom. It is healthy to be reminded that the strongest might weaken and the wisest might err. Chemistry Research? God has given me no control over the following moment. I am concerned about taking care of the present. An ounce of practice is worth a thousand words.
Have faith in humanity. Humanity is like an ocean; if a few drops of the ocean are dirty, the whole ocean doesn#8217;t become dirty. Happiness is school application girl out, when what you think, what you say, and what you do are in help with writing a thesis statement for a, harmony. A leader is useless when he acts against the promptings of his own conscience. To believe in how to write a high school application, something, and help with a thesis statement, not to live it, is dishonest. I have no disciples, being myself an aspirant after discipleship and in search of a guru. The hardest heart and the grossest ignorance must disappear before the rising sun of suffering without anger and without malice. I believe that there is write a high school out, no prayer without fasting and there is no real fast without prayer. Help With A Thesis Statement Research Paper? It is better to be violent, if there is write a high application, violence in our hearts, than to put on the cloak of nonviolence to cover impotence. Happiness is when what you think, what you say, and what you do are in harmony.
Your beliefs become your thoughts, Your thoughts become your words, Your words become your actions, Your actions become your habits, Your habits become your values, Your values become your destiny. An eye for an eye will only make the whole world blind. Live as if you were to die tomorrow. Learn as if you were to live forever. Freedom is not worth having if it does not include the freedom to with a thesis statement for a make mistakes. Always aim at complete harmony of thought and word and deed. Always aim at purifying your thoughts and everything will be well.
One can measure the greatness and the moral progress of a nation by looking at how it treats its animals. I wish to change there minds, not kill them for weaknesses we all poses. Earth provides enough to satisfy every man#8217;s needs, but not even one man#8217;s greed. How To Write School Application Girl? To give pleasure to a single heart by a single act is better than a thousand heads bowing in prayer. Freedom is not worth having if it does not include the help with writing a thesis for a research freedom to make mistakes. How To Write A High Application? An error does not become truth by reason of multiplied propagation, nor does truth become error because nobody sees it. Future Essay? Live as if you were to die tomorrow. How To A High School Out? Learn as if you were to live forever. Prayer is the key of the morning and the bolt of the research evening. Even if you are a minority of one, the truth is the how to girl out truth.
A man is but the product of his thoughts what he thinks, he becomes. Among the many misdeeds of the or underline essay British rule in India, history will look upon the act depriving a whole nation of arms as the blackest. Always aim at complete harmony of thought and how to, word and deed, always aim at purifying your thoughts and everything will be well. A small body of determined spirits fired by an unquenchable faith in their mission can alter the course of statements for medical school residency history. A principle is the write a high application girl out expression of perfection, and residency, as imperfect beings like us cannot practise perfection, we devise every moment limits of its compromise in practice. Faith becomes lame, when it ventures into matters pertaining to reason! Fear has its use but cowardice has none. My life is my message. Out? Nobody can hurt me without my permission. All humanity is one undivided and indivisible family, and each one of us is responsible for the misdeeds of all the others. Distinguish between real needs and artificial wants and control the latter.
Satisfaction lies in the effort, not in the attainment. Full effort is full victory. When you want to find Truth as God, the only inevitable means is love, that is nonviolence. The difference between what we do and what we are capable of doing would suffice to solve most of the world#8217;s problem. We have to handover the earth, the air, the land and the water to the children at personal statements for medical residency least as it was handed over to us. As long as you derive inner help and comfort from anything, keep it. I am prepared to die, but there is a high school application girl out, no cause for construct resume job, which I am prepared to application kill. Love is the strongest force the world possesses, yet it is the humblest imaginable.
You may never know what results come of construct resume your actions, but if you do nothing, there will be no results. Before the how to write out throne of the Almighty, man will be judged not by his acts but by his intentions. For God alone reads our hearts. Nothing has saddened me so much in life as the hardness of future essay heart of educated people. Peace between countries must rest on the solid foundation of love between individuals. Power based on love is a thousand times more effective and permanent than the one derived from fear of punishment. Faith is how to write a high school application out, put to the test when the situation is most difficult.
Anger is the enemy of non-violence and help with writing a thesis for a, pride is a monster that swallows it up. Peace is the most powerful weapon of mankind. To answer brutality with brutality is to admit one#8217;s moral and intellectual bankruptcy and it can only how to school application girl, start a viscous cycle. What is truth? A difficult question; but I have solved it for myself by saying that it is or underline essay, what the #8220;Voice within#8221; tells you. One needs to be slow to form convictions, but once formed they must be defended against the heaviest odds. A man is the sum of his actions, of what he has done, of how to a high school application what he can do, nothing else.
Freedom is never dear at any price. It is the dissertation breath of life. Write A High School Girl Out? What would a man not pay for living? The real love is to love them that hate you, to love your neighbor even though you distrust him. Non-violence requires a double faith, faith in God and also faith in man. Papers Research? I object to violence because when it appears to do good, the good is only temporary; the evil it does is permanent. God lives, but not as we.
His creatures live but to die. But God is a high school girl, life. Therefore, goodness is writing for a, not an attribute. Goodness is God. How To A High School Girl? I don#8217;t reject Christ. I love Christ.
It#8217;s just that so many of you Christians are so unlike Christ. (When asked what he thought of Western civilization): I think it would be a good idea. Mohandas Karamchand Gandhi better known as Mahatma Gandhi, was born on October 2, 1869 at Porbandar in Western India. His parents were orthodox Hindus. Writing Dissertation? His father Karamchand was the prime minister, first, to the ruler of Porbandar and later on write a high application, to that of Rajkot in Kathiawar, and still later on to that of Wankaner. At the chemistry papers age of thirteen when he was still a school student Gandhi married Kasturbai, the daughter of a Porbandar merchant.
The bride was of practically the same age as the bridegroom, and the marriage lasted till the death of write school application out Kasturbai in for medical, a British prison sixty-two years later. At the age of how to a high girl out eighteen Gandhi became the father of a son and next year he, left for England where he stayed for three years (1888-91) and resume, qualified himself as a barrister-at-law. On his return to write school out India he practised law at Rajkot and in Bombay but he had little success. Future Modernization? So when in 1892 an offer of a brief came from an Indian Muhammadan firm which had business in application, South Africa Gandhi readily accepted it and resume job, went to South Africa in 1893. Write A High Girl? Ere long he had the bitter experience of the humiliating treatment to which Indians were then subjected in South Africa. He was travelling with a first class ticket by railway from Durban to Pretoria. On the way at Maritzburg a white man entered the compartment in which Gandhi was travelling and had him ejected from the compartment with the help of the writing a methodology for a dissertation local police, for in South Africa no Indian, however rich and respectable, was to how to write be allowed to travel in the first class along with white passengers. The Maritzburg incident had a profound influence in shaping Gandhi#8217;s career. As he himself wrote, #8220;I was pushed out of the train by a police constable at Maritzburg, and the train having left, was sitting in the waiting room, shivering in the cold. I did not know where my luggage was nor did I dare to enquire of anybody, lest I might be insulted and resume job, assaulted once again.
Sleep was out of the question. Doubt took possession of my mind. He became convinced that a life to be useful must be full of activities unselfishly done for the good of the community and that a good life was the life lived near the soil, with a minimum dependence on machines. He formed the Natal Indian Congress in 1894 and in the course of the long South African agitation he, his wife and companions suffered arrest and how to write school girl, imprisonment. Gandhi himself was assaulted personally on one occasion by Europeans who hated his presence in South Africa and on another occasion by some Indian Pathans because he supported a compromise with the for a dissertation South African leader, General Smuts who, however, proved untrue to his own pledged words. During the South African War of 1899-1902 and the Zulu rebellion of 1906 he organised with Indians an how to write a high school application ambulance corps to nurse the wounded British soldiers, for he considered that it was the duty of the Indians to assist the British Empire in times of section for a dissertation stress, as it was essentially beneficent.
But the British imperialists were not touched. How To Write School Application Girl Out? On the chemistry papers other hand, on the heels of a series of repressive measures an act was passed requiring every Indian living in the Transvaal to register himself along with every member of his family each of whom was to carry on his person an write identity card. Against this humiliating law Gandhi organised a mighty movement of resistance amongst the personal for medical school Indians in South Africa based on how to application girl, the policy of job non-violent civil disobedience. Under his leadership bands of write school application girl Indians refused to register themselves and repeatedly crossed the Transvaal frontier in violation of the chemistry law and were put into prison until at last more than 2000 Indians followed Gandhi, non-violently disobeyed the law, crossed the frontier and were put into prison. The voluntary sufferings of these civil resisters at last forced the South African Government to repeal in 1914 most of the obnoxious acts and Gandhi and his creed of non-violent civil disobedience had their first great success. In 1914 Gandhi returned to India and was received with great admiration by his countrymen who henceforth preferred to call him Mahatma. He spent the next four years in studying the Indian situation and in preparing himself and those who wanted to follow him for Satyagraha or the application of soul force based on truth for the removal of the social and political inequities then prevalent in India. But he was no inactive observer. In 1917 he went to Champaran in north Bihar and by means of civil disobedience put a new courage and faith in the hearts of the down-trodden peasants and thus ended the long standing exploitation of the peasants by the European indigo-planters and Indian landlords. Soon afterwards he lent his leadership to the mill-hands at Ahmedabad who were badly underpaid, organised a strike by them which lasted 21 days and ended with the acceptance of the. Write A High School Application? principle of arbitration by the employers and papers research, the laborers.
Finally after the passing of the Rowlatt Acts (q.v.) in March, 1919 in the face of the united opposition of how to write a high school application girl out all Indian members of the Central Legislature and the Jalianwala Bagh massacre (q.v.) which followed in April, 1919, and research, which showed the school application out utter contempt in which the Britishers held Indian lives, Gandhi declared the British Government in India to be #8216;satanic#8217; and called upon all Indians to non-co-operate with it by withdrawing from all Government posts and offices and institutions, and even from schools and colleges and thus passively paralyse the British Government in India. At his call a hartal was observed in Bombay and all other important cities in India on March 10, 1919, by way of protest against the Rowlatt Acts and in the villages on April 6, 1919. Cities were all paralysed, all business was at a standstill and the British were helpless spectators. This showed the strength of the principle and essay, practice of non-violent non-co-operation. In 1920 Gandhi became the leader of the Congress and under his direction and how to write application out, inspiration thousands of Indians gave up their connection, often very lucrative, with the British Government. Writing A Methodology Section Dissertation? Thousands of the non-co-operators were put into British prisons and many more thousands were extremely cruelly dealt with by the Government officials.
In the face of such provocation the people could not remain non-violent and they broke out into violent acts in how to write application, several places. Such outbreaks of violence were utterly distasteful to Gandhi who confessed that in asking the people to non-co-operate without first disciplining them in non-violence, he had committed a #8216;Himalayan miscalculation#8217; and he called off the movement. The #8216;swaraj#8217; that he had promised would come within a year as a result of non-violent non-co-operation, did not come and people were not wanting to point out the failure of the for medical movement. But non-violent non-co-operation had really been a tremendous success; it had effectively shaken the cornerstone of the British empire in how to write a high school application girl out, India by construct, instilling in the minds of the conquered Indians the priceless virtue of fearlessness. by removing from the minds of thousands of Indians the fear of British guns, British bayonets and British prisons. Henceforth the write a high school end of British rule in India was. only resume job, a question of time. But the struggle was hard and long. 1n 1922 Gandhi was arrested on a charge of sedition, tried and sentenced by a sweet-tongued British judge to write a high school application girl six years#8217; imprisonment.
In 1924 following an attack of appendicitis he was released. Gandhi believed that India#8217;s future political progress depended on Hindu-Muslim unity and from 1918 he was busily engaged in its pursuit. Quotations? He supported the demand of the Indian Muslims for the preservation of the Turkish Khilafat as a symbol of the unity of Islam; but his efforts failed to a high produce any permanent effect. In September, 1924, therefore, he undertook a three weeks#8217; fast at Delhi in the house of the Muslim leader, Muhammad Ali, hoping thereby to bring about future essay a complete understanding between the Hindus and the Muslims. For a time it seemed that his rigorous fast had attained its object, but the two communities soon drifted away from each other as a result of their mutual distrust and clashing interests which were encouraged by the Anglo-Indian Government. Gandhi called upon the Hindus to how to school application girl out refrain from being agitated over the slaughter of writing section for a dissertation cows by the Muhammadans and from the practice of taking processions with music in front of mosques in times of prayer. But these exhortations in their favour would not and did not mollify the Muhammadans; for their difference with the Hindus lay in causes deeper than objection to cow-slaughter and music before mosques. They apprehended that with the passing of power from the British to Indian hands the Muhammadans who were in a minority in India, would be placed under the write school girl out rule of the Hindus who formed the vast majority of the population of India. This apprehension which was encouraged by the British rulers and the reality of which had been recognised by them by personal for medical school residency, the introduction of how to a high out communal representation in the Indian and provincial legislatures by the Government of India Acts of 1909 and 1919 could not be allayed by Gandhi and the Indian National Congress. Nor could any means be devised by which the Muhammadans could be assured of an construct job equal share in the administration of a country where they were a minority.
Herein lay the failure of Gandhi and of the Indian National Congress which he led and the genesis of Pakistan. In 1925 being out of sympathy with the desire of most Congressmen to enter the legislatures set up by the Government of India Act, 1919, Gandhi retired for a time from active politics and during the next three years he devoted himself to the uplifting of the Indian villages by write a high girl out, popularising amongst them hand-spinning with the charkha (spinning wheel) as a remedy for their dire poverty and on the removal of chemistry untouchability amongst the Hindus. This he called his #8216;constructive programme#8217; and by it he came, more than any other Indian leader, closer to the villagers who formed 90% of the population of India. He moved from village to how to write a high girl village visiting every part of India, dressed like a common villager and with statement research, speaking to them in an Indian language. Thus he made the teeming millions of Indian villagers politically more conscious than ever before and changed the demand for national government from the level of the middle class agitation that it had so long been to a popular mass movement which soon became irresistible. In 1927 Gandhi resumed his political activities, as he saw that owing to the slow progress of the constitutional development the country was on the verge of school girl plunging into a movement for violence. The Congress had already declared that full independence was its goal. Under Gandhi#8217;s leadership it was soon resolved that as the Government would not make any promise of the immediate grant of dominion status, the Congress would launch a new campaign of non-violent civil disobedience and Gandhi took charge of it. Accordingly, in 1930 Gandhi with some of his chosen followers walked all the way from Sabarmati Ashram (where he participated in essay, yoga and guided meditation camps) near Ahmedabad to the sea at how to school application girl Dandi, and there he and his followers made salt from the resume sea-water which, under the existing laws, was illegal and punishable. This Salt March from Sabarmati to Dandi amounted to an active step of how to a high girl disobedience, defiance and revolution.
It had an extraordinary effect on the country and before long many thousands of Indians all over chemistry papers research the land followed his lead, broke such laws as they found convenient to do and the country was again plunged into a great agitation. The British Government at first tried its old remedy of severe repression and persecution, clapping thousands into the prisons. Gandhi himself was again imprisoned. The British Government also opened political talks and in 1931 and 1932 Gandhi attended as the sole representative of the Indian National Congress the second and third Round Table Conferences (q.v.) held in how to write a high application out, London where he appeared dressed in #8216;dhoti and chaddar#8217; like an ordinary Indian which provoked the derision of Sir Winston Churchill who called him an #8216;Indian Fakir'(beggar). Gandhi was received in ,audience by the King-Emperor, but he was disappointed with the result of the Conferences. On his way back he declared his intention to resume the Civil Disobedience Movement on his return to India.
He was, therefore, arrested as soon as he landed in India. He was in prison when the British Prime Minister, Ramsay Macdonald, issued his infamous communal award (q.v.) in which separate representation was given not only to the Muhammadans and Christians but also to the scheduled castes, considered the lowest in the Indian caste system. This was an attempt to drive a permanent wedge between them and writing section for a, the Caste Hindus. Gandhi appreciated the danger inherent in this new proposal and, in protest, started a fast unto death. He could not tolerate the idea of the perpetual separation of the untouchables from the rest of the a high Hindus. As a result of his fast a compromise was effected by the Poona Pact (q.v.) which provided for joint constituencies with reserved seats for the depressed classes for some years to come. The integrity and unity of writing for a Hindu society were thus preserved. Gandhi was released in 1933 and for the next few years he concentrated his main attention to work for the untouchables, for the promotion of which he started a journal called the Harijan or Children of God. This weekly paper he continued to write a high school application edit and publish during the rest of his life.
When the Second World War broke out, Gandhi was prepared to give his moral support to Great Britain and would do nothing that would embarrass Great Britain in a time of stress. He, therefore, would not support Netaji Subhas Bose in his attempts to promote the cause of Indian independence by securing the military aid of Germany or of Japan, but he agreed with other Congress leaders that India would fully co-operate with Great Britain if only the latter would give definite assurance of granting full freedom to India after the War. But as no such promise came he started in 1940 what was called #8216;Individual Civil Disobedience#8217; to be undertaken by himself and his chosen followers. But as this movement did not sufficiently impress the help with writing a thesis statement for a research British Government, Gandhi in August, 1942 called upon the British to #8216;quit India#8217; and how to write school application out, immediately transfer power to the Indians. The #8216;quit India#8217; cry was taken up by thousands all over the country. Even the navy was affected. The British were again confronted with a mighty popular agitation; thousands were arrested and essay, imprisoned and Gandhi himself was imprisoned, along with all Congress leaders, in 1943. Gandhi#8217;s wife, Kasturba, was also arrested and the British Government suffered her to die in detention in 1944. Gandhi was soon afterwards released. A High Application Girl Out? The British and their allies won the future essay war, but the British felt that in the face of the mighty popular demand for India#8217;s freedom they could no longer retain India, and they decided to transfer power to the Indians. But the question was whether free India should be one united country or divided into two on a communal basis, Self-interested leaders of both the communities plunged the country into a terrible communal riot in 1946.
Gandhi was opposed to the division of the country as well as to the communal riots. He moved from village to village in Bengal, Bihar and the Punjab trying to instill into how to a high girl, the popular mind the desirability and benefit of communal amity and for a, national unity. But his efforts were unavailing. His comrades in the Congress accepted independence on the basis of a partition of the country into India and Pakistan and Gandhi had to fall in line with them. India got her independence on how to write, the 15th August, 1947. Horrible communal riots soon broke out and unspeakable horrors were committed against construct job, the minority communities on both sides of the western frontier. Delhi itself was badly affected by how to write application out, the communal riots and in the middle of January, 1948, Gandhi in Delhi again undertook a fast to allay communal discord. Within a few days a compromise was effected and communal amity was restored in the capital.
Through Gandhi#8217;s intervention the papers research newly established Government of India paid the Pakistan Government a very large sum of money to which many Hindus thought the how to write application Pakistan Government were not legally entitled. Gandhi thus came to be considered by some Hindus as an obstacle to chemistry papers the establishment of a Hindu Raj in how to a high, India. On January 30, 1948, ten days after his last fast, Gandhi was fatally shot by a methodology section for a, one such Hindu fanatic when Gandhi was walking to his daily prayer meeting at write school out the house where he was residing in Delhi. The profound grief and sorrow with which the chemistry research country heard of the demise of how to a high school application out their great leader was voiced by Pandit Jawaharlal Nehru, the Prime Minister of India, who, in chemistry papers research, announcing the sad news of the how to a high application out murder of Gandhi said, #8220;The light has gone out of our lives and there is darkness everywhere and I do not quite know what to tell you and research, how to write school girl out say it. Our beloved leader, Bapu, as we call him. the father of our nation, is no more.#8221; Indeed Mahatma Gandhi was the father of the Indian nation which #8220;he had led within the short span of only twenty-seven years from the darkness of the centuries#8217; old thralldom to the dawn of an age of independence.
But Gandhi#8217;s contribution was not confined to the narrow boundaries of India alone. He exercised profound influence on humanity as a Whole. As Arnold Toynbee observes, #8220;The generation into which I happen to have been born has not only been Hitler#8217;s generation in the West and Stalin#8217;s in Russia: it has also been Gandhi#8217;s in India; and it can already be forecast with some confidence that Gandhi#8217;s effect on human history is chemistry, going to be greater and more lasting than Stalin#8217;s or Hitler#8217;s.#8221;
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