MMPI-2 According to Groth-Marnat (2009)‚ the Minnesota Multiphasic Personality Inventory‚ or MMPI‚ was first developed in 1943 by S. R. Hathaway‚ PhD and J. C. McKinley‚ MD‚ and was published by the University of Minnesota Press. In 1989 it was revised and the MMPI-2 was created. The MMPI-2 is intended to be taken by testtakers who can read competently at a 6th grade level‚ speaks English or Spanish‚ and is 18 years or older. It can be administered individually or in groups and can be administered
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MMPI-2 Archer (1989) reviewed the new normative data on the MMPI-2‚ which 1‚138 male responders and 1‚462 female responders made up the normative sample. In addition‚ the responders reported from various regions of the United States and were ages 18 to 84. The norms matched up with the 1980 U.S. Bureau of the Census on ethnic diversity. In connection to education level‚ the normative sample reported more responders with higher education levels‚ 50% males and 42% females‚ than the Census‚ 20% males
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Description and Critique of the MMPI Description and Critique of the MMPI The Minnesota Multiphasic Personality Inventory (MMPI) one of the most popular personality tests today is often the standard to which others are compared (Cohen & Swerdlik‚ 2010). It was designed to aid in the diagnosis and prediction of mental illness in patients 14 years of age and older‚ in a more objective manner. The MMPI is atheoretical and therefore was not created based on a specific theoretical background
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Interpretation Project 2 Step 1 In this my second interpretation project step one‚ I will illustrate the four steps of the Interpretive Journey for the New Testament letters in Journey into God’s Word: Your Guide to Understanding and Applying the Bible (pp.100-102) and apply these steps to Galatians 5:16-18 and "grasp the text in their own." The main verse is Galatians 5:16 which states: "This I say then‚ walk in the Spirit‚ and ye shall not fulfil the lust of the flesh." In these three verses
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Interpretation Project 2 Instructions Steps of Interpreting New Testament Letters Duvall and Hays explain and illustrate the four steps of the Interpretive Journey for New Testament letters in Journey into God’s Word: Your Guide to Understanding and Applying the Bible (pp. 100–102). After carefully reading Duvall and Hays‚ apply these steps to Galatians 5:16–18. A solid topical paragraph must be devoted to each step. Consult‚ interact with‚ and document at least 3 scholarly commentaries on Galatians
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Scoring systems as a prognostic predictors: Several objective systems based on statistically validated determinants of outcome have been developed during the last 15 years. In general‚ these system include physiologic variables‚ diagnosis‚ age and previous health status. Recently‚ measurement over time have been used to refine predictions from these systems(Osborne‚1992). The ideal predictive scoring system would use objective‚ simply measured predictors. For prediction models to become universally
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Scoring keysScoring Keys for the 100-Item Version Honesty-Humility Sincerity Fairness Greed-Avoidance Modesty Emotionality Fearfulness Anxiety Dependence Sentimentality Extraversion Social Self-Esteem Social Boldness Sociability Liveliness Agreeableness Forgiveness Gentleness Flexibility Patience Conscientiousness Organization Diligence Perfectionism Prudence Openness to Experience Aesthetic Appreciation Inquisitiveness Creativity Unconventionality (interstitial facet scale) Altruism 1R‚ 25R‚ 49
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S CO R I N G S T U D E N T WO R K - R U L E S O F T H UM B Scoring Student Work – Considerations for sample selection When selecting a sample of student work to share‚ the presenting teacher may choose it from any task. However‚ the following guidelines help make the conversation more meaningful. Select student work: □ From a task or assignment that did not generate the kind of student work you expected. □ That represents typical students work across the range of the class. Outliers (high
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planning and prognosis in such patients. The aim of Study : to evaluate the ability of four versions of RMI (RMI 1‚ RMI 2‚ RMI 3 and RMI 4) ‚CA-125 and Assiut Scoring Model (ASM). to distinguish a benign from a malignant ovarian masses in Woman Health Hospital‚ Assiut university‚ and to assess the accuracy of the different types malignancy risk indices in comparison to Assiut scoring model in preoperative discrimination of benign from malignant ovarian masses in Woman Health Hospital‚ Assiut university
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The ACT Writing Test Scoring Rubric Score 6: Responses at this scorepoint demonstrate effective skill in writing an argumentative essay. Score 5: Responses at this scorepoint demonstrate well-developed skill in writing an argumentative essay. Score 4: Responses at this scorepoint demonstrate adequate skill in writing an argumentative essay. Ideas and Analysis Development and Support Organization Language Use The writer generates an argument that critically engages with multiple perspectives
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