Using resources from the professional literature, research risk assessment tools used with the sex offender population. The literature may include online library resources, relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu and .gov).
In a 3- to 4-page paper in a Microsoft Word document, address the following:
Identify two reasons that a forensic mental health professional would be called to complete a risk assessment for a sex offender.
Explain why risk assessment measures are widely used with the sex offender population. What do assessment measures hope to achieve?
Describe two types of risk assessment instruments or methods utilized with the sex offender population. What is the research support for utilization of these instruments?
Discuss the reasons that a sex offender is compared to other sex offenders when conducting a sex offender risk assessment.
Identify one or more specific risk assessment measures utilized for female sex offenders.
Use at least three (3) quality references Note: Wikipedia and other related websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
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The assessment will be comprised of an essay or report within which students are required to select two leaders whom they have studied, and compare and critically appraise both leadership styles and organizational impact including applicable aspects of Culture and Ethics. This will taste student’s rational reasoning, knowledge and analytical skill as well as clarity of concepts and other course learning outcomes, it will assess the students’ ability of national learning through face-to-face classroom interaction with faculty, guided and independent studies.
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This course has provided you with a foundational knowledge of forensic psychological assessment. Successful integration of your skills is a significant aspect of this course. Throughout this course, you have learned about the variety of forensic psychological assessments.
In this assignment, apply what you have learned in this course to analyze a report of a recently paroled offender.
Scenario:
You are working as a forensic mental health professional in a parole outpatient clinic, which has received a forensic psychological and risk assessment report on a paroled offender. You have been asked evaluate the report and present it to the Board of Parole.
Click here to download the forensic psychology and risk assessment report.
Tasks:
Evaluate the forensic psychology and risk assessment report and create an 8- to 10-page essay in a Microsoft Word document addressing the following:
Identify and describe the role and purpose of the report. Comment on whether the evaluation was or was not necessary. State the reasons for your opinion.
Apply considerations of any information or sections that you found missing in the report as well as information that you found to be not relevant, i.e., elements that should have been omitted. In other words, what could have been added to or excluded from the report?
Discuss the ways in which cultural sensitivity and aspects of diversity were addressed in the report, including any ways in which the report could be made more culturally sensitive and include greater considerations of elements of diversity.
Identify and describe at least two additional psychological assessments or measures that you would have administered to obtain additional relevant information for the report. Feel free to list more than two as appropriate. Be sure to also consider cultural implications of the tests which you select.
Explain how you would use the recommendations in the report to assist in the development of a treatment plan.
Discuss in what capacity the report may be used in alternative venues. For example, can this report be utilized by other professionals in the future? If so, in what capacity?
Discuss the overall quality and readability of this report, including a scholarly critique of the writing.
As you evaluate the report be sure to avoid using the word “I” in formal writing. Remember, the reader of your assignment will know it is your voice since you are the author of your paper. Also, consider the difference between the following two statements, “I think the report needed to have included . . .” and “The report needed to have included . . .” The first statement has some redundancy by the writer’s use of the word “I,” whereas the second statement displays greater confidence.
Your essay should rely upon at least seven scholarly resources from the professional literature that are cited in APA format.
Report
Psychological Evaluation and Risk Assessment
Board of Parole
Department of Corrections
City, State
Jane Doe, Ph.D.
Psychologist
Psychological Services
One Market Street
City, State
February 2, 20XX
IDENTIFYING INFORMATION
Inmate Name: John Smith
CDCR Number: XX55555
Date of Birth: 12/12/1974
Date of Interview: 10/01/20XX
Date of Parole Hearing: 11/08/20XX
Mr. Smith is a 37-year-old, married, Hispanic male. He is currently serving a six year sentence for First Degree Robbery and Second Degree Assault. Mr. Smith was transferred to the Department of Corrections on February, 17, 2007. This is Mr. Smith’s second offense. According to records, he previously served a two year sentence with the Department of Corrections in 2001 for Armed Robbery.
SOURCES OF INFORMATION
For the purpose of this report, the undersigned interviewed Mr. Smith on October 1, 2011. Additionally, his legal records, medical records, and prior evaluations were reviewed. At the time of the interview, the undersigned informed Mr. Smith that the purpose of the evaluation is to provide the Board of Parole with a professional opinion as to Mr. Smith’s suitability for parole and risk to the community for re-offense. At the same time, Mr. Smith was informed that the interview was not confidential and that any information disclosed in the interview could be utilized in the report. He was also informed that his participation was voluntary. His was informed, however, that if he chose not to participate, that a report would still be generated. It was then explained to Mr. Smith that he had the right to appeal the findings of the evaluation. Mr. Smith acknowledged that he fully understood the purpose of the evaluation and how the information would be used. He indicated it was his decision to participate in the interview.
Although English is Mr. Smith’s second language, it was determined that he did not require an interpreter based on information from the records, conversations with staff, and a discussion with Mr. Smith. It should be noted that the conclusions and opinions expressed herein are entirely those of the undersigned. However, at any time additional information is provided, the undersigned reserves the right to re-evaluate and change any related opinions.
The purpose of this report is to update the Parole Board on Mr. Smith’s behavior, mental health condition, and to answer related questions since his last evaluation (i.e., please see his records for more detailed information regarding such evaluations).
III. INTERVIEW INFORMATION
CURRENT MENTAL STATUS: Mr. Smith attended the interview in a state issued jumpsuit and was adequately groomed. He was cooperative and appropriate throughout the interview process. He maintained an appropriate level of eye contact and was able to adequately express himself. The volume, rate, and prosody of his speech were within normal limits. He showed no signs of neurological limitations. He was alert and oriented throughout the two hour interview. His insight and judgment appeared to be within normal limits. It did not appear that he was responding to any internal or external stimuli. He did not show signs of a thought disorder or additional perceptual disturbance. Mr. Smith denied a history of thoughts of wanting to harm himself or others. He also denied any current suicidal or homicidal thoughts.
INSTITUTIONAL PROGRAMMING:
Mr. Smith has been programming well within the institution since his last Parole Board hearing. Specifically:
Mr. Smith has not received any behavioral violations;
On January 4, 2010 Mr. Smith was moved from the behavioral unit (BHU) to the general population unit (GPU);
On January 12, 2010, Mr. Smith joined group therapy and, according to staff, has been an active participant;
Mr. Smith has expressed interest in individual therapy;
On February 6, 2010, Mr. Smith expressed interest in vocational programming and on February 13, 2010, he accepted a Work-For-Pay position;
Mr. Smith has completed 12 educational units and is currently enrolled in 3 math units;
On February 20, 2010, Mr. Smith joined AA programming in his living unit and has completed 27 hours;
INSIGHT/SELF ASSESSMENT:
Mr. Smith views himself as having had several “set-backs” since his transfer to the facility. He indicated that he has “tried to remain positive and cooperative with staff.” Mr. Smith reported that since his last hearing he has taken the initiative to “improve himself.” He explained that he has “a daughter out there (i.e., in the community)…I don’t want her to see me like this.” Although, historically, he has presented with behaviors consistent with Antisocial Personality Disorder, he has been able to regulate several of the behavioral components by working with staff members. He explained that he views himself as a “criminal, now…But, when I get out on the streets, I will change. I won’t be a criminal anymore. I’m going to be clean.” He described his participation in Alcoholics Anonymous. He reported his future plans to remain active in such programming. Mr. Smith was asked how he has recently been spending his time in the facility. He indicated, “When I have time, I like to write poetry and draw.” He reported that he has recently joined Speak for a Change, which is an institutional group that speaks with newly admitted inmates about taking a non-criminal path in life. He explained that through this program he has been able to “learn a lot about myself.” Upon inquiry, Mr. Smith reported that he has learned through the program that he had “chosen” to participate in criminal behaviors and that he can “choose” to not participate in them when released.
PAROLE PLANS IF GRANTED RELEASE: If granted parole, Mr. Smith reported that he plans to return to live with his girlfriend. He reported that he has been in a relationship with his girlfriend for approximately 9 years. She is currently renting a house in Denver, CO, which is in the city of his release. According to records, Mr. Smith’s girlfriend currently works at Financial Bank as a teller. He indicated that he plans to re-gain contact with his daughter (i.e., a different woman than above mentioned girlfriend), who currently lives with her grandmother in Whittier, CO. Upon inquiry, Mr. Smith reported that he has money saved in a savings account that his girlfriend opened for him approximately 2 years ago. Mr. Smith was asked about his vocational plans. He indicated that he plans to return to the construction company where he had previously been employed. He reported that he has spoken with the company’s owner who explained that “as long as I’m on parole and abide by the terms he’ll let me come back.” Records do not indicate a prior history of parole violations. Mr. Smith was asked about his risk to the community if he were to be granted parole. He indicated that “there’s always a risk I can do something stupid again, but it’s low.” He explained that since his involvement in group therapy and AA he has learned ways to cope with stressful circumstances and alternative ways to make financial gains.
SUBSTANCE ABUSE: Mr. Smith has a lengthy history of alcohol abuse. He reported that he was under the influence of alcohol each time he has engaged in criminal behaviors. He indicated that he has been sober since his admission to the Department of Corrections. He explained, “I realize I can’t drink” as readily “here, but I am doing the best I can to set myself up for success to not drink” in the community. As stated above, Mr. Smith is currently participating in AA and has plans to continue such participation in the community upon release. He reported the AA programming has been helpful in remaining sober. Mr. Smith acknowledged his excessive use of alcohol and admitted his dependence on the substance. He described an understanding that his illness is life-long and expressed dedication to remain sober in the community. His continued sobriety and recovery from alcohol is largely dependent on his continued participation in chemical dependency treatment. It is the undersigned’s professional opinion that completion of such treatment should be mandated as a term of his parole (if granted).
DIAGNOSTIC SUMMERY AND CONSIDERATIONS
The following diagnostic profile is based on criteria that is established by the American Psychiatric Association and derived from the Diagnostic and Statistical Manual of Mental Disorders).
DSM IV-TR Diagnosis
Axis I: 303.90 Alcohol Dependence, In a Controlled Environment
311.00 Depressive Disorder, Not Otherwise Specified
Axis II: Rule Out Antisocial Personality Disorder
Axis III: Deferred to Health Services
Axis IV: Legal Problems
Axis V: GAF: 75 (Current)
DSM 5 Diagnosis:
305.00 Alcohol Use Disorder, In Sustained Remission, In a Controlled Environment, Mild
MENTAL HEALTH CONCERNS OR PERSONALITY DISORDERS: Mr. Smith’s history of alcohol dependence is described above.
Mr. Smith has historically suffered from affective-related symptomology. During the interview for purposes of this report, Mr. Smith presented with depressive features. He endorsed several symptoms consistent with such a disorder; however, symptoms did not meet criteria for full diagnostic considerations. He endorsed sleep disturbance, difficulty concentrating, feelings of guilt, and low self-esteem.
Mr. Smith has a history of engaging in criminal behaviors, of which reportedly began at a young age. It is unclear from the provided records if he meets diagnostic criteria for Antisocial Personality Disorder at this time. Therefore, when more information and documentation is provided this Axis II diagnosis should be re-evaluated.
PREVIOUS EVALUATION SUMMARIES
Mr. Smith has previously been evaluated by Jennifer Common, Ph.D. and John Person, Ph.D. Both professionals concluded that although Mr. Smith appeared to be a low risk to the community, he had additional work (i.e., psychological treatment, educational, and vocational) to be completed in the facility. It appears from provided documentation and from Mr. Smith that he has engaged in all of the previous mentioned recommendations.
VIOLENCE RISK ASSESSMENT
It is the undersigned’s conclusions that based on his current behaviors and on actuarial assessments, Mr. Smith is overall found to be in the low risk range to engage in future criminal behaviors.
The following measures were utilized in the evaluation of Mr. Smith:
Historical Clinical Risk-20. The HCR-20 is an empirically-based, standardized rating scale of future violent risk. Mr. Smith earned a score of nine, which places him the low risk range to engage in future violent behaviors.
Level of Service Inventory-Revised. The LSI-R is an empirically-based standardized rating scale that has demonstrated validity in the prediction of future violence. On this measure, Mr. Smith was provided a rating of nine, which places him in the low risk range for recidivism.
VII. SUMMARY OPINION
As stated above, Mr. Smith is a low risk for future violence. According to records, Mr. Smith has minimized his risk by engaging in previously recommended activities and programs. Therefore, based on all of the provided information and documentation, it appears that Mr. Smith would be a good candidate for parole. Specific recommendations if released to the community include:
Chemical dependency treatment. As stated elsewhere, Mr. Smith has historically struggled with substance dependency issues, of which he believes largely contributed to his offending. It would be the recommendation that he complete a program registered and certified to handle such an offender.
Psychological treatment for depressive symptomology. Mr. Smith has historically struggled with depressive features. Although it is unclear from the records, Mr. Smith may have previously utilized substances in order to cope with such symptomology.
Consider a referral for psychotropic medications. Again, Mr. Smith has historically struggled with depressive features. He may benefit from an anti-depressant.
Although Mr. Smith has a relapse-prevention plan if released, he should be released to a program that would provide him structure. Being released from prison after several years may introduce a variety of stressors he is not adequately prepared to deal with.
Transitional programming may also be beneficial. Although it appears Mr. Smith has a place to live and employment lined up, these may fall through. In such circumstances, his risk to re-offend may increase. He is also encouraged to consider additional vocational training to make him more marketable in the work force.
Encouragement and fostering of pro-social behaviors and attitudes. Mr. Smith appears to be engaging in behaviors that are both beneficial for himself and others in the facility. This engagement appears to be increasing his level of empathy for others. He is encouraged to engage in similar activities in the future.
Please consider this report respectfully submitted. Should you have any additional questions or need me to testify, please do not hesitate to contact me.
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The paper should come in two parts: 1) a critique of the existing research article, and 2) an explanation of a project you would design to follow up on the article’s findings.
1. Critique of Research Article (4-5 pages): Summarize the article’s intentions, methodology, and results, and include your own evaluation/critique. You must include the following:
a. The goal of the research (What were the authors trying to find out, test, examine, or describe? Research questions and/or hypotheses?)
b. A brief description of the methodology (Qualitative, quantitative, or both? What data did they use and how did they obtain it? How did they analyze the data?)
c. A brief description of the results (What did the authors find?)
d. Strengths of the research (What were some strong choices the authors made? How did this study address prior gaps in the literature on this topic?)
e. Weaknesses of the research (What were the major limitations? Were there any problems with the data collection, methodology, or analysis? Are there important factors the authors might have overlooked?)
2. Follow-Up Project Design (5-7 pages): Design and describe a new project that could follow up on the previous article’s findings and address its shortcomings and limitations. (This doesn’t have to be a project that you actually intend to undertake in real life—for the purposes of this assignment, assume that you can get unlimited access to data, IRB approval, funding to pay participants or research assistants, etc.). You must include:
a. A brief rationale for your project. Why does this study need to be done? What unanswered questions could it answer? How does it follow up on previous research? Make sure to explain how your study will address gaps in the literature.
b. A description of your methodology. Make sure to describe where your (hypothetical) data will come from and how you will collect it.
c. A plan of analysis, i.e., what you will do with your data once you collect it.
d. An explanation of the ways you will adhere to ethics rules in protecting your subjects from harm, using data responsibly, etc.
e. An exploration of possible applications your findings may have. How might the results of this research impact criminal justice practice or policy?
Papers should be written in APA format and should include a references section that includes both the paper you are critiquing and any other sources you cite. (You are encouraged to incorporate other sources throughout your paper. For example, you might cite a study that presents results that contradict those of the paper you are critiquing, or you might cite papers that discuss the topic in question and support why your proposed project would be worthwhile/necessary/useful.)
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Topic: Critically appraise the current regulation of financial reporting for non-listed companies in the UK and compare the approach with another country of your choice. Consider whether the costs imposed on preparers are balanced by the benefits received by users.
Guidance:
The costs and benefits of the UK reporting framework for unlisted companies should be compared with that for another country. It is recommended that students select a model which is substantially different from the UK.(e.g. Germany)(If US need to be aware that as there does not have much details about the framework for the non-listed company.) While some background description of the frameworks will be necessary, reminded that most of the available marks will be reserved for a comparison and evaluation of the two systems.
Component:
Introduction and background to topic (10%)
A brief introduction should be given to the question.
Evidence of reading and/or choice of appropriate concepts (20%)
Your essay should contain an analysis of the current academic literature in this area. The assignment should contain evidence of a wide range of sources, not just the use of lecture notes. In addition to text books references to at least 5 relevant academic journal articles should be included to support your work.
(References should be included both academic journal and online resources. Elliott B. and Elliott J. (2017) “Financial Accounting and Reporting”. Pearson. (E&E).
Melville, A. (2015), ‘International Financial reporting – A Practical Guide’, Fifth
Edition, Pearson, (M).
Deloitte have published ‘IFRS in your pocket 2016’ which provides a useful free summary of IFRS. It is available at:
Compare the financial reporting framework for non-listed companies in two different countries (UK and any of your choice), highlighting differences.
Evaluate the two different systems: discuss these systems from perspective of costs imposed on financial statements’ preparers and benefits provided to users.
(Note: UK Framework for financial reporting for non listed companies—–IFRS 102/105; Framework not goodwill /accounting system.
Reevaluate what framework are; How does it decide to include / make the decision, and the advantage and disadvantage those framework given; how useful is the framework?; Framework level: What does non-listed company in that country need to prepare for the Financial statement; and cost and control of different framework. But dont need detail description between 2 different countries.)
Conclude (explain your view on the extent of differences and reasons for them, drawing on the arguments and research you have carried out).
Presentation: Structure, clarity, use of grammar, correct spelling (10%)
The work should be clearly presented, logically structured, accurately referenced and contain as few spelling and grammatical errors as possible.
Words count: 1500
Signature essay
Description
After your recent successful presentation to the management team at company XYZ, the board has invited you for another written report at the next board meeting. Remember, now you are the so-called guru of management theory.
From your past research, you have determined the issues they are having and the causes. For this particular report, you must apply a management theory to the current situation surrounding company XYZ.
Now that they know what management theory is, be sure to teach the board members on the overview of the historical development behind management theory. Present at least one management theory that you feel will solve their management problems. Identify the theory’s structure (what are the components). Interpret the overall historical development behind the theory. Compare and contrast it with another management theory. Finally, include your own conclusion or solution for the company.
Write a 5 to 8-page paper (excluding title page and reference page)
double spaced with 1-inch margins. Try to use the APA writing style as your guide, citing references as appropriate.
Use at least 5 but no more than 10 reference Place
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An article in the Wall Street Journal criticized the concept that an increase in government spending can generate an increase in GDP equal to a multiple of the amount spent:
“In what passes for debate in Washington, the prevailing notion seems to be ‘putting money in people’s pockets.’ This might be called single-entry Keynesianism, since the money the government puts in pockets arrives by immaculate conception. Something like this was indeed taught in Econ 101 in the 1950s; the government ‘injected’ money, remember, to be ‘multiplied’ a number of times depending on ‘the marginal propensity to consume.’ Consumption good, savings bad.
“By the 1960s, the monetarist school of economics had revived, and asked, where does the government get this money it ‘injects.’ If it’s created by the Fed, you’re talking about monetary policy, not fiscal policy. If it isn’t, you have to siphon whatever you ‘inject’ out of the private sector by taxing or borrowing. How does it stimulate to take with one hand and give with the other?” (Bartley, Robert L. “Thinking Things Over: Does Spending Stimulate? Do Deficits?” Wall Street Journal, February 4, 2002 (Eastern edition): pg. A.17)
The criticism above implies that fiscal policy alone cannot change aggregate demand because any increase in government purchases must be financed either by raising taxes or borrowing.
Suppose taxes paid by households are raised by $100 million in order to finance an additional $100 million of government expenditure. Explain why there would be a net increase in aggregate demand as a result.
Suppose that to finance $100 million of additional government expenditure, the government runs a $100 million budget deficit instead of increasing taxes. How will this policy affect aggregate expenditure and aggregate demand?
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Throughout history, there have been several workplace tragedies that helped to shape the field of Occupational Safety and Health (OSH) as we know it today. For this assignment, you will choose one significant workplace tragedy.
To complete the assignment, you will need to address the following items:
Summarize the tragedy selected and how this event helped to improve workplace safety and health today.
Compare and contrast the safety and health regulatory environment existing at the time of the tragedy with that of the current day.
Identify existing OSH regulatory and/or consensus standards that have likely helped to prevent a recurrence of the tragic event.
Your paper should be at least two pages in length, not including the title and reference pages. A minimum of two sources must be used, one which may include the textbook. Your paper must be in APA style format.
Resources
The following resource(s) may help you with this assignment.
Utilizing your textbook readings from this module week, discuss how faith and spirituality may be potentially therapeutic to those who are dying. Then, read through The Code of Ethics for the Association for Death Education and Counseling and highlight two specific responsibilities that a counselor has when engaging bereavement counseling. Detail these responsibilities and discuss why they are important.
Use at least three (3) quality references Note: Wikipedia and other related websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
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Greek and Roman introduces-Here’s a quick summary of AW:R sources relevant to your final project; draw from these for your 12 primary sources. And please find attached to this announcement an abbreviated version of slides from the last week of lecture; ‘anchor’ events for your historical fiction flagged. The slides are especially handy for pinning down the required economic opportunities/setbacks that defined your family’s imperial experience.
14.4.1-4 (various complaints about creeping decadence and lost Roman virtues)*; 12.7 (on Caesar’s tactics against the Gauls)
14.5-8 (accounts of Augustus’ reforms, some disparaging); the res gestae of Augustus; 13.3-13.5 (attitudes toward women)
15.1, 15.3, 15.4, 15.7.1-2 (relations between Rome and conquered subjects); 15.5.2-3, 17.4.1 (family/paternal expectations); 15.6, 16.2, 17.3.1-3 (legal disputes and opinions); 16.3.1, 17.2.1-3, 17.1 (membership in social clubs, entertainment options, virtues of the simple rural life); 17.4.2-9; 13.7, 13.8, 16.3.4 (marital relations and domestic affairs)
15.2, 15.5.1 (ethnic diversity in Roman leadership); 18.1, 18.2, 18.4.1 (late imperial policies); 16.3.2-3, 16.3.5, 16.9.1-2 (religious practice and sexual mores); 16.3.6, ‘16.3,’ 16.4, 16.5, 18.3, 18.5.1-3, 18.6.1, 18.7.1-3, 18.7.2 (Christian theology and Roman responses); 18.4.2-3, 18.8 (the fading empire)
*take care in using these, since several report on events from the Republican period. As I noted in class, though, the accounts we have come from the transition to empire, so even if the Bacchanalian conspiracy happened far too early for you to mention it your final narrative, the general sentiments of Livy could be useful.
Attachment(s):
Caesar through Julio-claudians.pdf
(3.31 MB)
cls 1500 final project, due December 13th
I’ll talk more about what I expect for the final paper in upcoming classes, and some of the social transformations I mention here will come up more directly in lecture…but you should start thinking about the paper now. It’s due December 13th, 8-10 pages submitted electronically; I’ll cover submission details in a separate announcement.
Invent a family living somewhere in the Roman empire and, in their voices, narrate experiences spanning several generations. Situate this imagined family at some interesting historical or social juncture and write about how your particular Romans reacted to changing circumstances. It would take an entire semester to cover the imperial period in any detail; the idea for this project is for you to explore it on your own and capture at least a few salient moments from a plausibly Roman vantage. The focus is the imperial period, so you should start your narrative no earlier than the latter 1st century BCE (you can start much later if you like). The generations you cover should, then, take you at least into the latter 1st century CE; you can, of course, take this much later, as far as the 4th-5th centuries CE). In terms of famous Romans, start no earlier than the career of Julius Caesar, and take the narrative through the reigns of Tiberius and Caligula at least, and ideally through Claudius and Nero (and beyond if you’re bold).
There are three core requirements.
1) Employ voices from a family — not just men. Imagine the more typically silent contributions of women, for example, without relegating them only to domestic activities.
2) Cover several generations. Rather than a ‘day in the life’ snapshot, deal with longer term transformations…how your family reacted to changing social status, improving/worsening economic conditions, and shifting residence / cultural identities.
3) Build some significant cultural or social transformation into your family’s narrative.
On the last requirement: the Roman empire is well-suited for the kind of narrative you’re writing…the hundreds of peoples and statuses that the empire encompassed are perfect for crafting a dynamic family trajectory. Some possible angles: start with a man or woman enslaved by the Romans in conquest who later buys his/her freedom and whose descendants rise to citizenship and improved status (perhaps in part because of the freedmen bureaucracy instituted by Augustus and expanded under Claudius). Develop the life of an impoverished veteran who resettles in a colony in some exotic locale on the frontier, or who latches onto a road crew put to work for Augustus’ grand infrastructural projects, or a sailor who takes advantage of Claudius’ incentives for winter sailing. Each of these scenarios offered promotions in status and prosperity, but inevitably landed Romans in the middle of new cultural clashes as well. You can go the other way as well…a patrician family that gets caught up in the proscriptions (death/exile squads, essentially) of Antony and Octavian and ends up poor and out of place in some far-flung outpost with the distant hope of someday working its way back to Rome. The possibilities are endless in a status field more fluid for the Romans than for any other ancient society.
Whatever transformation you choose, cite specific events in Roman history that were turning points for your family. Pay attention to details like when citizenship was offered to various segments of the emerging empire, and how imperial policies in the provinces opened up new opportunities. Make it clear how a given event or policy had a direct and material effect on your family; don’t just write ‘I think Nero is a creep.’ Conversations about such policies could also open up disagreements in the family that elucidate generational conflict, status fault lines in mixed-class families, and the different experiences of men and women. And on that note, keep in mind that seismic shifts in family circumstances could come from realms other than traditionally masculine war and politics — women arranged marriages and were used as marital pawns to cement family alliances, transfer wealth, and advance social prestige; they mediated family disputes; they ran households and estates. And as was the case with Augustus, the imperial legal apparatus was often keenly concerned with such ‘women’s work.’
After you’ve outlined a framework for what these generations will live through, head straight to the information we’ve already covered. Don’t waste time meandering aimlessly around the internet: most of the information you need you already have at hand and in what I’ve posted on PILOT. Re-read the ‘Roman life’ sources in the textbook…make good use of them so that you can do more than guess at what Romans experienced — we have actual Roman sentiments from which to work. Cite at least 12 AW:R primary source documents from the era of Julius Caesar onward in your narrative; simply put an AW:R source number in parentheses to mark whence you derived a given attitude or the echo of a historical moment. In addition, I’ve posted relevant chapters from the companion textbook on the late Republic and on the imperial period in two parts (here and here) — those pages are rich in social conventions, rituals, and politico-economic structures…everything you need to fill out your narrative, but this secondary scholarship won’t count toward the 12 primary sources you need to document.
For one more view, check out a quirky video on the Roman city. It features the built environment that Romans lived with a ridiculous but plausible provincial Roman cartoon back-story; it’s worth a look. For other details that will make your narrative more realistic, look at the slightly strange online community nova roma, which is useful at least for Roman naming conventions. And if you include dates, do not number them the way we do (that is, BCE / CE), because the Romans certainly didn’t reckon time based on the birth of Jesus of Nazareth…not afterwards and (of course) not before he was born. They identified years according to who was consul, so instead of ’59 BCE,’ use ‘in the consulship of Caesar and Bibulus;’ see the list of Roman consuls on wikipedia. And from Stanford, a mapping app that allows you to estimate the time and money necessary to travel from any city in the Roman empire to any other one. This can add some realistic detail to your narrative if your family makes a big move at some point.
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course materials
4th narrative checklist
Have you…
*selected a triumph that celebrated a Roman victory in a war fought in the period 341-202 BCE?
*matched the plunder paraded through the streets with the likely wealth of the defeated enemy?
*written from the perspective of a clearly identified Roman: gender, social class, life experience, region of origin, veteran status?
*framed the entire narrative as a description of the triumphal procession itself, with social/political reactions making reference to particulars of that parade?
*captured plausibly complex attitudes toward war, relevant to your narrator’s identity? a pleb hoping for economic advancement but weary of sacrifice? an ex-slave recalling a humiliating march through Rome when captured? a patrician wary about the adulation showered on the victorious consul?
*cited primary sources (directly or obliquely) in support of your Roman’s sentiments?
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