Department of Psychology University of California Santa Barbara
August, 2008
Dear Colleagues:
Thank you for your interest in the Adult Attachment Scale. In this document you will find a copy of the original and revised Adult Attachment Scales, along with information on scoring. You’ll also find some general information about self-report measures of adult attachment style, and a list of references from our lab.
Please feel free to use the Adult Attachment Scale in your research and, if needed, to translate the scale into a different language. If you do translate the scale, I would greatly appreciate it if you could send me a copy of your translation so that I can (with your permission) make the translation available to future researchers.
Before choosing the Adult Attachment Scale for your research, please be sure to investigate other self-report measures of adult attachment. There have been many developments in the field since my original scale was published, and you may find that newer scales – such as Brennan, Clark, & Shaver’s (1988) Experiences in Close Relationships scale (ECR) – are better suited to your needs. I have included some references that will help you locate information on these newer measures.
Thank you for your interest in our work, and good luck with your research.
Sincerely,
Nancy Collins
Professor, UCSB
[email protected]
Adult Attachment Scale (Collins & Read, 1990)
Please read each of the following statements and rate the extent to which it describes your feelings about romantic relationships. Please think about all your relationships (past and present) and respond in terms of how you generally feel in these relationships. If you have never been involved in a romantic relationship, answer in terms of how you think you would feel.
Please use the scale below by placing a number between 1 and 5 in the space provided to the right of each statement.
1---------------2---------------3---------------4---------------5
Not at all Very
characteristic characteristic
of me of me
(1) I find it relatively easy to get close to others. ________
(2) I do not worry about being abandoned. ________
(3) I find it difficult to allow myself to depend on others. ________
(4) In relationships, I often worry that my partner does not really love me. ________
(5) I find that others are reluctant to get as close as I would like. ________
(6) I am comfortable depending on others. ________
(7) I do not worry about someone getting too close to me. ________
(8) I find that people are never there when you need them. ________
(9) I am somewhat uncomfortable being close to others. ________
(10) In relationships, I often worry that my partner will not want to ________
stay with me.
(11) I want to merge ...
This document contains the Revised Adult Attachment Scale (Close Relationships Version) developed by Nancy L. Collins in 1996. The scale contains 18 statements about how people generally feel in important close relationships and asks respondents to rate each statement from 1 to 5 on how characteristic it is of them. The scale is used to assess attachment styles in close relationships such as with family, romantic partners, and close friends.
Personality Traits. Below is a list of terms that describe person.docxkarlhennesey
Personality Traits. Below is a list of terms that describe personality traits that are commonly found in the population. You can probably think of many others, but stick with these for this exercise. The purpose of this exercise is to compare your own ratings of yourself with the ratings of others. Do others see you in the same way that you see yourself? Follow the directions below to discover the answer to this question.
· Make several copies of the rating sheet below. Ask three people to separately rate you on the list of traits. You should also rate yourself. Select a variety of people to do the rating, such as a family member, friend, co-worker, neighbor, teacher, spouse, etc.
· You and each of your raters should select and check off 20 traits that describe you best. It may be difficult to stick to 20, but force yourself (and your raters) to do so.
· On the summary-rating sheet (located beneath the rating sheet), check off your choices and the choices of each of the raters.
· Finally, evaluate your results. The following questions should help you. This part of the exercise is what you will turn in to me.
1. Overall, does your selection of traits present a favorable, neutral, or unfavorable picture of your personality? Be sure to provide evidence for your answer based on your choice of traits (i.e., provide examples of the traits chosen, provide the percentage of favorable, neutral or unfavorable traits, etc.)
2. Do the traits identified by your raters present a favorable, neutral, or unfavorable picture? Again, be sure to provide evidence for your answer based on your raters’ choice of traits.
3. How different are the traits selected by your raters from yours? In what ways do they differ? If they do not differ, then how are they similar? Provide examples from the various ratings and percentages (i.e., what percentage of traits were the same?).
4. How do you explain the differences or similarities you see in the ratings?
5. Which of your traits appear to be most positive based on all ratings? Why do you consider these traits positive?
6. Which of your traits appear to be most negative based on all ratings? Why do you consider these traits negative?
7. What do you think about this type of evaluation of personality? What are the advantages and disadvantages for using this type of evaluation to determine personality? How could you improve this procedure? In answering these questions be sure to use some of the information you learned about research methods in Lesson 1. PERSONALITY TRAITS: RATING SHEET
Rater’s I.D. ___________________________________ (Rater may wish to be anonymous)
Name of person you will be rating: ___________________________________________
Instructions: Check the twenty (20) traits from this list that best describe the person named above. Your evaluation should be based on behavior that you have observed.
___ boastful ___ generous ___ optimistic ___ shy
___ candid ___ good-natured ___ orderly ___ s ...
Please fill the attached Self-Assessment Surveys (TWO) and calcula.docxARIV4
Please fill the attached Self-Assessment Surveys (TWO) and calculate your score according to the instruction after each survey. These are personal assessments and I want you to be as honest as possible, rather than worry about what I am going to think.
1. AM I A DELIBERATE DECISION MAKER?
Indicate to what extent the following statements describe you when you make decisions.
1 = to a very little extent; 2 = to a little extent; 3 = somewhat; 4 = to a large extent; 5 = to a very large extent
1
2
3
4
5
1. I jump into things without thinking.
2. I make rash decisions.
3. I like to act on a whim.
4. I rush into things.
5. I don’t know why I do some of the things I do.
6. I act quickly without thinking.
7. I choose my words with care.
Instructions:
To score the measure, first reverse-code items 1, 2, 3, 4, 5, and 6. So that 1=5, 2=4, 3=3, 4=2, and 5=1. Then compute the sum of the 7 items. Scores will range from 7 to 35.
Interpretation
People differ in how they make decisions. Some people prefer to collect information, carefully weigh alternatives, and then select the best option, while others prefer to make a choice as quickly as possible.
This scale assesses how deliberate you are when making decisions. If you scored at or above 28, you tend to be quite deliberate. If you scored at or below 14, you tend to be rash. Scores between 14 and 27 reveal a more blended style of decision making.
How should decisions be made? The rational model states that individuals should define the problem, identify what criteria are relevant to making the decision and weigh those criteria according to importance, develop alternatives, and finally evaluate and select the best alternative. Though this sounds like an arduous process, research has shown that the rational model tends to result in better decisions.
Interestingly, personality is related to a person’s decision-making style. Individuals who are deliberate and decisive tend to be high in emotional stability and high in conscientiousness, while individuals who are more impulsive tend to be low on these two traits. Thus, while your decision-making style is likely to be somewhat stable, following the rational model should help you to avoid making rash decisions.
2. HOW CREATIVE AM I?
Review the 30 adjectives that follow. Being honest and forthright with your answers, identify only those items that accurately describe you.
1. Affected
2. Capable
3. Cautious
4. Clever
5. Commonplace
6. Confident
7. Conservative
8. Conventional
9. Dissatisfied
10. Egotistical
11. Honest
12. Humorous
13. Individualistic
14. Informal
15. Insightful
16. Intelligent
17. Inventive
18. Mannerly
19. Narrow Interests
20. Original
21. Reflective
22. Resourceful
23. Self-confident
24. Sexy
25. Sincere
26. Snobbish
27. Submissive
28. Suspicious
29. Unconventional
30. Wide Interests
Instructions:
The score was calculated by adding 1 point if you descr.
Please fill the attached Self-Assessment Surveys (TWO) and calcula.docxstilliegeorgiana
Please fill the attached Self-Assessment Surveys (TWO) and calculate your score according to the instruction after each survey. These are personal assessments and I want you to be as honest as possible, rather than worry about what I am going to think.
1. AM I A DELIBERATE DECISION MAKER?
Indicate to what extent the following statements describe you when you make decisions.
1 = to a very little extent; 2 = to a little extent; 3 = somewhat; 4 = to a large extent; 5 = to a very large extent
1
2
3
4
5
1. I jump into things without thinking.
2. I make rash decisions.
3. I like to act on a whim.
4. I rush into things.
5. I don’t know why I do some of the things I do.
6. I act quickly without thinking.
7. I choose my words with care.
Instructions:
To score the measure, first reverse-code items 1, 2, 3, 4, 5, and 6. So that 1=5, 2=4, 3=3, 4=2, and 5=1. Then compute the sum of the 7 items. Scores will range from 7 to 35.
Interpretation
People differ in how they make decisions. Some people prefer to collect information, carefully weigh alternatives, and then select the best option, while others prefer to make a choice as quickly as possible.
This scale assesses how deliberate you are when making decisions. If you scored at or above 28, you tend to be quite deliberate. If you scored at or below 14, you tend to be rash. Scores between 14 and 27 reveal a more blended style of decision making.
How should decisions be made? The rational model states that individuals should define the problem, identify what criteria are relevant to making the decision and weigh those criteria according to importance, develop alternatives, and finally evaluate and select the best alternative. Though this sounds like an arduous process, research has shown that the rational model tends to result in better decisions.
Interestingly, personality is related to a person’s decision-making style. Individuals who are deliberate and decisive tend to be high in emotional stability and high in conscientiousness, while individuals who are more impulsive tend to be low on these two traits. Thus, while your decision-making style is likely to be somewhat stable, following the rational model should help you to avoid making rash decisions.
2. HOW CREATIVE AM I?
Review the 30 adjectives that follow. Being honest and forthright with your answers, identify only those items that accurately describe you.
1. Affected
2. Capable
3. Cautious
4. Clever
5. Commonplace
6. Confident
7. Conservative
8. Conventional
9. Dissatisfied
10. Egotistical
11. Honest
12. Humorous
13. Individualistic
14. Informal
15. Insightful
16. Intelligent
17. Inventive
18. Mannerly
19. Narrow Interests
20. Original
21. Reflective
22. Resourceful
23. Self-confident
24. Sexy
25. Sincere
26. Snobbish
27. Submissive
28. Suspicious
29. Unconventional
30. Wide Interests
Instructions:
The score was calculated by adding 1 point if you descr ...
This short questionnaire aims to assess preferences in verbal and non-verbal communication. It contains 10 statements about communication styles and preferences that respondents are asked to rate on a scale of 1 to 4. The results will be used to identify potential ways to improve communication within the office community.
This document contains guidance for analyzing statistical data and films. For statistical analysis, it recommends identifying variable levels, calculating descriptive statistics, and testing differences between groups. For film analysis, it advises against simply summarizing plots and instead to analyze themes, images, and how elements work together artistically. It provides tips on developing an argument and using examples to support ideas.
This document contains the Revised Adult Attachment Scale (Close Relationships Version) developed by Nancy L. Collins in 1996. The scale contains 18 statements about how people generally feel in important close relationships and asks respondents to rate each statement from 1 to 5 on how characteristic it is of them. The scale is used to assess attachment styles in close relationships such as with family, romantic partners, and close friends.
Personality Traits. Below is a list of terms that describe person.docxkarlhennesey
Personality Traits. Below is a list of terms that describe personality traits that are commonly found in the population. You can probably think of many others, but stick with these for this exercise. The purpose of this exercise is to compare your own ratings of yourself with the ratings of others. Do others see you in the same way that you see yourself? Follow the directions below to discover the answer to this question.
· Make several copies of the rating sheet below. Ask three people to separately rate you on the list of traits. You should also rate yourself. Select a variety of people to do the rating, such as a family member, friend, co-worker, neighbor, teacher, spouse, etc.
· You and each of your raters should select and check off 20 traits that describe you best. It may be difficult to stick to 20, but force yourself (and your raters) to do so.
· On the summary-rating sheet (located beneath the rating sheet), check off your choices and the choices of each of the raters.
· Finally, evaluate your results. The following questions should help you. This part of the exercise is what you will turn in to me.
1. Overall, does your selection of traits present a favorable, neutral, or unfavorable picture of your personality? Be sure to provide evidence for your answer based on your choice of traits (i.e., provide examples of the traits chosen, provide the percentage of favorable, neutral or unfavorable traits, etc.)
2. Do the traits identified by your raters present a favorable, neutral, or unfavorable picture? Again, be sure to provide evidence for your answer based on your raters’ choice of traits.
3. How different are the traits selected by your raters from yours? In what ways do they differ? If they do not differ, then how are they similar? Provide examples from the various ratings and percentages (i.e., what percentage of traits were the same?).
4. How do you explain the differences or similarities you see in the ratings?
5. Which of your traits appear to be most positive based on all ratings? Why do you consider these traits positive?
6. Which of your traits appear to be most negative based on all ratings? Why do you consider these traits negative?
7. What do you think about this type of evaluation of personality? What are the advantages and disadvantages for using this type of evaluation to determine personality? How could you improve this procedure? In answering these questions be sure to use some of the information you learned about research methods in Lesson 1. PERSONALITY TRAITS: RATING SHEET
Rater’s I.D. ___________________________________ (Rater may wish to be anonymous)
Name of person you will be rating: ___________________________________________
Instructions: Check the twenty (20) traits from this list that best describe the person named above. Your evaluation should be based on behavior that you have observed.
___ boastful ___ generous ___ optimistic ___ shy
___ candid ___ good-natured ___ orderly ___ s ...
Please fill the attached Self-Assessment Surveys (TWO) and calcula.docxARIV4
Please fill the attached Self-Assessment Surveys (TWO) and calculate your score according to the instruction after each survey. These are personal assessments and I want you to be as honest as possible, rather than worry about what I am going to think.
1. AM I A DELIBERATE DECISION MAKER?
Indicate to what extent the following statements describe you when you make decisions.
1 = to a very little extent; 2 = to a little extent; 3 = somewhat; 4 = to a large extent; 5 = to a very large extent
1
2
3
4
5
1. I jump into things without thinking.
2. I make rash decisions.
3. I like to act on a whim.
4. I rush into things.
5. I don’t know why I do some of the things I do.
6. I act quickly without thinking.
7. I choose my words with care.
Instructions:
To score the measure, first reverse-code items 1, 2, 3, 4, 5, and 6. So that 1=5, 2=4, 3=3, 4=2, and 5=1. Then compute the sum of the 7 items. Scores will range from 7 to 35.
Interpretation
People differ in how they make decisions. Some people prefer to collect information, carefully weigh alternatives, and then select the best option, while others prefer to make a choice as quickly as possible.
This scale assesses how deliberate you are when making decisions. If you scored at or above 28, you tend to be quite deliberate. If you scored at or below 14, you tend to be rash. Scores between 14 and 27 reveal a more blended style of decision making.
How should decisions be made? The rational model states that individuals should define the problem, identify what criteria are relevant to making the decision and weigh those criteria according to importance, develop alternatives, and finally evaluate and select the best alternative. Though this sounds like an arduous process, research has shown that the rational model tends to result in better decisions.
Interestingly, personality is related to a person’s decision-making style. Individuals who are deliberate and decisive tend to be high in emotional stability and high in conscientiousness, while individuals who are more impulsive tend to be low on these two traits. Thus, while your decision-making style is likely to be somewhat stable, following the rational model should help you to avoid making rash decisions.
2. HOW CREATIVE AM I?
Review the 30 adjectives that follow. Being honest and forthright with your answers, identify only those items that accurately describe you.
1. Affected
2. Capable
3. Cautious
4. Clever
5. Commonplace
6. Confident
7. Conservative
8. Conventional
9. Dissatisfied
10. Egotistical
11. Honest
12. Humorous
13. Individualistic
14. Informal
15. Insightful
16. Intelligent
17. Inventive
18. Mannerly
19. Narrow Interests
20. Original
21. Reflective
22. Resourceful
23. Self-confident
24. Sexy
25. Sincere
26. Snobbish
27. Submissive
28. Suspicious
29. Unconventional
30. Wide Interests
Instructions:
The score was calculated by adding 1 point if you descr.
Please fill the attached Self-Assessment Surveys (TWO) and calcula.docxstilliegeorgiana
Please fill the attached Self-Assessment Surveys (TWO) and calculate your score according to the instruction after each survey. These are personal assessments and I want you to be as honest as possible, rather than worry about what I am going to think.
1. AM I A DELIBERATE DECISION MAKER?
Indicate to what extent the following statements describe you when you make decisions.
1 = to a very little extent; 2 = to a little extent; 3 = somewhat; 4 = to a large extent; 5 = to a very large extent
1
2
3
4
5
1. I jump into things without thinking.
2. I make rash decisions.
3. I like to act on a whim.
4. I rush into things.
5. I don’t know why I do some of the things I do.
6. I act quickly without thinking.
7. I choose my words with care.
Instructions:
To score the measure, first reverse-code items 1, 2, 3, 4, 5, and 6. So that 1=5, 2=4, 3=3, 4=2, and 5=1. Then compute the sum of the 7 items. Scores will range from 7 to 35.
Interpretation
People differ in how they make decisions. Some people prefer to collect information, carefully weigh alternatives, and then select the best option, while others prefer to make a choice as quickly as possible.
This scale assesses how deliberate you are when making decisions. If you scored at or above 28, you tend to be quite deliberate. If you scored at or below 14, you tend to be rash. Scores between 14 and 27 reveal a more blended style of decision making.
How should decisions be made? The rational model states that individuals should define the problem, identify what criteria are relevant to making the decision and weigh those criteria according to importance, develop alternatives, and finally evaluate and select the best alternative. Though this sounds like an arduous process, research has shown that the rational model tends to result in better decisions.
Interestingly, personality is related to a person’s decision-making style. Individuals who are deliberate and decisive tend to be high in emotional stability and high in conscientiousness, while individuals who are more impulsive tend to be low on these two traits. Thus, while your decision-making style is likely to be somewhat stable, following the rational model should help you to avoid making rash decisions.
2. HOW CREATIVE AM I?
Review the 30 adjectives that follow. Being honest and forthright with your answers, identify only those items that accurately describe you.
1. Affected
2. Capable
3. Cautious
4. Clever
5. Commonplace
6. Confident
7. Conservative
8. Conventional
9. Dissatisfied
10. Egotistical
11. Honest
12. Humorous
13. Individualistic
14. Informal
15. Insightful
16. Intelligent
17. Inventive
18. Mannerly
19. Narrow Interests
20. Original
21. Reflective
22. Resourceful
23. Self-confident
24. Sexy
25. Sincere
26. Snobbish
27. Submissive
28. Suspicious
29. Unconventional
30. Wide Interests
Instructions:
The score was calculated by adding 1 point if you descr ...
This short questionnaire aims to assess preferences in verbal and non-verbal communication. It contains 10 statements about communication styles and preferences that respondents are asked to rate on a scale of 1 to 4. The results will be used to identify potential ways to improve communication within the office community.
This document contains guidance for analyzing statistical data and films. For statistical analysis, it recommends identifying variable levels, calculating descriptive statistics, and testing differences between groups. For film analysis, it advises against simply summarizing plots and instead to analyze themes, images, and how elements work together artistically. It provides tips on developing an argument and using examples to support ideas.
· The below items are the Need for Cognition Scale (Cacioppo, Pett.docxalinainglis
· The below items are the Need for Cognition Scale (Cacioppo, Petty, & Kao, 1984). In the dataset, these are items ncs1-18. To get the total score for this scale, ncs3, ncs4, ncs5, ncs7, ncs8, ncs9, ncs12, ncs16, and ncs17 need to be reverse-scored. Then add up items ncs1, 2, 6, 10, 11, 13, 14, 15, and 18 along with the reverse-scored items to get the total score on the measure.
Instructions: For each statement listed below, circle the number that indicates the extent to which you feel it is characteristic of you. For example, if the statement is not at all like you, circle number 1 under “Extremely Uncharacteristic,” or if you really can’t decide if the statement is or is not characteristic of you, circle number 3 under “Uncertain.”
Extremely Uncharacteristic
Somewhat Uncharacteristic
Uncertain
Somewhat Characteristic
Extremely Characteristic
1. I would prefer complex to simple problems.
1
2
3
4
5
2. I like to have the responsibility of handling a situation that requires a lot of thinking.
1
2
3
4
5
3. Thinking is not my idea of fun.
1
2
3
4
5
4. I would rather do something that requires little thought than something that is sure to challenge my thinking abilities.
1
2
3
4
5
5. I try to anticipate and avoid situations where there is likely a chance I will have to think in depth about something.
1
2
3
4
5
6. I find satisfaction in deliberating hard and for long hours.
1
2
3
4
5
7. I only think as hard as I have to.
1
2
3
4
5
8. I prefer to think about small, daily projects to long-term ones.
1
2
3
4
5
9. I like tasks that require little thought once I’ve learned them.
1
2
3
4
5
10. The idea of relying on thought to make my way to the top appeals to me.
1
2
3
4
5
11. I really enjoy a task that involves coming up with new solutions to problems.
1
2
3
4
5
12. Learning new ways to think doesn’t excite me very much.
1
2
3
4
5
13. I prefer my life to be filled with puzzles that I must solve.
1
2
3
4
5
14. The notion of thinking abstractly is appealing to me.
1
2
3
4
5
15. I would prefer a task that is intellectual, difficult, and important to one that is somewhat important but does not require much thought.
1
2
3
4
5
16. I feel relief rather than satisfaction after completing a task that required a lot of mental effort.
1
2
3
4
5
17. It’s enough for me that something gets the job done; I don’t care how or why it works.
1
2
3
4
5
18. I usually end up deliberating about issues even when they do not affect me personally.
1
2
3
4
5
Participant Number ____________
· Next is the General Self-Efficacy Scale items (Schwarzer & Jerusalem, 1995). In the dataset, these are items gse1-10. To get the total score for this scale, you just sum together all 10 items into one total score.
For each statement below, please indicate to what extent the statement is true of you.
Not at all true
1
Hardly true
2
Moderately true
3
Exactly true
4
1. I can always manage to solve difficult problems if I try hard enough.
2. If someone opposes me, I can find the.
Page 1 of 13Psyc-E1900 Start of Block DefaultTatianaMajor22
This paper reports the results of three hypothesis tests conducted using survey data from 51 Harvard undergraduates. The paper tests theories that happiness comes from hard work, pleasure-seeking, and strong social ties. None of the theories received support. Spending time studying did not correlate with happiness. Those reporting more pleasure activities were not happier than those reporting fewer. And having more friends was not associated with greater happiness. The paper concludes that while the theories are not incompatible, the present data did not support any of them in explaining sources of happiness. Larger or alternative studies may be needed.
[Pick the date] (Personal leadership plan[Type the abstract.docxgerardkortney
[Pick the date]
(
Personal leadership plan
[Type the abstract of the document here. The abstract is typically a short summary of the contents of the document. Type the abstract of the document here. The abstract is typically a short summary of the contents of the document.]
) (
[Type the author name]
[Pick the date]
)
Personal leadership plan (
Enter your vision description here.
)Vision
Mission
(
Enter your mission statement here.
)
Motivation
(
Enter your motivation discussion here.
) (
My Slogan:
)Challenges
(
Enter your challenges discussion here.
)
(
Enter your discussion on managing conflict
)Managing Conflict
(
Enter summary here.
)reflection
5
Chapter 4
Self-Assessment: An Ethical Baseline
Most people think they are ethical, particularly when the right thing to do is seemingly
obvious. But as you read in the chapter, 75 percent of the respondents in a nationwide
survey indicated that they had witnessed unethical behavior at work. In another study
across multiple industries, 48 percent of the respondents admitted to actually committing
an unethical or illegal act in the past year! And recall that with so many ways to approach
ethical decision making, ethical choices are not always cut-and-dried. To give you an
idea of your ethical perspective, take this assessment. Answer each of the questions using
the following scale:
1. Strongly agree
2. Agree
3. Not sure
4. Disagree
5. Strongly disagree
1. Did you ever think about taking money from where you worked, but not go through
with it?
1 2 3 4 5
2. Have you ever borrowed something from work without telling anyone?
1 2 3 4 5
3. There are times I’ve been provoked into a fistfight.
1 2 3 4 5
4. Is it okay to get around the law if you don’t break it?
1 2 3 4 5
5. I’ve had fellow employees show me how to take things from where I work.
1 2 3 4 5
6. I will usually take someone up on a dare.
1 2 3 4 5
7. I’ve always driven insured vehicles.
1 2 3 4 5
8. If you were sent an extra item with an order, would you send it back?
1 2 3 4 5
9. Would you say everyone is a little dishonest?
1 2 3 4 5
10. Most supervisors treat their employees fairly.
1 2 3 4 5
11. I worry about getting hurt at work.
1 2 3 4 5
12. People say that I’m a workaholic.
1 2 3 4 5
13. I like to plan things carefully ahead of time.
1 2 3 4 5
14. Have you found a way a dishonest person in your job could take things from work?
1 2 3 4 5
15. I often act quickly without stopping to think things through.
1 2 3 4 5
16. It doesn’t bother me what other people think.
1 2 3 4 5
17. I have friends who are a little dishonest.
1 2 3 4 5
18. I am not a thrill seeker.
1 2 3 4 5
19. I have had my driver’s license revoked.
1 2 3 4 5
20. Are you too honest to steal?
1 2 3 4 5
21. Do most employees take small items from work?
1 2 3 4 5
22. Do.
Leaders Self-Insight 3.1. T–P Leadership Questionnaire An .docxsmile790243
Leader's Self-Insight 3.1. T–P Leadership Questionnaire: An
Assessment of Style
Instructions: The following items describe aspects of leadership
behavior. Assume you are the appointed leader of a student group and
feel the pressure for performance improvements to succeed. Respond to
each item according to the way you would most likely act in this pressure
situation. Indicate whether each item below is Mostly False or Mostly
True for you as a work-group leader.
Mos
tly
Fals
e
Mos
tly
Tru
e
1 I would hold members personally
accountable for their performance.
2 I would assign members to specific roles
and tasks.
3 I would ask the members to work harder.
4 I would check on people to know how they
are doing.
5 I would focus more on execution than on
being pleasant with members.
6 I would try to make members' work more
pleasant.
Scoring and Interpretation
The T–P Leadership Questionnaire is scored as follows: Your T score
represents task orientation and is the number of Mostly True answers for
questions 1–5. Your P score represents your people or relationship
orientation and is the number of Mostly True answers for questions 6–
10. A score of 4 or 5 would be considered high for either T or P. A score
of 0 or 1 would be considered low. T = _ _ _. P = _ _ _.
Some leaders focus on people needs, leaving task concerns to followers.
Other leaders focus on task details with the expectation that followers
will carry out instructions. Depending on the situation, both approaches
may be effective. The important issue is the ability to identify relevant
dimensions of the situation and behave accordingly. Through this
questionnaire, you can identify your relative emphasis on the two
dimensions of task orientation (T) and people orientation (P). These are
not opposite approaches, and an individual can rate high or low on either
or both.
What is your leadership orientation? Compare your results from this
assignment to your result from the quiz in Leader's Self-Insight 2.2 in
Chapter 2. What would you consider an ideal leader situation for your
style?
7 I would focus on maintaining a pleasant
atmosphere on the team.
8 I would let members do their work the way
they think best.
9 I would be concerned with people's
personal feelings and welfare.
10 I would go out of my way to be helpful to
members.
Source: Based on the T–P Leadership Questionnaire as published in “Toward a
Particularistic Approach to Leadership Style: Some Findings,” by T. J.
Sergiovanni, R. Metzcus, and L. Burden, American Educational Research Journal
6, no. 1 (1969), pp. 62–79.
Leader's Self-Insight 3.2. Are You Ready?
Instructions: A leader's style can be contingent upon the readiness level
of followers. Think of yourself working in your current or former job.
Answer the following questions based on how you are on that job.
Please answer whether each item is Mostly False or Mostly True for you
in that job.
Mos
tly
Fals
e
Mos
tly
Tru
e
...
This document provides a summary report of Vikas' results on the IPIP-NEO personality inventory compared to other adult men. It summarizes Vikas' scores on the Big Five personality domains of Extraversion, Agreeableness, Conscientiousness, Neuroticism, and their facets. Vikas scored low in Extraversion, indicating he is introverted and reserved. His Agreeableness score was average. He scored low in Conscientiousness, suggesting he is less organized and more likely to act impulsively. No score was provided for Neuroticism. The report also notes that the descriptions are approximations and should be discussed with people who know Vikas well to evaluate accuracy.
The document discusses different types of scales used in research including nominal, ordinal, interval, and ratio scales. It provides examples of each scale and explains their characteristics. Nominal scales involve categories with no intrinsic ordering. Ordinal scales denote differences in categories that can be ranked. Interval scales allow for arithmetic operations on data. Ratio scales have a true zero point. The document also covers various rating scales like Likert scales, semantic differential scales, rankings scales, and their properties.
Wmba 6000 dynamic leadership personal values surveyeach of tpiya30
This document provides instructions for a week 4 assignment assessing an adverse event using a continuous quality improvement (CQI) framework. Students are asked to complete a template describing: 1) The adverse event scenario in detail; 2) A graph of event data; 3) A CQI tool (e.g. fishbone diagram, flowchart); and 4) Recommendations for prevention using the PDSA model. The template should be 8-10 pages and include citations and references in APA format. Students will analyze frequency data, identify contributing factors, and propose operational/safety process changes to prevent future occurrences of the chosen adverse event (medication error, patient fall, postoperative hemorrhage).
How To "Login" To The Way That Your Prospects ThinkSean McPheat
The document discusses different cognitive styles - visual, auditory, and kinesthetic - that people use to process information. It provides a test to determine one's preferred style, which involves ranking statements from most to least descriptive. Scoring involves tallying responses for each style; the lowest scores indicate one's preferences. Understanding a client's style allows you to tailor your presentation of products and services in a way that best connects with how they think. Presenting in a person's non-preferred style risks losing the sale.
Assignment #2 Write an evaluation of a campus event focused on .docxjane3dyson92312
Assignment #2: Write an evaluation of a campus event focused on or related to social justice (600 words, double-spaced, worth 15 points).
Due by Friday of week 8 at 11:55pm.
Post your submission to GauchoSpace in the folder under Femst 20 Week 8.
Audience: Friends who are not in this class
Why is this a useful Femst 20 assignment?
This assignment helps you to make connections between what we’re studying in FemSt 20 and events outside of the classroom. It also will help you develop your ability to choose among different forms and styles of writing.
Assignment:
Attend a social justice campus event and write a 600 word evaluation of your experience at the event and its connections to our course themes. Remember that the audience is friends who are not in this class and who have not attended the event. In your evaluation, identify:
· the main themes of the event
· who was in the audience and how they responded
· your experience of being in the audience and how you responded personally and/or politically, and connections to at least 2 ideas presented in our course readings, referring to specific page numbers.
Project #2:
PERSONALITY PROFILE PAPER (10 Pts.)
The objective of this project is for students to explore and understand different personality types and how these differences influence and effect communication.
STUDENT RESPONSIBILITY: Each student will complete The Personality Profile (will be available on TITANium) and have someone you communicate with regularly, but not in this or my other classes, also complete the profile. Upon completion of the profiles, students will be given an explanation and further information on how to interpret the results.
STUDENT REPORT: With this knowledge of the results, you will write a paper with a minimum of 3 FULL pages. Your papers will be typed, double-spaced, 12 pt. font, Times New Roman, black ink only, and stapled together. Make sure your papers are free of grammatical and spelling errors ---- you will be graded on this. Your paper will discuss each of the following in paragraph form:
· List the personality color for yourself and your friend/partner [mention the type of relationship
you have with this person (i.e. friend, co-worker, parent, boyfriend, etc.)].
· According to the ‘Color Coded Motives’, discuss specifically your personalities for both
you and your friend/partner. (If you’re not blue, red, white, etc., I don’t want to hear
anything about these personalities.)
· Tell me how both of you are differentAND how both of you are similar (not your colors).
· How are conflicts, disagreements or miscommunications handled in this relationship?
· Give at leastone example of a conflict, disagreement or miscommunication you have had
with this person and discuss how you might deal with the situation now that you are more
aware of their personality type.
· Discuss how different personality types affect (positively or negatively) communication.
BE VERY CAREFUL NOT T.
Assignment #2 Write an evaluation of a campus event focused on .docxfestockton
Assignment #2: Write an evaluation of a campus event focused on or related to social justice (600 words, double-spaced, worth 15 points).
Due by Friday of week 8 at 11:55pm.
Post your submission to GauchoSpace in the folder under Femst 20 Week 8.
Audience: Friends who are not in this class
Why is this a useful Femst 20 assignment?
This assignment helps you to make connections between what we’re studying in FemSt 20 and events outside of the classroom. It also will help you develop your ability to choose among different forms and styles of writing.
Assignment:
Attend a social justice campus event and write a 600 word evaluation of your experience at the event and its connections to our course themes. Remember that the audience is friends who are not in this class and who have not attended the event. In your evaluation, identify:
· the main themes of the event
· who was in the audience and how they responded
· your experience of being in the audience and how you responded personally and/or politically, and connections to at least 2 ideas presented in our course readings, referring to specific page numbers.
Project #2:
PERSONALITY PROFILE PAPER (10 Pts.)
The objective of this project is for students to explore and understand different personality types and how these differences influence and effect communication.
STUDENT RESPONSIBILITY: Each student will complete The Personality Profile (will be available on TITANium) and have someone you communicate with regularly, but not in this or my other classes, also complete the profile. Upon completion of the profiles, students will be given an explanation and further information on how to interpret the results.
STUDENT REPORT: With this knowledge of the results, you will write a paper with a minimum of 3 FULL pages. Your papers will be typed, double-spaced, 12 pt. font, Times New Roman, black ink only, and stapled together. Make sure your papers are free of grammatical and spelling errors ---- you will be graded on this. Your paper will discuss each of the following in paragraph form:
· List the personality color for yourself and your friend/partner [mention the type of relationship
you have with this person (i.e. friend, co-worker, parent, boyfriend, etc.)].
· According to the ‘Color Coded Motives’, discuss specifically your personalities for both
you and your friend/partner. (If you’re not blue, red, white, etc., I don’t want to hear
anything about these personalities.)
· Tell me how both of you are differentAND how both of you are similar (not your colors).
· How are conflicts, disagreements or miscommunications handled in this relationship?
· Give at leastone example of a conflict, disagreement or miscommunication you have had
with this person and discuss how you might deal with the situation now that you are more
aware of their personality type.
· Discuss how different personality types affect (positively or negatively) communication.
BE VERY CAREFUL NOT T ...
Assignment Please follow instructions and no late work. You can a.docxbraycarissa250
Assignment: Please follow instructions and no late work. You can answer 1 to 2 sentences for each value and principle.
No Plagiarism. The Personal Values survey you will need is attached.
· After taking the Personal Values Survey and reflecting on your results, determine the three character traits for which you scored highest.
· Then, rephrase them as values that are relevant to you in your professional and personal life. For instance, if one of your strongest character traits is “critical thinking,” your value statement might be: “I value thinking critically about situations in my life.”
· For each of your top three values, identify three principles that emanate from each one (you will have a total of nine principles). For instance, if your value statement is “I value thinking critically about situations in my life,” your principle might be: “It is important to fully understand a situation before making a decision.”
· Finally, create a goal that aligns with a principle you have identified. For example, if your principle is, “It is important to fully understand a situation before making a decision,” then your goal might be: “Evaluate career opportunities in my city.”
WMBA 6000: Dynamic LeadershipPersonal Values Survey
Each of the value categories listed below represents both a value and a personality strength. For example, “wisdom and knowledge” are values that you may embrace and strive for in your life through formal education and through learning what you can from your colleagues and family. At the same time, these are also strengths that you might leverage in your relationships as well as in the workplace.
The items under each value category are similar in that they could be considered both strengths and values, but think of them predominantly as strengths when you complete this survey. Ask yourself: To what extent is each of these a part of my personality?
Address each of the questions below by circling the number that best applies. Use the following scale when choosing the number:
1 = Not part of my personality at all
2 = Slightly a part of my personality
3 = Somewhat a part of my personality
4 = Very much a part of my personality
5 = Completely a part of my personality
Personal Values Survey
Value 1—Wisdom and Knowledge: Cognitive strengths in this value category entail the acquisition and use of knowledge.
Creativity
1 2 3 4 5
Thinking of new ways to do things is a crucial part of who you are. You are never content with doing something the conventional way if a better way is possible.
Curiosity
1 2 3 4 5
You are curious about everything. You are always asking questions, and you find all subjects and topics fascinating. You like exploration and discovery.
Love of Learning
1 2 3 4 5
You love learning new things, whether in a class or on your own. You have always loved school, reading, and museums—anywhere and everywhere there is an opportunity to learn.
Open-Mindedness
1 2 3 4 5
You value judgment, c ...
This document provides original psychological surveys in Spanish on basic need satisfaction and intrinsic motivation. It includes:
1. A survey measuring satisfaction of autonomy, competence, and relatedness needs in general life and in specific relationships.
2. Instructions for constructing and scoring an Intrinsic Motivation Inventory (IMI) by selecting relevant subscales and items to assess interest/enjoyment, perceived competence, effort, pressure, choice, value, and relatedness.
3. Notes on relating need satisfaction in relationships to relationship quality and attachment security.
The document is a career report assignment with four parts. In part one, the student investigates and summarizes information about a career in fashion design. Part two involves completing career personality and interest assessments through an online tool. The results are summarized. Part three involves completing a separate personality test and analyzing the results. Part four involves setting short and long term career goals and outlining strategies to achieve them.
The document is a self-assessment questionnaire that aims to determine a person's primary motivator between three options: need for achievement, need for power, or need for affiliation. It contains 15 statements to which participants assign a rating of how much each statement describes them. They then predict their primary motivator and tally their ratings within the three categories to see which category received the highest score, revealing their strongest motivational need.
This document discusses several soft skills important for career success, including body language, analytical skills, and critical thinking. It provides details on each:
Body language conveys nonverbal cues like facial expressions and posture. The document lists 7 steps to understand meanings in body language, such as how different eye movements and head positions communicate different attitudes.
Analytical skills involve applying logic to gather and analyze information to make well-informed decisions. The document gives 5 tips to improve these skills, such as asking the right questions, making no assumptions, and turning information into real knowledge.
Critical thinking requires actively conceptualizing and evaluating information to reach valid conclusions. It outlines core skills like observation and interpretation, and the procedure of
1. A good questionnaire must demonstrate validity, reliability, and discrimination. Discrimination means that people with different scores on the questionnaire should differ in meaningful ways on the underlying construct being measured.
2. Validity refers to whether the questionnaire accurately measures what it intends to measure. This includes content validity, criterion validity, and factorial validity. Reliability means the questionnaire produces consistent results under the same conditions.
3. The document provides examples to illustrate discrimination and discusses strategies for establishing validity and reliability, including factor analysis and Cronbach's alpha. It emphasizes that designing a good questionnaire takes significant time and effort.
COMM 1001 Week 4 Assignment Worksheet(Part 1 of your Week 5 P.docxclarebernice
COMM 1001: Week 4 Assignment Worksheet
(Part 1 of your Week 5 Perception Paper)
Directions: Please save the document to your own computer using thenaming convention "COMMWK4Assgn+last name+first initial" as the Submission Title. The file name identifies you and indicates to your instructor that your worksheet is available to grade. Please fill in the answers in the boxes provided by TYPING in your answers. If you need more space than is provided, the box will expand as you write. So, no need to worry about space. Do not write your answers in a separate document because your instructor uses the rubric after each question to grade that section of this worksheet. You may use the rubric as a guide to make sure you completed that question correctly. Then, please submit this worksheet to the regular Week 4 Assignment submission link in the classroom.
Section 1. Introduction
Using the directions in the blue part of each box, write an introduction for your week 5 full paper in the boxes below. Be sure to follow the directions in each box.
First write a sentence (or more if needed) to gradually introduce your reader to the topic of perception. Try to be creative and original. For instance, you could tell a brief story about how perception played a role in a situation from your own life.
Perception is to know and understand something through the ability to hear, see, or become aware of something through the senses. It can influence how most people react towards others. My perception is mainly based on how a person sitting down on grass can be perceived through the sense of sight. This paper will guide me to know how perception works through analyzing what three observers stated in their perceptions of a photograph.
The second part of a proper introduction is a thesis or purpose statement. In this worksheet, we will give you
the thesis. In your paper next week, you may choose to use this thesis or write your own. A possible thesis
for this paper would be:
This paper will help me to understand how perception works through doing an analysis of what three observers
declared were their perceptions of a photograph.
Finally, write a sentence or two that previews what your three main points for this paper will be. You have already been given the three main points. They are:
1) Explanation of the steps of the perception process.
2) Description of your observers and how their background might affect their perception of the world.
3) Analysis of the observers’ descriptions of the photo.
Here is an example of a good preview of these three main points:
In this paper, first I will explain the three step process of perception; second, I will provide a description of my three observers complete with an explanation as to how their backgrounds might affect their perceptions of the world. Finally, I will delve deeper into what these observers had to say about the photograph I showed them by analyzing their perceptions.
In space below, write a preview ...
COMM 1001 Week 4 Assignment Worksheet(Part 1 of your Week 5 P.docxmonicafrancis71118
COMM 1001: Week 4 Assignment Worksheet
(Part 1 of your Week 5 Perception Paper)
Directions: Please save the document to your own computer using thenaming convention "COMMWK4Assgn+last name+first initial" as the Submission Title. The file name identifies you and indicates to your instructor that your worksheet is available to grade. Please fill in the answers in the boxes provided by TYPING in your answers. If you need more space than is provided, the box will expand as you write. So, no need to worry about space. Do not write your answers in a separate document because your instructor uses the rubric after each question to grade that section of this worksheet. You may use the rubric as a guide to make sure you completed that question correctly. Then, please submit this worksheet to the regular Week 4 Assignment submission link in the classroom.
Section 1. Introduction
Using the directions in the blue part of each box, write an introduction for your week 5 full paper in the boxes below. Be sure to follow the directions in each box.
First write a sentence (or more if needed) to gradually introduce your reader to the topic of perception. Try to be creative and original. For instance, you could tell a brief story about how perception played a role in a situation from your own life.
Perception is to know and understand something through the ability to hear, see, or become aware of something through the senses. It can influence how most people react towards others. My perception is mainly based on how a person sitting down on grass can be perceived through the sense of sight. This paper will guide me to know how perception works through analyzing what three observers stated in their perceptions of a photograph.
The second part of a proper introduction is a thesis or purpose statement. In this worksheet, we will give you
the thesis. In your paper next week, you may choose to use this thesis or write your own. A possible thesis
for this paper would be:
This paper will help me to understand how perception works through doing an analysis of what three observers
declared were their perceptions of a photograph.
Finally, write a sentence or two that previews what your three main points for this paper will be. You have already been given the three main points. They are:
1) Explanation of the steps of the perception process.
2) Description of your observers and how their background might affect their perception of the world.
3) Analysis of the observers’ descriptions of the photo.
Here is an example of a good preview of these three main points:
In this paper, first I will explain the three step process of perception; second, I will provide a description of my three observers complete with an explanation as to how their backgrounds might affect their perceptions of the world. Finally, I will delve deeper into what these observers had to say about the photograph I showed them by analyzing their perceptions.
In space below, write a preview .
1Week 2 Journal Project Outline TemplateUse this template.docxRAJU852744
1
Week 2 Journal: Project Outline Template
Use this template to jot down notes and develop an initial outline for your Personal Improvement Project. Remember that an outline is informal; it is meant to be a tool to help prepare for the steps of your project and the writing of your report in Week 6.
Part 1: Aim
· What is the topic of your project?
· What is the aim(s) of your project? Make sure the aim is measurable (e.g., Improve in X way by X%).
Part 2: Process Analysis
· What is the process you are studying?
· Who are the people involved?
· Where does the process start and end?
Part 3: Measurement
· What are you measuring?
· How are you collecting the data?
Part 4: Changes
· What changes do you anticipate making based on what the data reveal?
Part 5: Reflection and Application
· How might you extend the project long-term?
· How might the experience of this personal project inform a quality project in nursing?
1
Positive Thinking, Negative Thinking and Reframing
TRUE OR FALSE TEST
Answer the following statements by circling true or false.
1. I believe others cause my feelings. --------------------------------------------------------------------T F
2. I'm always telling myself I "should" do this or that.-------------------------------------------------T F
3. I constantly criticize myself-------------------------------------------------------------------------------T F
4. I think I must do everything perfectly or not at all. -------------------------------------------------T F
5. I'm always apologizing for one thing or another. ---------------------------------------------------T F
6. I feel like I'm carrying the world on my shoulders. -------------------------------------------------T F
7. I'm really hard on myself when I make mistakes. --------------------------------------------------T F
8. I bend over backwards to please others--------------------------------------------------------------T F
9. I "scare" myself into action by imagining horrible things that will happen if I don't do
something. ---------------------------------------------------------------------------------------------------T F
10. I tend to look on the negative side of things. My glass of water is always half empty
instead of half full. ------------------------------------------------------------------------------------------T F
11. It's hard for me to forgive and forget. If someone hurts me, I tend to cling to that
feeling. --------------------------------------------------------------------------------------------------------T F
12. I often feel helpless. There are so many things in life I can't do. -------------------------------T F
SCORE YOUR RESPONSES:
Give yourself one point for each "true" answer on the test. # =_________
# Points Results
1-3 You generally feel good about yourself. Keep up your positive way of thinking.
4-6 Negative thinking may be gaining on you. Take time to renew your positive traits.
7+ Challen.
How to break down barriers to give more feedback at workQuynh Nguyen
You are motivated to give more feedback to help your colleagues grow, but you often find yourself not doing it. There seems to be visible barriers that stops you giving feedback. Understand what they are, so you can break through and start growing with the people you value.
1. A corporations distribution of additional shares of its own s.docxcuddietheresa
1.
A corporation's distribution of additional shares of its own stock to its stockholders without the receipt of any payment in return is called a: (Points : 2)
.
1. Like the modernists, postmodern writers focused on subjective e.docxcuddietheresa
1. Like the modernists, postmodern writers focused on subjective experience rather than objective cultural norms. (1 point)
expressing or dealing with facts or conditions as perceived without distortion by personal feelings, prejudices, or interpretations
characteristic of or belonging to reality as perceived rather than as independent of mind
characteristic of or belonging to the superficial world
none of the above
2. They reeled, whirled, swiveled, flounced, capered, gamboled, and spun. (1 point)
insult
twists; intricate designs
leapt; frolicked
sharp; pounding
3. He began to think glimmeringly about his abnormal son who was now in jail, about Harrison. (1 point)
beginning
watchfulness; caution
leapt; frolicked
intermittently; unsteadily
4. Stokesie’s married, with two babies chalked up on his fuselage already, but as far as I can tell that’s the only difference. (1 point)
central body portion of an airplane
evil; spiteful
handicaps; obstructions
none of the above
Read the following paragraph and answer questions 5–8.
Scientists report (1) that creatures living in the deep sea are in danger of starving to death. Millions of undiscovered species live, in the deep sea. Creatures in the seabed are suffering from growing food shortages. Which may be a result of rising sea temperatures. Scientists believe that some species will die out, those that can survive on a low food supply will continue living. Not much is known about the creatures that live in the deep sea, not much is known about the changes in their diets. Scientists estimate that up to 10 million species live in the depths of the sea. Most animals of the deep rely on food chains that begin. In the lighted realms of the sea. Microscopic plants called phytoplankton. Capture the sun and start the food cycle. (2) Wherever there are animal droppings, there is a constant rain of organic matter (3) that feeds the bottom dwellers.
5. The underlined part of sentence 1 is what kind of clause? (1 point)
adverbial clause
adjectival clause
noun clause
6. The underlined part of sentence 2 is what kind of clause? (1 point)
adverbial clause
adjectival clause
noun clause
7. The underlined part of sentence 3 is what kind of clause? (1 point)
adverbial clause
adjectival clause
noun clause
Essay
Note: Your teacher will grade your response to ensure that you receive proper credit for your answer. Your response should include the following to receive the points in parentheses:
Respond in 3–5 complete sentences. (5 pts)
8. Rewrite the paragraph above, correcting any fragments and run-on sentences. Be sure to use correct punctuation. (5 points)
True or False
9. The Beat Generation was a group of writers who fought to maintain traditionalism in America. (1 point)
true
false
10. Satire is used to make serious situations appear humorous using irony. (1 point)
true
false
11. Absurdism is the attempt to show the absurdity of t.
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· The below items are the Need for Cognition Scale (Cacioppo, Petty, & Kao, 1984). In the dataset, these are items ncs1-18. To get the total score for this scale, ncs3, ncs4, ncs5, ncs7, ncs8, ncs9, ncs12, ncs16, and ncs17 need to be reverse-scored. Then add up items ncs1, 2, 6, 10, 11, 13, 14, 15, and 18 along with the reverse-scored items to get the total score on the measure.
Instructions: For each statement listed below, circle the number that indicates the extent to which you feel it is characteristic of you. For example, if the statement is not at all like you, circle number 1 under “Extremely Uncharacteristic,” or if you really can’t decide if the statement is or is not characteristic of you, circle number 3 under “Uncertain.”
Extremely Uncharacteristic
Somewhat Uncharacteristic
Uncertain
Somewhat Characteristic
Extremely Characteristic
1. I would prefer complex to simple problems.
1
2
3
4
5
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1
2
3
4
5
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1
2
3
4
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1
2
3
4
5
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1
2
3
4
5
6. I find satisfaction in deliberating hard and for long hours.
1
2
3
4
5
7. I only think as hard as I have to.
1
2
3
4
5
8. I prefer to think about small, daily projects to long-term ones.
1
2
3
4
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9. I like tasks that require little thought once I’ve learned them.
1
2
3
4
5
10. The idea of relying on thought to make my way to the top appeals to me.
1
2
3
4
5
11. I really enjoy a task that involves coming up with new solutions to problems.
1
2
3
4
5
12. Learning new ways to think doesn’t excite me very much.
1
2
3
4
5
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1
2
3
4
5
14. The notion of thinking abstractly is appealing to me.
1
2
3
4
5
15. I would prefer a task that is intellectual, difficult, and important to one that is somewhat important but does not require much thought.
1
2
3
4
5
16. I feel relief rather than satisfaction after completing a task that required a lot of mental effort.
1
2
3
4
5
17. It’s enough for me that something gets the job done; I don’t care how or why it works.
1
2
3
4
5
18. I usually end up deliberating about issues even when they do not affect me personally.
1
2
3
4
5
Participant Number ____________
· Next is the General Self-Efficacy Scale items (Schwarzer & Jerusalem, 1995). In the dataset, these are items gse1-10. To get the total score for this scale, you just sum together all 10 items into one total score.
For each statement below, please indicate to what extent the statement is true of you.
Not at all true
1
Hardly true
2
Moderately true
3
Exactly true
4
1. I can always manage to solve difficult problems if I try hard enough.
2. If someone opposes me, I can find the.
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Chapter 4
Self-Assessment: An Ethical Baseline
Most people think they are ethical, particularly when the right thing to do is seemingly
obvious. But as you read in the chapter, 75 percent of the respondents in a nationwide
survey indicated that they had witnessed unethical behavior at work. In another study
across multiple industries, 48 percent of the respondents admitted to actually committing
an unethical or illegal act in the past year! And recall that with so many ways to approach
ethical decision making, ethical choices are not always cut-and-dried. To give you an
idea of your ethical perspective, take this assessment. Answer each of the questions using
the following scale:
1. Strongly agree
2. Agree
3. Not sure
4. Disagree
5. Strongly disagree
1. Did you ever think about taking money from where you worked, but not go through
with it?
1 2 3 4 5
2. Have you ever borrowed something from work without telling anyone?
1 2 3 4 5
3. There are times I’ve been provoked into a fistfight.
1 2 3 4 5
4. Is it okay to get around the law if you don’t break it?
1 2 3 4 5
5. I’ve had fellow employees show me how to take things from where I work.
1 2 3 4 5
6. I will usually take someone up on a dare.
1 2 3 4 5
7. I’ve always driven insured vehicles.
1 2 3 4 5
8. If you were sent an extra item with an order, would you send it back?
1 2 3 4 5
9. Would you say everyone is a little dishonest?
1 2 3 4 5
10. Most supervisors treat their employees fairly.
1 2 3 4 5
11. I worry about getting hurt at work.
1 2 3 4 5
12. People say that I’m a workaholic.
1 2 3 4 5
13. I like to plan things carefully ahead of time.
1 2 3 4 5
14. Have you found a way a dishonest person in your job could take things from work?
1 2 3 4 5
15. I often act quickly without stopping to think things through.
1 2 3 4 5
16. It doesn’t bother me what other people think.
1 2 3 4 5
17. I have friends who are a little dishonest.
1 2 3 4 5
18. I am not a thrill seeker.
1 2 3 4 5
19. I have had my driver’s license revoked.
1 2 3 4 5
20. Are you too honest to steal?
1 2 3 4 5
21. Do most employees take small items from work?
1 2 3 4 5
22. Do.
Leaders Self-Insight 3.1. T–P Leadership Questionnaire An .docxsmile790243
Leader's Self-Insight 3.1. T–P Leadership Questionnaire: An
Assessment of Style
Instructions: The following items describe aspects of leadership
behavior. Assume you are the appointed leader of a student group and
feel the pressure for performance improvements to succeed. Respond to
each item according to the way you would most likely act in this pressure
situation. Indicate whether each item below is Mostly False or Mostly
True for you as a work-group leader.
Mos
tly
Fals
e
Mos
tly
Tru
e
1 I would hold members personally
accountable for their performance.
2 I would assign members to specific roles
and tasks.
3 I would ask the members to work harder.
4 I would check on people to know how they
are doing.
5 I would focus more on execution than on
being pleasant with members.
6 I would try to make members' work more
pleasant.
Scoring and Interpretation
The T–P Leadership Questionnaire is scored as follows: Your T score
represents task orientation and is the number of Mostly True answers for
questions 1–5. Your P score represents your people or relationship
orientation and is the number of Mostly True answers for questions 6–
10. A score of 4 or 5 would be considered high for either T or P. A score
of 0 or 1 would be considered low. T = _ _ _. P = _ _ _.
Some leaders focus on people needs, leaving task concerns to followers.
Other leaders focus on task details with the expectation that followers
will carry out instructions. Depending on the situation, both approaches
may be effective. The important issue is the ability to identify relevant
dimensions of the situation and behave accordingly. Through this
questionnaire, you can identify your relative emphasis on the two
dimensions of task orientation (T) and people orientation (P). These are
not opposite approaches, and an individual can rate high or low on either
or both.
What is your leadership orientation? Compare your results from this
assignment to your result from the quiz in Leader's Self-Insight 2.2 in
Chapter 2. What would you consider an ideal leader situation for your
style?
7 I would focus on maintaining a pleasant
atmosphere on the team.
8 I would let members do their work the way
they think best.
9 I would be concerned with people's
personal feelings and welfare.
10 I would go out of my way to be helpful to
members.
Source: Based on the T–P Leadership Questionnaire as published in “Toward a
Particularistic Approach to Leadership Style: Some Findings,” by T. J.
Sergiovanni, R. Metzcus, and L. Burden, American Educational Research Journal
6, no. 1 (1969), pp. 62–79.
Leader's Self-Insight 3.2. Are You Ready?
Instructions: A leader's style can be contingent upon the readiness level
of followers. Think of yourself working in your current or former job.
Answer the following questions based on how you are on that job.
Please answer whether each item is Mostly False or Mostly True for you
in that job.
Mos
tly
Fals
e
Mos
tly
Tru
e
...
This document provides a summary report of Vikas' results on the IPIP-NEO personality inventory compared to other adult men. It summarizes Vikas' scores on the Big Five personality domains of Extraversion, Agreeableness, Conscientiousness, Neuroticism, and their facets. Vikas scored low in Extraversion, indicating he is introverted and reserved. His Agreeableness score was average. He scored low in Conscientiousness, suggesting he is less organized and more likely to act impulsively. No score was provided for Neuroticism. The report also notes that the descriptions are approximations and should be discussed with people who know Vikas well to evaluate accuracy.
The document discusses different types of scales used in research including nominal, ordinal, interval, and ratio scales. It provides examples of each scale and explains their characteristics. Nominal scales involve categories with no intrinsic ordering. Ordinal scales denote differences in categories that can be ranked. Interval scales allow for arithmetic operations on data. Ratio scales have a true zero point. The document also covers various rating scales like Likert scales, semantic differential scales, rankings scales, and their properties.
Wmba 6000 dynamic leadership personal values surveyeach of tpiya30
This document provides instructions for a week 4 assignment assessing an adverse event using a continuous quality improvement (CQI) framework. Students are asked to complete a template describing: 1) The adverse event scenario in detail; 2) A graph of event data; 3) A CQI tool (e.g. fishbone diagram, flowchart); and 4) Recommendations for prevention using the PDSA model. The template should be 8-10 pages and include citations and references in APA format. Students will analyze frequency data, identify contributing factors, and propose operational/safety process changes to prevent future occurrences of the chosen adverse event (medication error, patient fall, postoperative hemorrhage).
How To "Login" To The Way That Your Prospects ThinkSean McPheat
The document discusses different cognitive styles - visual, auditory, and kinesthetic - that people use to process information. It provides a test to determine one's preferred style, which involves ranking statements from most to least descriptive. Scoring involves tallying responses for each style; the lowest scores indicate one's preferences. Understanding a client's style allows you to tailor your presentation of products and services in a way that best connects with how they think. Presenting in a person's non-preferred style risks losing the sale.
Assignment #2 Write an evaluation of a campus event focused on .docxjane3dyson92312
Assignment #2: Write an evaluation of a campus event focused on or related to social justice (600 words, double-spaced, worth 15 points).
Due by Friday of week 8 at 11:55pm.
Post your submission to GauchoSpace in the folder under Femst 20 Week 8.
Audience: Friends who are not in this class
Why is this a useful Femst 20 assignment?
This assignment helps you to make connections between what we’re studying in FemSt 20 and events outside of the classroom. It also will help you develop your ability to choose among different forms and styles of writing.
Assignment:
Attend a social justice campus event and write a 600 word evaluation of your experience at the event and its connections to our course themes. Remember that the audience is friends who are not in this class and who have not attended the event. In your evaluation, identify:
· the main themes of the event
· who was in the audience and how they responded
· your experience of being in the audience and how you responded personally and/or politically, and connections to at least 2 ideas presented in our course readings, referring to specific page numbers.
Project #2:
PERSONALITY PROFILE PAPER (10 Pts.)
The objective of this project is for students to explore and understand different personality types and how these differences influence and effect communication.
STUDENT RESPONSIBILITY: Each student will complete The Personality Profile (will be available on TITANium) and have someone you communicate with regularly, but not in this or my other classes, also complete the profile. Upon completion of the profiles, students will be given an explanation and further information on how to interpret the results.
STUDENT REPORT: With this knowledge of the results, you will write a paper with a minimum of 3 FULL pages. Your papers will be typed, double-spaced, 12 pt. font, Times New Roman, black ink only, and stapled together. Make sure your papers are free of grammatical and spelling errors ---- you will be graded on this. Your paper will discuss each of the following in paragraph form:
· List the personality color for yourself and your friend/partner [mention the type of relationship
you have with this person (i.e. friend, co-worker, parent, boyfriend, etc.)].
· According to the ‘Color Coded Motives’, discuss specifically your personalities for both
you and your friend/partner. (If you’re not blue, red, white, etc., I don’t want to hear
anything about these personalities.)
· Tell me how both of you are differentAND how both of you are similar (not your colors).
· How are conflicts, disagreements or miscommunications handled in this relationship?
· Give at leastone example of a conflict, disagreement or miscommunication you have had
with this person and discuss how you might deal with the situation now that you are more
aware of their personality type.
· Discuss how different personality types affect (positively or negatively) communication.
BE VERY CAREFUL NOT T.
Assignment #2 Write an evaluation of a campus event focused on .docxfestockton
Assignment #2: Write an evaluation of a campus event focused on or related to social justice (600 words, double-spaced, worth 15 points).
Due by Friday of week 8 at 11:55pm.
Post your submission to GauchoSpace in the folder under Femst 20 Week 8.
Audience: Friends who are not in this class
Why is this a useful Femst 20 assignment?
This assignment helps you to make connections between what we’re studying in FemSt 20 and events outside of the classroom. It also will help you develop your ability to choose among different forms and styles of writing.
Assignment:
Attend a social justice campus event and write a 600 word evaluation of your experience at the event and its connections to our course themes. Remember that the audience is friends who are not in this class and who have not attended the event. In your evaluation, identify:
· the main themes of the event
· who was in the audience and how they responded
· your experience of being in the audience and how you responded personally and/or politically, and connections to at least 2 ideas presented in our course readings, referring to specific page numbers.
Project #2:
PERSONALITY PROFILE PAPER (10 Pts.)
The objective of this project is for students to explore and understand different personality types and how these differences influence and effect communication.
STUDENT RESPONSIBILITY: Each student will complete The Personality Profile (will be available on TITANium) and have someone you communicate with regularly, but not in this or my other classes, also complete the profile. Upon completion of the profiles, students will be given an explanation and further information on how to interpret the results.
STUDENT REPORT: With this knowledge of the results, you will write a paper with a minimum of 3 FULL pages. Your papers will be typed, double-spaced, 12 pt. font, Times New Roman, black ink only, and stapled together. Make sure your papers are free of grammatical and spelling errors ---- you will be graded on this. Your paper will discuss each of the following in paragraph form:
· List the personality color for yourself and your friend/partner [mention the type of relationship
you have with this person (i.e. friend, co-worker, parent, boyfriend, etc.)].
· According to the ‘Color Coded Motives’, discuss specifically your personalities for both
you and your friend/partner. (If you’re not blue, red, white, etc., I don’t want to hear
anything about these personalities.)
· Tell me how both of you are differentAND how both of you are similar (not your colors).
· How are conflicts, disagreements or miscommunications handled in this relationship?
· Give at leastone example of a conflict, disagreement or miscommunication you have had
with this person and discuss how you might deal with the situation now that you are more
aware of their personality type.
· Discuss how different personality types affect (positively or negatively) communication.
BE VERY CAREFUL NOT T ...
Assignment Please follow instructions and no late work. You can a.docxbraycarissa250
Assignment: Please follow instructions and no late work. You can answer 1 to 2 sentences for each value and principle.
No Plagiarism. The Personal Values survey you will need is attached.
· After taking the Personal Values Survey and reflecting on your results, determine the three character traits for which you scored highest.
· Then, rephrase them as values that are relevant to you in your professional and personal life. For instance, if one of your strongest character traits is “critical thinking,” your value statement might be: “I value thinking critically about situations in my life.”
· For each of your top three values, identify three principles that emanate from each one (you will have a total of nine principles). For instance, if your value statement is “I value thinking critically about situations in my life,” your principle might be: “It is important to fully understand a situation before making a decision.”
· Finally, create a goal that aligns with a principle you have identified. For example, if your principle is, “It is important to fully understand a situation before making a decision,” then your goal might be: “Evaluate career opportunities in my city.”
WMBA 6000: Dynamic LeadershipPersonal Values Survey
Each of the value categories listed below represents both a value and a personality strength. For example, “wisdom and knowledge” are values that you may embrace and strive for in your life through formal education and through learning what you can from your colleagues and family. At the same time, these are also strengths that you might leverage in your relationships as well as in the workplace.
The items under each value category are similar in that they could be considered both strengths and values, but think of them predominantly as strengths when you complete this survey. Ask yourself: To what extent is each of these a part of my personality?
Address each of the questions below by circling the number that best applies. Use the following scale when choosing the number:
1 = Not part of my personality at all
2 = Slightly a part of my personality
3 = Somewhat a part of my personality
4 = Very much a part of my personality
5 = Completely a part of my personality
Personal Values Survey
Value 1—Wisdom and Knowledge: Cognitive strengths in this value category entail the acquisition and use of knowledge.
Creativity
1 2 3 4 5
Thinking of new ways to do things is a crucial part of who you are. You are never content with doing something the conventional way if a better way is possible.
Curiosity
1 2 3 4 5
You are curious about everything. You are always asking questions, and you find all subjects and topics fascinating. You like exploration and discovery.
Love of Learning
1 2 3 4 5
You love learning new things, whether in a class or on your own. You have always loved school, reading, and museums—anywhere and everywhere there is an opportunity to learn.
Open-Mindedness
1 2 3 4 5
You value judgment, c ...
This document provides original psychological surveys in Spanish on basic need satisfaction and intrinsic motivation. It includes:
1. A survey measuring satisfaction of autonomy, competence, and relatedness needs in general life and in specific relationships.
2. Instructions for constructing and scoring an Intrinsic Motivation Inventory (IMI) by selecting relevant subscales and items to assess interest/enjoyment, perceived competence, effort, pressure, choice, value, and relatedness.
3. Notes on relating need satisfaction in relationships to relationship quality and attachment security.
The document is a career report assignment with four parts. In part one, the student investigates and summarizes information about a career in fashion design. Part two involves completing career personality and interest assessments through an online tool. The results are summarized. Part three involves completing a separate personality test and analyzing the results. Part four involves setting short and long term career goals and outlining strategies to achieve them.
The document is a self-assessment questionnaire that aims to determine a person's primary motivator between three options: need for achievement, need for power, or need for affiliation. It contains 15 statements to which participants assign a rating of how much each statement describes them. They then predict their primary motivator and tally their ratings within the three categories to see which category received the highest score, revealing their strongest motivational need.
This document discusses several soft skills important for career success, including body language, analytical skills, and critical thinking. It provides details on each:
Body language conveys nonverbal cues like facial expressions and posture. The document lists 7 steps to understand meanings in body language, such as how different eye movements and head positions communicate different attitudes.
Analytical skills involve applying logic to gather and analyze information to make well-informed decisions. The document gives 5 tips to improve these skills, such as asking the right questions, making no assumptions, and turning information into real knowledge.
Critical thinking requires actively conceptualizing and evaluating information to reach valid conclusions. It outlines core skills like observation and interpretation, and the procedure of
1. A good questionnaire must demonstrate validity, reliability, and discrimination. Discrimination means that people with different scores on the questionnaire should differ in meaningful ways on the underlying construct being measured.
2. Validity refers to whether the questionnaire accurately measures what it intends to measure. This includes content validity, criterion validity, and factorial validity. Reliability means the questionnaire produces consistent results under the same conditions.
3. The document provides examples to illustrate discrimination and discusses strategies for establishing validity and reliability, including factor analysis and Cronbach's alpha. It emphasizes that designing a good questionnaire takes significant time and effort.
COMM 1001 Week 4 Assignment Worksheet(Part 1 of your Week 5 P.docxclarebernice
COMM 1001: Week 4 Assignment Worksheet
(Part 1 of your Week 5 Perception Paper)
Directions: Please save the document to your own computer using thenaming convention "COMMWK4Assgn+last name+first initial" as the Submission Title. The file name identifies you and indicates to your instructor that your worksheet is available to grade. Please fill in the answers in the boxes provided by TYPING in your answers. If you need more space than is provided, the box will expand as you write. So, no need to worry about space. Do not write your answers in a separate document because your instructor uses the rubric after each question to grade that section of this worksheet. You may use the rubric as a guide to make sure you completed that question correctly. Then, please submit this worksheet to the regular Week 4 Assignment submission link in the classroom.
Section 1. Introduction
Using the directions in the blue part of each box, write an introduction for your week 5 full paper in the boxes below. Be sure to follow the directions in each box.
First write a sentence (or more if needed) to gradually introduce your reader to the topic of perception. Try to be creative and original. For instance, you could tell a brief story about how perception played a role in a situation from your own life.
Perception is to know and understand something through the ability to hear, see, or become aware of something through the senses. It can influence how most people react towards others. My perception is mainly based on how a person sitting down on grass can be perceived through the sense of sight. This paper will guide me to know how perception works through analyzing what three observers stated in their perceptions of a photograph.
The second part of a proper introduction is a thesis or purpose statement. In this worksheet, we will give you
the thesis. In your paper next week, you may choose to use this thesis or write your own. A possible thesis
for this paper would be:
This paper will help me to understand how perception works through doing an analysis of what three observers
declared were their perceptions of a photograph.
Finally, write a sentence or two that previews what your three main points for this paper will be. You have already been given the three main points. They are:
1) Explanation of the steps of the perception process.
2) Description of your observers and how their background might affect their perception of the world.
3) Analysis of the observers’ descriptions of the photo.
Here is an example of a good preview of these three main points:
In this paper, first I will explain the three step process of perception; second, I will provide a description of my three observers complete with an explanation as to how their backgrounds might affect their perceptions of the world. Finally, I will delve deeper into what these observers had to say about the photograph I showed them by analyzing their perceptions.
In space below, write a preview ...
COMM 1001 Week 4 Assignment Worksheet(Part 1 of your Week 5 P.docxmonicafrancis71118
COMM 1001: Week 4 Assignment Worksheet
(Part 1 of your Week 5 Perception Paper)
Directions: Please save the document to your own computer using thenaming convention "COMMWK4Assgn+last name+first initial" as the Submission Title. The file name identifies you and indicates to your instructor that your worksheet is available to grade. Please fill in the answers in the boxes provided by TYPING in your answers. If you need more space than is provided, the box will expand as you write. So, no need to worry about space. Do not write your answers in a separate document because your instructor uses the rubric after each question to grade that section of this worksheet. You may use the rubric as a guide to make sure you completed that question correctly. Then, please submit this worksheet to the regular Week 4 Assignment submission link in the classroom.
Section 1. Introduction
Using the directions in the blue part of each box, write an introduction for your week 5 full paper in the boxes below. Be sure to follow the directions in each box.
First write a sentence (or more if needed) to gradually introduce your reader to the topic of perception. Try to be creative and original. For instance, you could tell a brief story about how perception played a role in a situation from your own life.
Perception is to know and understand something through the ability to hear, see, or become aware of something through the senses. It can influence how most people react towards others. My perception is mainly based on how a person sitting down on grass can be perceived through the sense of sight. This paper will guide me to know how perception works through analyzing what three observers stated in their perceptions of a photograph.
The second part of a proper introduction is a thesis or purpose statement. In this worksheet, we will give you
the thesis. In your paper next week, you may choose to use this thesis or write your own. A possible thesis
for this paper would be:
This paper will help me to understand how perception works through doing an analysis of what three observers
declared were their perceptions of a photograph.
Finally, write a sentence or two that previews what your three main points for this paper will be. You have already been given the three main points. They are:
1) Explanation of the steps of the perception process.
2) Description of your observers and how their background might affect their perception of the world.
3) Analysis of the observers’ descriptions of the photo.
Here is an example of a good preview of these three main points:
In this paper, first I will explain the three step process of perception; second, I will provide a description of my three observers complete with an explanation as to how their backgrounds might affect their perceptions of the world. Finally, I will delve deeper into what these observers had to say about the photograph I showed them by analyzing their perceptions.
In space below, write a preview .
1Week 2 Journal Project Outline TemplateUse this template.docxRAJU852744
1
Week 2 Journal: Project Outline Template
Use this template to jot down notes and develop an initial outline for your Personal Improvement Project. Remember that an outline is informal; it is meant to be a tool to help prepare for the steps of your project and the writing of your report in Week 6.
Part 1: Aim
· What is the topic of your project?
· What is the aim(s) of your project? Make sure the aim is measurable (e.g., Improve in X way by X%).
Part 2: Process Analysis
· What is the process you are studying?
· Who are the people involved?
· Where does the process start and end?
Part 3: Measurement
· What are you measuring?
· How are you collecting the data?
Part 4: Changes
· What changes do you anticipate making based on what the data reveal?
Part 5: Reflection and Application
· How might you extend the project long-term?
· How might the experience of this personal project inform a quality project in nursing?
1
Positive Thinking, Negative Thinking and Reframing
TRUE OR FALSE TEST
Answer the following statements by circling true or false.
1. I believe others cause my feelings. --------------------------------------------------------------------T F
2. I'm always telling myself I "should" do this or that.-------------------------------------------------T F
3. I constantly criticize myself-------------------------------------------------------------------------------T F
4. I think I must do everything perfectly or not at all. -------------------------------------------------T F
5. I'm always apologizing for one thing or another. ---------------------------------------------------T F
6. I feel like I'm carrying the world on my shoulders. -------------------------------------------------T F
7. I'm really hard on myself when I make mistakes. --------------------------------------------------T F
8. I bend over backwards to please others--------------------------------------------------------------T F
9. I "scare" myself into action by imagining horrible things that will happen if I don't do
something. ---------------------------------------------------------------------------------------------------T F
10. I tend to look on the negative side of things. My glass of water is always half empty
instead of half full. ------------------------------------------------------------------------------------------T F
11. It's hard for me to forgive and forget. If someone hurts me, I tend to cling to that
feeling. --------------------------------------------------------------------------------------------------------T F
12. I often feel helpless. There are so many things in life I can't do. -------------------------------T F
SCORE YOUR RESPONSES:
Give yourself one point for each "true" answer on the test. # =_________
# Points Results
1-3 You generally feel good about yourself. Keep up your positive way of thinking.
4-6 Negative thinking may be gaining on you. Take time to renew your positive traits.
7+ Challen.
How to break down barriers to give more feedback at workQuynh Nguyen
You are motivated to give more feedback to help your colleagues grow, but you often find yourself not doing it. There seems to be visible barriers that stops you giving feedback. Understand what they are, so you can break through and start growing with the people you value.
Similar to Department of PsychologyUniversity of California Santa Bar.docx (20)
1. A corporations distribution of additional shares of its own s.docxcuddietheresa
1.
A corporation's distribution of additional shares of its own stock to its stockholders without the receipt of any payment in return is called a: (Points : 2)
.
1. Like the modernists, postmodern writers focused on subjective e.docxcuddietheresa
1. Like the modernists, postmodern writers focused on subjective experience rather than objective cultural norms. (1 point)
expressing or dealing with facts or conditions as perceived without distortion by personal feelings, prejudices, or interpretations
characteristic of or belonging to reality as perceived rather than as independent of mind
characteristic of or belonging to the superficial world
none of the above
2. They reeled, whirled, swiveled, flounced, capered, gamboled, and spun. (1 point)
insult
twists; intricate designs
leapt; frolicked
sharp; pounding
3. He began to think glimmeringly about his abnormal son who was now in jail, about Harrison. (1 point)
beginning
watchfulness; caution
leapt; frolicked
intermittently; unsteadily
4. Stokesie’s married, with two babies chalked up on his fuselage already, but as far as I can tell that’s the only difference. (1 point)
central body portion of an airplane
evil; spiteful
handicaps; obstructions
none of the above
Read the following paragraph and answer questions 5–8.
Scientists report (1) that creatures living in the deep sea are in danger of starving to death. Millions of undiscovered species live, in the deep sea. Creatures in the seabed are suffering from growing food shortages. Which may be a result of rising sea temperatures. Scientists believe that some species will die out, those that can survive on a low food supply will continue living. Not much is known about the creatures that live in the deep sea, not much is known about the changes in their diets. Scientists estimate that up to 10 million species live in the depths of the sea. Most animals of the deep rely on food chains that begin. In the lighted realms of the sea. Microscopic plants called phytoplankton. Capture the sun and start the food cycle. (2) Wherever there are animal droppings, there is a constant rain of organic matter (3) that feeds the bottom dwellers.
5. The underlined part of sentence 1 is what kind of clause? (1 point)
adverbial clause
adjectival clause
noun clause
6. The underlined part of sentence 2 is what kind of clause? (1 point)
adverbial clause
adjectival clause
noun clause
7. The underlined part of sentence 3 is what kind of clause? (1 point)
adverbial clause
adjectival clause
noun clause
Essay
Note: Your teacher will grade your response to ensure that you receive proper credit for your answer. Your response should include the following to receive the points in parentheses:
Respond in 3–5 complete sentences. (5 pts)
8. Rewrite the paragraph above, correcting any fragments and run-on sentences. Be sure to use correct punctuation. (5 points)
True or False
9. The Beat Generation was a group of writers who fought to maintain traditionalism in America. (1 point)
true
false
10. Satire is used to make serious situations appear humorous using irony. (1 point)
true
false
11. Absurdism is the attempt to show the absurdity of t.
1. As the degree of freedom increase indefinitely, the t distribu.docxcuddietheresa
1.
As the degree of freedom increase indefinitely, the t distribution approaches the normal distribution. (Points : 1)
[removed] [removed] [removed] [removed]
.
1-Explain how the topography of the United states can affect the wea.docxcuddietheresa
1-Explain how the topography of the United states can affect the weather.
2-
Explain why or why not the bodies of water that are in close proximity to the Commonwealth (P.A.) can affect our weather.
3-
Explain how sometimes it can we warmer in Alaska in December than here in PA?
4-
Explain how the temperature can range 30 degrees in Pittsburgh to 55 Philadelphia during the month of January.
5
Explain how the temperature can range from 75 degrees in Pittsburgh to 45 in Philadelphia during the month of May.
6-
Explain how Texas can sometimes be colder than PA during the winter.
7
.
Explain how Florida can sometimes be cooler than PA during the summer.
.
1. An exporter faced with exposure to a depreciating currency can.docxcuddietheresa
1.
An exporter faced with exposure to a depreciating currency can reduce transaction exposure with a strategy of: (Points : 1)
[removed] [removed] [removed] [removed]
.
1. According to the central limit theorem, a population which is .docxcuddietheresa
1.
According to the central limit theorem, a population which is skewed to begin with will still be skewed when it is re-formed as a distribution of sample means. (Points : 1)
.
1. Which of the following is not a class of essential nutrient.docxcuddietheresa
1. Which of the following is not a class of essential nutrient?
a. Dietary supplements
b. Carbohydrates
c. Lipids
d. Minerals
2. Which of the following statements about the nutrient composition of the American diet is true?
a. It contains too little protein
b. It contains too little carbohydrate
c. It contains too little fat
d. It contains too many calories
3. A kcalorie is a measure of
a. Heat energy
b. Fat in food
c. Nutrients in food
d. Sugar and fat in food
4. Which of the following nutrients can directly supply energy for human use?
a. Lipids and oils
b. Fiber
c. Vitamins
d. Minerals
5. Gram for gram, which provides the most energy?
a. Carbohydrates
b. Proteins
c. Alcohol
d. Fats
6. Which of the following yield greater than 4 kcalories per gram?
a. Plant fats
b. Plant carbohydrates
c. Plant proteins
d. Animal proteins
7. Which of the following contain no calories?
a. Alcohol
b. Proteins
c. Carbohydrates
d. Vitamins
8. Which one of the following is a carbohydrate?
a. apples
b. chicken
c. potatoes
d. both a and c
9. Which of the following is a protein?
a. apples
b. chicken
c. potatoes
d. both a and c
10. Which of the following is a lipid?
a. oils
b. fat
c. cholesterol
d. all the above
11. Fats:
a. Regulate body temperature b. protect organs
c. produce energy d. All of the Above
12. Water is _____ of a person's total body weight.
a. 40% b. 65%-75%
c. 10% - 20% d. None of the above
13. When looking at the ingredient label of a bottled spaghetti sauce, you see that olive oil is the second ingredient. This means that
a. Olive oil is the second ingredient by alphabetical listing
b. Olive oil is just one of the ingredients present in the sauce
c. Olive oil is the second ingredient by weight
d. Olive oil is the second ingredient by amount present in the sauce
14. How many kcalories are provided by a 2-oz brownie with icing? Its nutrient composition is 1g of protein, 5g of fat, and 15g of carbohydrates
a. 89
b. 109
c. 84
d. 159
15. Which of the following provides the most kcalories?
a. 5g carbohydrate
b. 3g fat
c. 4g protein
d. 2g alcohol
16. One-half of a mashed potato with milk contains 2g of protein, 1g of fat, and 14g of carbohydrate. What percentage of the total kcalorie content is provided by carbohydrates
a. 19%
b. 72%
c. 82%
d. 77%
17. True or False: A nutrition facts label can list 0 grams of fat even if the food does in fact contain some fat.
.
1. The process by which one group takes on the cultural and other .docxcuddietheresa
1. The process by which one group takes on the cultural and other traits of a larger group is called _______. (1 point)
assimilation
pluralism
culture
integration
2. Chinatown in San Francisco and Little Havana in Miami are examples of _______. (1 point)
assimilation
pluralism
culture
integration
3. The Salad Bowl analogy of U.S. society states that (1 point)
ethnic groups living in the United States retain unique features, but also contribute to American culture as a whole.
all ethnic groups’ cultures have melted overtime into one distinct culture.
ethnic groups are entirely separated in U.S. society and have no influence upon one another.
immigrants must abandon their traditions to be successful in U.S. society.
4. A form of government in which a king or queen acts as head of state while parliament makes legislation is called a ________. (1 point)
monarchy
democracy
democratic parliament
constitutional monarchy
5. Based on the text, what was the African diaspora? (1 point)
the transporting of Africans to the New World for slave labor
the dispersion of Africans during and after the trans-Atlantic slave trade
the multiculturalism of African American colonies in the New World
the assimilation of African culture into that of the United States
6. Which is the term for a completely structured language that develops from a blending of native languages and introduced languages? (1 point)
Pidgin
Creole
Esperanto
Dialect
7. Which movement was initiated in the 1960s by Quebecer Réne Lévesque? (1 point)
a movement to give indigenous people their own province
a movement to make French the official language of Canada
an initiative to put an end to all immigration into Canada
a movement to make Quebec an independent sovereignty
8. Which U.S. city is best known for celebrating the tradition of Mardi Gras? (1 point)
San Francisco
New York City
New Orleans
Miami
9. Which country is responsible for laying Canada’s cultural foundation? (1 point)
Great Britain
France
The United States
Germany
10. Which group makes up the largest segment of the Mexican population? (1 point)
Spanish
Indigenous peoples
Mestizos
Aztecs
.
1. Milestone InvestingCompare and contrast the interests of .docxcuddietheresa
1. Milestone Investing
Compare and contrast the interests of entrepreneurs and investors to the concept of milestone investing? Is there the potential for conflict of interest? How can conflict be resolved? Respond to two of your classmates’ postings.
2. NVCA
Explore the website of the National Venture Capital Association. Briefly review the membership list and the focus of the venture funding association. Discuss the economic importance of venture backed companies to the U.S. Economy. Provide examples. Respond to two of your classmates’ postings.
.
1. All dogs are warm-blooded. All warm-blooded creatures are mamm.docxcuddietheresa
1.
All dogs are warm-blooded. All warm-blooded creatures are mammals. Hence, all dogs are mammals.
True or False: The sentence, “Hence, all dogs are mammals,” is a premise in this argument. (Points : 1)
.
1-3 Final Project Milestone #1 ProposalThroughout this course.docxcuddietheresa
1-3 Final Project Milestone #1: Proposal
Throughout this course you will be asked to make wiki posts about a company in which you are a stakeholder. Before you can make your first post (due next week), you must submit a proposal to your instructor below.
This 1–2 page proposal must:
Identify the company you have selected
Give a brief synopsis of the company, summarizing its purpose and goals
State your rationale and reason for selecting this company
Describe your role as a stakeholder in this company
Describe at least three other stakeholders and their relationship to the company you have selected
Conclusion: what you hope to gain/understand as you research about this company
After the handshake is agreed upon, I will give the comany that I have chosen. Paper must be:
1-2 page APA.
Pass Turnitin
Received on or before the deadline.
.
1-Please explain Ethical Universalism. Should organizations be socia.docxcuddietheresa
1-Please explain Ethical Universalism. Should organizations be socially responsible to their stakeholders?
2
What factors go into putting together a Strong Management Team?
3-
Please discuss how Benchmarking by adopting Best Practices of other companies and enacting Continuous Improvement aids in Organizational Performance.
4-
How does an organization develop an High Performance Culture?
.
1-an explanation of why the Marbury v. Madison case is a landmar.docxcuddietheresa
1-an explanation of why the
Marbury v. Madison
case is a landmark decision. Then briefly describe the Supreme Court case you reviewed and explain the significance of the
Marbury v. Madison
decision on the outcomes of the case. Be specific.
Note: Put the name of the Supreme Court case you reviewed in the first line of your post. You will be asked to respond to a colleague who selected a different Supreme Court case than you did.
Powers of the Supreme Court
There are a number of Supreme Court cases that have significantly impacted law and public policy. As you progress through the course, you will review many of these cases. For this Discussion, you are asked to consider the significance of the
Marbury v. Madison
case.
In the presidential election of 1800, Thomas Jefferson defeated the incumbent president, John Adams, a Federalist. Before John Adams left office, he appointed judges and justices of the peace for the District of Columbia who also were Federalists. All of the appointments for the new judges and justices of the peace were approved in a mass Senate hearing. However, four of the justices of the peace did not receive their commissions before John Adams’ presidency was over. One of these justices of the peace, William Marbury, petitioned the Supreme Court to force James Madison, the new Secretary of State under Jefferson, to deliver his commission. Marbury cited the Judiciary Act of 1789 which gave the Supreme Court the power to take such an action. In the end, Chief Justice John Marshall of the Supreme Court declared that the Judiciary Act of 1789 was unconstitutional and then denied Marbury’s petition.
This decision was the first time in history that the Supreme Court deemed a legislative act to be unconstitutional. As a direct result of the case, the concept of judicial review was established and the checks and balances of the U.S. Government were further defined.
2-a brief explanation of the Supreme Court’s role in policy making. Then describe two strengths and two limitations of the Supreme Court’s role in policy making.
Role of the Supreme Court in Policy Making
While the U.S. Supreme Court is extremely powerful, theoretically, it is not able to create law or public policy in the way that Congress or the President does. However, the Supreme Court is able to review public policies or laws that are disputed and determine their constitutionality. Supreme Court justices must determine which cases or disputes to hear and then determine if the laws or policies in such cases are constitutional. If they rule that the laws or policies are unconstitutional, they make recommendations about how the laws or policies should be changed or adapted. In this way, the Supreme Court engages in policy making.
To prepare for this Discussion:
Review the Preface and Introduction in the course text,
Landmark Supreme Court Cases: The Most Influential Decisions of the Supreme Court of the United States.
Consider the history of the Supreme Court a.
1-Discuss research that supports the hypothesis that a person’s ac.docxcuddietheresa
1-Discuss research that supports the hypothesis that a person’s action in the environment affects depth perception.
2-Name and discuss two characteristics of optic flow.
3-What is optic ataxia? Describe the method, results, and implications of the research by Schindler on optic ataxia patients
4-Contrast the three types of dichromatism, in regard to rates, neutral points, color experience, and proposed physiological cause.
5-Name, define, and give an example (in words) of six pictorial depth cues.
Due Sunday by 5PM
.
1-Imagine you are a historian, and the only existing sources of evid.docxcuddietheresa
1-Imagine you are a historian, and the only existing sources of evidence
regarding the conquest are documents from Indigenous sources. What can we
conclude by analyzing the Florentine Codex, the Annals of Tlatelolco, as well
as the excerpts from Oaxaca and Yucatan that best describes the conquest
from the perspective of the Indigenous population?
2-In 1844, U. S. President James K. Polk ran on a Democratic platform that
supported manifest destiny. Manifest Destiny is the idea that Americans were
predestined to occupy the entire North American continent. The last act of
Polk's predecessor, John Tyler, had been to annex the Republic of Texas in
1845. Polk wanted to lay claim to California, New Mexico, and land near the
disputed southern border of Texas. Mexico, however, was not so eager to let
go of these territories. What ensued later is referred in the historical records as
the Mexican American War. Examine the causes that precipitated the
Mexican American War, as well as the end result of this conflict.
.
1-How does relative humidity affect the comfort of people Can you e.docxcuddietheresa
1-How does relative humidity affect the comfort of people? Can you explain the physiological reasons for this?
2-The diurnal (daily) relationship between temperature and humidity is such that the lowest humidity should occur in the afternoon hours. It is during these times, however, when it often seems to be most humid and uncomfortable. What could be the reason for this
perceived
inconsistency?
3- When dew forms on outdoor objects, can it be assumed that the atmosphere is saturated? If so, why is there often no fog accompanying the dew?
4-
Can you think of any agents or circumstances that may cause the mixing ratio in a room to change?
.
1-1) In general, what is the effect of one party being mistaken abou.docxcuddietheresa
1-1) In general, what is the effect of one party being mistaken about the subject matter of
a contract?
a. The mistaken party can rescind the contract.
b. Either party can rescind the contract, and the mistaken party can recover damages.
c. Neither party can rescind the contract or recover damages.
d. Either party can rescind the contract and/or recover damages.
e. Either party can rescind the contract.
2-5) In Wilson v. Western National Life Insurance Company, involving the party who lied
allegedly regarding prior drug abuse in order to obtain life insurance, what was
the holding of the court when the party later died from a drug overdose?
Unit 3 Examination
a. The life insurance company had to pay the proceeds because if the plaintiff’s medical
records had been consulted, the drug abuse would have been discovered.
b. The life insurance did not have to pay the proceeds only because the deceased’s wife
was unaware of the misrepresentation.
c. The life insurance had to pay the proceeds because the deceased’s wife actually paid
the premiums.
d. The life insurance company had to pay the proceeds because the plaintiff was not
using drugs during the time the application for insurance was made.
e. The life insurance company did not have to pay the proceeds because of the concealment
of the drug abuse.
3-8) Frank had a bicycle that he advertised for sale, honestly believing it to be a 1999
model even though it was actually a 1996 model. There were significant improvements
in the frame material, not readily apparent, made between 1996 and 1999 to
this model bicycle. The buyer believed Frank’s statement that it was a 1999 model,
and was excited to be getting a model incorporating the improvements. After discovering
that the bike was actually a 1996 model, the buyer could avoid the contract on
the basis of:
a. unilateral mistake.
b. fraud.
c. mutual mistake.
d. B and C.
e. none of the above.
Unit 3 Examination
Business Law
4-9) The owner of a gym tells Ruppert that if he joins the gym for a year and hires a personal
trainer, his body will be more attractive to women and his life will change forever.
Ruppert joins and hires a personal trainer, but otherwise his life remains the
same. The statements of the gym owner could be described as:
a. statements of fact.
b. statements of opinions.
c. predictions about the future.
d. both B and C.
e. A, B and C.
5-10) Which of the following is the false statement?
a. A legal right arising from a breach of contract may be assigned.
b. The same right can be assigned more than once.
c. You must get everyone’s consent to make a novation.
d. Purely mechanical duties are not delegable.
e. There is a guarantor in a delegation.
6-11) When there has been an assignment of rights under a contract, who has a duty to
notify the obligor of the assignment?
a. The assignor.
b. The assignee.
c. Both the assignor and the assignee.
d. Neither the assignor nor the assi.
1- How did the United States become involved in the politics of Sout.docxcuddietheresa
1- How did the United States become involved in the politics of Southeast Asia? Describe two key decisions that escalated American involvement and determine their impact. How did a lack of political clarity in declaring the war’s objectives affect the military’s ability to fight?
2-
• Describe how students mobilized to protest in the 1960s. Why did student activism become so visible at this time?
200 words minimum.
.
1- I need someone who read the book (V for Vendetta) and saw the mov.docxcuddietheresa
1- I need someone who read the book (V for Vendetta) and saw the movie V.
2- The essay will be about the difference between Evey in the book and Evey in the movie.
3- The thesis will be
( Evey has big part in the story of V, but there is a big different in her character between the movie and the book ).
.
1- Define arbitration.2- Who is responsible for paying an arbitr.docxcuddietheresa
1- Define arbitration.
2- Who is responsible for paying an arbitrator’s fee?
3- When are punitive damages awarded?
4- What is the best for business necessity?
5- Do entities today use "constructive discharge" as a way to get rid of people so that they do not have to adhere to the WARN act?
.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Department of PsychologyUniversity of California Santa Bar.docx
1. Department of Psychology University of
California Santa Barbara
August, 2008
Dear Colleagues:
Thank you for your interest in the Adult Attachment Scale. In
this document you will find a copy of the original and revised
Adult Attachment Scales, along with information on scoring.
You’ll also find some general information about self-report
measures of adult attachment style, and a list of references from
our lab.
Please feel free to use the Adult Attachment Scale in your
research and, if needed, to translate the scale into a different
language. If you do translate the scale, I would greatly
appreciate it if you could send me a copy of your translation so
that I can (with your permission) make the translation available
to future researchers.
Before choosing the Adult Attachment Scale for your research,
please be sure to investigate other self-report measures of adult
attachment. There have been many developments in the field
since my original scale was published, and you may find that
2. newer scales – such as Brennan, Clark, & Shaver’s (1988)
Experiences in Close Relationships scale (ECR) – are better
suited to your needs. I have included some references that will
help you locate information on these newer measures.
Thank you for your interest in our work, and good luck with
your research.
Sincerely,
Nancy Collins
Professor, UCSB
[email protected]
Adult Attachment Scale (Collins & Read, 1990)
Please read each of the following statements and rate the extent
to which it describes your feelings about romantic relationships.
Please think about all your relationships (past and present) and
respond in terms of how you generally feel in these
relationships. If you have never been involved in a romantic
relationship, answer in terms of how you think you would feel.
Please use the scale below by placing a number between 1 and 5
in the space provided to the right of each statement.
1---------------2---------------3---------------4---------------5
Not at all Very
characteristic
characteristic
of me of me
(1) I find it relatively easy to get close to others.
________
3. (2) I do not worry about being abandoned.
________
(3) I find it difficult to allow myself to depend on others.
________
(4) In relationships, I often worry that my partner does not
really love me. ________
(5) I find that others are reluctant to get as close as I would
like. ________
(6) I am comfortable depending on others.
________
(7) I do not worry about someone getting too close to me.
________
(8) I find that people are never there when you need them.
________
(9) I am somewhat uncomfortable being close to others.
________
(10) In relationships, I often worry that my partner will not
want to ________
stay with me.
(11) I want to merge completely with another person.
________
(12) My desire to merge sometimes scares people away.
________
(13) I am comfortable having others depend on me.
________
(14) I know that people will be there when I need them.
________
(15) I am nervous when anyone gets too close.
________
(16) I find it difficult to trust others completely.
________
(17) Often, partners want me to be closer than I feel
comfortable being. ________
(18) I am not sure that I can always depend on others to be
there when ________
I need them.
4. Scoring Instructions for the Original Adult Attachment Scale
The scale contains three subscales, each composed of six items.
The three subscales are CLOSE, DEPEND, and ANXIETY. The
CLOSE scale measures the extent to which a person is
comfortable with closeness and intimacy. The DEPEND scale
measures the extent to which a person feels he/she can depend
on others to be available when needed. The ANXIETY subscale
measures the extent to which a person is worried about being
abandoned or unloved.
Original Scoring:
Average the ratings for the six items that compose each
subscale as indicated below.
Scale Items
CLOSE 1 7 9* 13 15* 17*
DEPEND 3* 6 8* 14 16* 18*
ANXIETY 2* 4 5 10 11 12
* Items with an asterisk should be reverse scored before
computing the subscale mean.
Alternative Scoring:
If you would like to compute only two attachment dimensions –
attachment anxiety (model of self) and attachment avoidance
(model of other) – you can use the following scoring procedure:
5. Scale Items
ANXIETY 2* 4 5 10 11 12
AVOID 1* 3 6* 7* 8 9 13* 14* 15
16 17 18
* Items with an asterisk should be reverse scored before
computing the subscale mean.
Revised Adult Attachment Scale (Collins, 1996)
Please read each of the following statements and rate the extent
to which it describes your feelings about romantic relationships.
Please think about all your relationships (past and present) and
respond in terms of how you generally feel in these
relationships. If you have never been involved in a romantic
relationship, answer in terms of how you think you would feel.
Please use the scale below by placing a number between 1 and 5
in the space provided to the right of each statement.
1---------------2---------------3---------------4---------------5
Not at all
Very
characteristic
characteristic
of me
of me
1) I find it relatively easy to get close to people.
________
2) I find it difficult to allow myself to depend on others.
________
3) I often worry that romantic partners don't really love me.
6. ________
4) I find that others are reluctant to get as close as I would
like. ________
5) I am comfortable depending on others.
________
6) I don’t worry about people getting too close to me.
________
7) I find that people are never there when you need them.
________
8) I am somewhat uncomfortable being close to others.
________
9) I often worry that romantic partners won’t want to stay
with me. ________
10) When I show my feelings for others, I'm afraid they will
not feel the ________
same about me.
11) I often wonder whether romantic partners really care about
me. ________
12) I am comfortable developing close relationships with
others. ________
13) I am uncomfortable when anyone gets too emotionally
close to me. ________
14) I know that people will be there when I need them.
________
15) I want to get close to people, but I worry about being hurt.
________
16) I find it difficult to trust others completely.
________
17) Romantic partners often want me to be emotionally closer
than I feel ________
comfortable being.
18) I am not sure that I can always depend on people to be
there when I need them. ________
Scoring Instructions for the Revised Adult Attachment Scale
7. This scale contains three subscales, each composed of six items.
The three subscales are CLOSE, DEPEND, and ANXIETY. The
CLOSE scale measures the extent to which a person is
comfortable with closeness and intimacy. The DEPEND scale
measures the extent to which a person feels he/she can depend
on others to be available when needed. The ANXIETY subscale
measures the extent to which a person is worried about being
rejected or unloved.
Original Scoring Instructions:
Average the ratings for the six items that compose each
subscale as indicated below.
Scale Items
CLOSE 1 6 8* 12 13* 17*
DEPEND 2* 5 7* 14 16* 18*
ANXIETY 3 4 9 10 11 15
_________________________________
* Items with an asterisk should be reverse scored before
computing the subscale mean.
Alternative Scoring:
If you would like to compute only two attachment dimensions –
attachment anxiety (model of self) and attachment avoidance
(model of other) – you can use the following scoring procedure:
Scale Items
ANXIETY 3 4 9 10 11 15
AVOID 1* 2 5* 6* 7 8 12* 13 14* 16 17 18
8. * Items with an asterisk should be reverse scored before
computing the subscale mean.
Cronbach’s alpha coefficient in 3 samples of undergraduates:
________________________________________________
nClose Depend Anxiety
________________________________________________
173 .81 .78 .85
130 .80 .78 .85
100 .82 .80 .83
________________________________________________
Revised Adult Attachment Scale (Collins, 1996 )- Close
Relationships Version
The following version of the scale has revised instructions and
slightly reworded items to refer to “close” relationships rather
than “romantic” relationships.
The scoring for this scale is the same as the scoring on p.5
The following questions concern how you generally feel in
important close relationships in your life. Think about your past
and present relationships with people who have been especially
important to you, such as family members, romantic partners,
and close friends. Respond to each statement in terms of how
you generally feel in these relationships.
Please use the scale below by placing a number between 1 and 5
in the space provided to the right of each statement.
9. 1---------------2---------------3---------------4---------------5
Not at all
Very
characteristic
characteristic
of me
of me
1) I find it relatively easy to get close to people.
________
2) I find it difficult to allow myself to depend on others.
________
3) I often worry that other people don't really love me.
________
4) I find that others are reluctant to get as close as I would
like. ________
5) I am comfortable depending on others.
________
6) I don’t worry about people getting too close to me.
________
7) I find that people are never there when you need them.
________
8) I am somewhat uncomfortable being close to others.
________
9) I often worry that other people won’t want to stay with me.
________
10) When I show my feelings for others, I'm afraid they will
not feel the ________
same about me.
11) I often wonder whether other people really care about me.
________
12) I am comfortable developing close relationships with
others. ________
13) I am uncomfortable when anyone gets too emotionally
close to me. ________
10. 14) I know that people will be there when I need them.
________
15) I want to get close to people, but I worry about being hurt.
________
16) I find it difficult to trust others completely.
________
17) People often want me to be emotionally closer than I feel
comfortable being. ________
18) I am not sure that I can always depend on people to be
there when I need them. ________
SPSS COMMANDS FOR CREATING FOUR ATTACHMENTS
STYLES
USING THE REVISED ADULT ATTACHMENT SCALE
The following SPSS commands will create Bartholomew’s
(1990) four attachment styles (secure, preoccupied, fearful,
dismissing) based on scores on the three attachment dimensions
(close, depend, anxiety). Please note that, at present, this
method is quite exploratory and, in general, I do not recommend
it (please see my note below). I have defined the styles in terms
of theoretically expected profiles along the dimensions. For
example, a secure person should score high on the close and
depend dimensions, and low on the anxiety dimension. I define
a “high” score as being above the midpoint on a 5-point scale,
and a low score as below the midpoint. (Please note that this is
NOT the same as performing a median split.) However, what
this means is that individuals who score at the midpoint will be
excluded from the sample. On the one hand, this method
provides a more clear assessment of attachment style because
we exclude individuals who appear to fall on the boundary of
more than one style, or who don’t clearly belong to any style.
On the other hand, this is problematic because we lose
important data points, and we have to worry whenever we
remove any subjects from our sample. At present, we have used
this procedure in only a handful of samples but we are finding
11. that we lose about 7% of our sample. We are continuing to
explore the validity of this method of scoring and we suggest
that it be used with caution, and only in conjunction with the
continuous measures that include the entire sample.
***** Reverse code the appropriate items ******.
RECODE AT8 AT13 AT17 AT2 AT7 AT16 AT18
(1=5) (2=4) (3=3) (4=2) (5=1)
INTO AT8R AT13R AT17R AT2R AT7R
AT16R AT18R.
**** Compute the three attachment dimensions ****.
COMPUTE CLOSE = MEAN (AT1, AT6, AT8R, AT12,
AT13R, AT17R).
COMPUTE DEPEND = MEAN (AT2R, AT5, AT7R, AT14,
AT16R, AT18R).
COMPUTE ANXIETY = MEAN (AT3, AT4, AT9, AT10,
AT11, AT15).
**** Combine the CLOSE and DEPEND dimensions into a
single composite ****.
COMPUTE CLOSDEP = MEAN(CLOSE,DEPEND).
*** Compute an attachment style variable by using cutoff
scores above/below the midpoint ****.
IF (CLOSDEP GT 3) AND(ANXIETY LT 3) STYLE = 1.
IF (CLOSDEP GT 3) AND(ANXIETY GT 3) STYLE = 2.
IF (CLOSDEP LT 3) AND(ANXIETY LT 3) STYLE = 3.
IF (CLOSDEP LT 3) AND(ANXIETY GT 3) STYLE = 4.
VALUE LABELS STYLE 1 ‘SECURE’ 2 ‘PREOCC’ 3
‘DISMISS’ 4 ‘FEARFUL’
12. An important note on data analysis: Although researchers often
want to assign respondents to attachment style categories, a
more appropriate statistical procedure is to conduct regression
analyses using the continuous attachment dimensions and then,
if desired, plot the predicted values corresponding to each of the
four attachment prototypes. In this type of analysis, the Close
and Depend dimensions of the AAS can be averaged (and then
reverse scored) to form an overall index of attachment-related
avoidance, and the Anxiety dimension of the AAS can be used
as an index of attachment-related anxiety. The predicted means
corresponding to each of the four attachment prototypes can
then be easily plotted. For example, the mean for “secure”
individuals can be obtained by computing the predicted value
(of your dependent variable) at 1 standard deviation (SD) below
the mean on Anxiety and 1 SD below the mean on Avoidance.
Likewise, the predicted mean for “preoccupied” is obtained by
computing the predicted value at 1 SD above the mean on
anxiety and 1 SD below the mean on avoidance. Please see
Collins & Feeney (2004) for an example of this procedure.
2
1
Reading List: Measuring Individual Differences
in Adult Attachment
As you may know, there are a number of unresolved
measurement issues in the adult attachment field, and there are
a variety of ways to conceptualize and measure individual
differences in adult attachment patterns. As such, before you
select an attachment style measure for your own research
program, you may want to read the following articles and
chapters. These papers describe a variety of self-report and
interview measures of adult attachment style, and they also
13. discuss a number of important measurement issues that are
currently being debated in the field. Although I highly
recommend all of these papers, the following two chapters may
be especially useful. (1) Crowell, Fraley, & Shaver (1999) –
This chapter provides an in-depth and up-to-date review of the
current state of the field. It offers a broad overview of
measurement issues and measurement tools, including self-
report and interview measures of adult attachment. (2) Brennan,
Clark, & Shaver (1998) – This chapter presents a new self-
report measure of attachment style that is likely to become
widely used in the field. If you know in advance that you will
be using a self-report measure of attachment style, then you will
want to be sure to read this chapter.
In addition, please be sure to visit Dr. R. Chris Fraley’s website
at the University of Illinois, Urban-Champaign. This website
provides a very useful overview of self-report measures of adult
attachment.
www.psych.uiuc.edu/~rcfraley/measures/measures.html.
Bartholomew, K. & Shaver, P. R. (1998). Methods of assessing
adult attachment: Do they converge? In J. A. Simpson & W. S.
Rholes (Eds.), Attachment theory and close relationships (p. 25-
45). New York, NY: Guilford.
Brennan, K., Clark, C., & Shaver, P. R. (1998). Self-report
measurement of adult attachment: An integrative overview. In
J. A. Simpson & W. S. Rholes (Eds.), Attachment theory and
close relationships (p. 46-76). New York, NY: Guilford.
Collins, N. L., & Read, S. J. (1994). Cognitive representations
of adult attachment: The structure and function of working
models. In K. Bartholomew & D. Perlman (Eds.) Advances in
personal relationships, Vol. 5: Attachment processes in
adulthood (pp. 53-90). London: Jessica Kingsley, Inc.
14. Crowell, J. A., Fraley, R. C., & Shaver, P. R. (1999).
Measurement of individual differences in adolescent and adult
attachment. In J. Cassidy & P. R. Shaver, (Eds.), Handbook of
attachment: Theory, research, and clinical applications (p. 434-
465). New York, NY: Guilford.
Fraley, R. C., & Waller, N. G. (1998). Adult attachment
patterns: A test of the typological model. In J. A. Simpson & W.
S. Rholes (Eds.), Attachment theory and close relationships (p.
77-114). New York, NY: Guilford.
Griffin, D. W. & Bartholomew, K. (1994). Models of the self
and other: Fundamental dimensions underlying measures of
adult attachment. Journal of Personality and Social Psychology,
67, 430-445.
Hesse, E. (1999). The adult attachment interview: Historical
and current perspectives. In J. Cassidy & P. R. Shaver, (Eds.),
Handbook of attachment: Theory, research, and clinical
applications (pp. 395-433). New York, NY: Guilford.
References Describing Adult
Attachment Research in Our Lab
Kane, H. S., Jaremka, L. M., Guichard, A. C., Ford, M. B.,
Collins, N. L., & Feeney, B. C. (2007). Feeling supported and
feeling satisfied: How one partner’s attachment style predicts
the other partner’s relationship experiences. Journal of Social
and Personal Relationships, 24, 535-555.
Collins, N. L., Ford, M. B., Guichard, A. C., & Allard, L. M.
(2006).Working models of attachment and attribution processes
in intimate relationships. Personality and Social Psychology
Bulletin, 32, 201-219.
15. Collins, N. L., Ford, M. B., Guichard, A. C., & Feeney, B. C.
(2006). Responding to need in intimate relationships: Normative
processes and individual differences. In M. Mikulincer & G.
Goodman (Eds.), Dynamics of romantic love: Attachment,
caregiving, and sex (pp. 149-189). New York: Guilford Press.
Cooper, M. L., Pioli, M., Levitt, A., Taley, A., Micheas, L., &
Collins, N. L. (2006). Attachment styles, sex motives, and
sexual behavior: Evidence for gender-specific expressions of
attachment dynamics. In M. Mikulincer & G. Goodman (Eds.).
Dynamics of romantic love: Attachment, caregiving, and sex
(pp. 243-274).New York: The Guilford Press.
Collins, N. L., & Feeney, B. C. (2004). Working models of
attachment shape perceptions of social support: Evidence from
experimental and observational studies. Journal of Personality
and Social Psychology, 87, 363-383.
Collins, N. L. , Guichard, A. C., Ford, M. B., & Feeney, B. C.
(2004). Working models of attachment: New developments and
emerging themes. In W. S. Rholes & J. A. Simpson (Eds.),
AdultAttachment: Theory, Research, and Clinical Implications
(pp. 196-239). New York: Guilford.
Feeney, B. C., & Collins, N. L. (2004). Interpersonal safe haven
and secure base caregiving processes in adulthood. In W. S.
Rholes & J. A. Simpson (Eds.), AdultAttachment: Theory,
Research, and Clinical Implications (pp. 300-338). New York:
Guilford.
Collins, N. L. & Feeney, B. C. (2004). An attachment theory
perspective on closeness and intimacy: Normative processes and
individual differences (pp. 163-187). In D. Mashek & A. Aron
(Eds.), Handbook of Closeness and Intimacy. Mahwah, NJ:
Erlbaum.
16. Feeney, B. C., & Collins, N. L. (2003). Motivations for
caregiving in adult intimate relationships: Influences on
caregiving behavior and relationship functioning. Personality
and Social Psychology Bulletin, 29, 950-968.
Collins, N. L., Cooper, M. L., Albino, A., & Allard, L. M.
(2002). Psychosocial vulnerability from adolescence to
adulthood: A prospective study of attachment style differences
in relationship quality and partner choice. Journal of
Personality, 70, 965-1008.
Feeney, B. C., & Collins, N. L. (2001). Predictors of caregiving
in adult intimate relationships: An attachment theoretical
perspective. Journal of Personality and Social Psychology, 80,
972-994.
Collins, N. L., & Allard, L. M. (2001). Cognitive
representations of attachment: the content and function of
working models. In G. Fletcher & M. Clark (Eds.), Blackwell
Handbook of Social Psychology: Vol. 2. Interpersonal
Processes (pp. 60-85. United Kingdom: Blackwell Publishers.
Collins, N. L., & Feeney, B. C. (2000). A safe haven: An
attachment theory perspective on support-seeking and
caregiving processes in intimate relationships. Journal of
Personality and Social Psychology, 78, 1053-1073.
Cooper, M. L., Shaver, P. R., & Collins, N. L. (1998).
Attachment styles, emotion regulation, and adjustment in
adolescence. Journal of Personality and Social Psychology, 74,
1380-1397.
Ognibene, T., & Collins, N. (1998). Adult attachment styles,
perceived social support, and coping strategies. Journal of
Social and Personal Relationships, 15, 323-345.
Collins, N. L. (1996). Working models of attachment:
Implications for explanation, emotion, and behavior. Journal of
Personality and Social Psychology, 71, 810-832.
Shaver, P., Collins, N. L., & Clark, C. (1996). Attachment
theory and internal working models of self and relationship
partners. In G. Fletcher & J. Fitness (Eds.), Knowledge
17. structures in close relationships: A social psychological
approach (pp. 25-61). Hillsdale, NJ: Erlbaum.
Collins, N. L., & Read, S. J. (1994). Cognitive representations
of adult attachment: The structure and function of working
models. In K. Bartholomew & D. Perlman (Eds.) Advances in
personal relationships, Vol. 5: Attachment processes in
adulthood (pp. 53-90). London: Jessica Kingsley, Inc.
Collins, N. L., & Read, S. J. (1990). Adult attachment, working
models, and relationship quality in dating couples. Journal of
Personality and Social Psychology, 54, 644-663.
Please note: Information regarding the Adult Attachment Scale
can be found in Collins & Read (1990) and Collins (1996).
Please feel free to contact me if you would like copies of any
unpublished manuscripts. [email protected]
8
Nancy L. Collins
9
Nancy L. Collins
ASSIGNMENT COVER SHEET
Course name:
Financial Management for Healthcare
Course number:
HCM 213
Assignment title or task:
(You can write a question)
Student name:
Student ID #
Submission date:
18. Instructor name:
Grade:
…. Out of 10
Release date:19/March/2020
Due date: 02/April/2020
Each student should write a page and a half about any factor
that contributing in decreasing or increasing the cost of
healthcare.
Guidelines:
1. Font should be 12 Times New Roman
2. Heading should be Bold
3. The text color should be Black
4. Line spacing should be 1.5
5. Avoid Plagiarism
6. Assignments must be submitted with the filled cover page
7. All assignments must carry the references using APA style.
Please see below web link about how to cite APA reference
style.
https://guides.libraries.psu.edu/apaquickguide/intext. Click or
tap to follow the link.
Soc3332: Understanding Social Psych Applications to Personal
Relationships - Lecture Week 3
“Will your personal relationships be shaped more by chance or
by choice?” (pp.433, Gruman et al. 2017).
19. e-Text Key Points to Remember
· There are some universal attraction factors such as proximity,
familiarity, physical attractiveness according to many research
studies. Physical attractiveness does matter but can also lead to
assumptions and errors in judgment.
· A basic need according to Maslow is our need to belong and
affiliation.
· There are adult and infant attachments styles according to the
Attachment Theory. Measures of attachment lead to secure,
preoccupied, fearful, and dismissing styles when it comes to
creating and maintaining intimacy.
· Mate selection factors and processes have been scientifically
examined using low-tech approaches (e.g. the T-shirt study) and
high-tech approaches (e.g., the Internet and other mobile
technologies).
· Power of the situation – circumstances can bring people
together too.
Consider This! According to Time Magazine’s Special Edition
(2017) “The Science of Marriage – All About Attraction, What
Keeps Love Strong, and Making the Union Last,” the 9 signs
your marriage will last are as follows: (pp. 30-
Sign 1: You dated for a while (but you had your own place)
Sign 2: You use frequent turn to bids when interacting with
your partner
Sign 3: You amplify your partners positive
Sign 4: You make to really talk – communicate.
Sign 5: You had warm feet on you wedding night.
Sign 6: You fight fair.
Sign 7: You have certain demographics – educated, age.
Sign 8: You both carve out “me-time.”
Sign 9: You cultivate a culture of mutual respect.
Read more: http://time.com/tag/marriage/
Conclusion
Our human need is to be close to others. Attraction begins with
universal factors like proximity, familiarity, and physical
attractiveness. We often form adult attachments based on our
20. infant attachments according to Attachment Theory. It is
important to understand your attachment style preference. The
selection process is complicated. Sometimes situations can
bring people together above and beyond personal preferences.