Listed below are the balance sheet and statement of operations for Wynn Memorial Nursing Home for 2008 and 2009.
1. Compute Wynn Memorial Nursing Home’s current ratio.
2. Compute Wynn Memorial Nursing Home’s acid (or acid-test) ratio.
3. Compute Wynn Memorial Nursing Home’s days in accounts receivable.
4. Compute Wynn Memorial Nursing Home’s average payment period.
5. Compute Wynn Memorial Nursing Home’s long-term debt to net assets ratio.
6. Compute Wynn Memorial Nursing Home’s net assets to total assets ratio.
7. Compute Wynn Memorial Nursing Home’s total asset turnover ratio.
8. Compute Wynn Memorial Nursing Home’s fixed asset turnover ratio.
9. Compute Wynn Memorial Nursing Home’s return on total assets.
10. Compute Wynn Memorial Nursing Home’s operating margin.
Listed below are the industry standards of the above ratios for Wynn Memorial’s peer group.
Use this information as you answer problems 11 to 14.
Nursing Home Financial Ratios–Industry Median
Current ratio
1.98
Acid test ratio
0.20
Days in accts receivable
67.19
Average payment period
56.13
Total asset turnover
1.02
Fixed asset turnover
2.20
Operating margin
0.02
Return on total assets
0.04
Long-term debt to net assets
0.62
Net assets to total assets
0.53
11. Comment on Wynn Memorial's liquidity. Cite at least one meaningful ratio to support your observations.
12. Comment on Wynn Memorial's efficiency in its use of assets. Cite at least one meaningful ratio to support your observations.
13. Comment on Wynn Memorial's profitability. Cite at least one meaningful ratio to support your observations.
14. Comment on Wynn Memorial's capital structure. Cite at least one meaningful ratio to support your observations.
Be sure to answer each question thoroughly and include citations of outside sources where appropriate.
8/18/2019 Print
https://content.ashford.edu/print/Gregory.8055.17.1?sections=ch09,ch09lev1sec1,ch09lev1sec2,ch09lev1sec3,ch09lev1sec4,ch09lev1sec5,ch09lev1… 1/59
CHAPTER 9
Assessment of Normality and Human Strengths
TOPIC 9A Assessment Within the Normal Spectrum
9.1 Broad Band Tests of Normal Personality
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch09lev1sec1#ch09lev1sec1)
9.2 Myers-Briggs Type Indicator (MBTI)
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch09lev1sec2#ch09lev1sec2)
9.3 California Psychological Inventory (CPI)
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch09lev1sec3#ch09lev1sec3)
9.4 NEO Personality Inventory-Revised (NEO-PI-R)
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch09lev1sec4#ch09lev1sec4)
9.5 Stability and Change in Personality
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch09lev1sec5#ch09lev1sec5)
9.6 Assessment of Moral Judgment
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch09lev1sec6#ch09lev1sec6)
9.7 Assessment of Spiritual and Religious Concepts
(http://content.thuzelearning.com/books/Gregory.8 ...
The Outsiders Essay Questions And AnswersAshley Mason
The Outsiders Study Guide Answers. Essay the Outsiders-Eng. The Outsiders (Papers and Projects) | PDF | Essays | Paragraph. Outsiders, Chapter Short Answer Question Sets, S.E. Hinton's The .... Year 9 English The Outsiders Essay Guide C.McDonnell Essay Questions .... The Outsiders essay. The Outsiders Essay | English - Year 11 SACE | Thinkswap.
CJUS 745
Quantitative Analysis Report: Multiple Regression Analysis Assignment Instructions
Overview
You will take part in several data analysis assignments in which you will develop a report using tables and figures from the IBM SPSS® output file of your results. Using the resources and readings provided, you will interpret these results and test the hypotheses and writeup these interpretations.
Instructions
· Copy and paste all tables and figures into a Word document and format the results in APA current edition.
· Interpret your results.
· Final report should be formatted using APA current edition, and in a Word document.
· 4-5 double-spaced pages of content in length (not counting the title page or references).
This assignment uses the Productivity. sav dataset. Address the following research question using a multiple regression (MR) model. Provide all assumptions for the MR test:
RQ 8: Is there a significant predictive relationship of employee productivity (productivity) from levels of Teamwork (teamwork), Technical Knowledge (jobknowl), Adequate Authority to do job well (jobauthr), Fair Treatment (wkrtrtmt), and Sick Days (wrkdyssk)?
· H08: There is no statistically significant predictive relationship of employee productivity (productivity) from levels of Teamwork (teamwork), Technical Knowledge (jobknowl), Adequate Authority to do job well (jobauthr), Fair Treatment (wkrtrtmt), and Sick Days (wrkdyssk).
· Ha8: There is a statistically significant predictive relationship of employee productivity (productivity) from levels of Teamwork (teamwork), Technical Knowledge (jobknowl), Adequate Authority to do job well (jobauthr), Fair Treatment (wkrtrtmt), and Sick Days (wrkdyssk).
There are several assumptions for a multiple regression that must be met:
1. First, the dependent variable must be normally distributed. If not, it must be converted to z scores (see page 32-33 in Cronk).
2. To test for normal distribution, run the Shapiro-Wilk test (See Testing Normality of Dataset.pdf).
3. When you run the Multiple Regression, ensure you select options for multicollinearity and residual plots (see Cronk).
· See Multiple Regression Primer for SPSS.pdf.
· A comprehensive resource to help guide you is included with the assignment Multiple Regression Comprehensive Review.pdf.
General Instructions
As doctoral students, your assignments are expected to follow the principles of high-quality scientific standards and promote knowledge and understanding in the field of public administration. You should apply a rigorous and critical assessment of a body of theory and empirical research, articulating what is known about the phenomenon and ways to advance research about the topic under review. Research syntheses should identify significant variables, a systematic and reproducible search strategy, and a clear framework for studies included in the larger analysis.
Manuscripts should not be written in first person (“I”). All material should ...
8/4/2019 Print
https://content.ashford.edu/print/Gregory.8055.17.1?sections=ch05,ch05lev1sec1,ch05lev1sec2,ch05lev1sec3,ch05lev1sec4,ch05lev1sec5,ch05lev1… 1/79
CHAPTER 5
Theories and Individual Tests of Intelligence and
Achievement
TOPIC 5A Theories of Intelligence and Factor Analysis
5.1 Definitions of Intelligence
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch05lev1sec1#ch05lev1sec1)
Case Exhibit 5.1 Learning and Adaptation as Core Functions of Intelligence
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch05lev1sec1#ch05box2)
5.2 A Primer of Factor Analysis
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch05lev1sec2#ch05lev1sec2)
5.3 Galton and Sensory Keenness
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch05lev1sec3#ch05lev1sec3)
5.4 Spearman and the g Factor
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch05lev1sec4#ch05lev1sec4)
5.5 Thurstone and the Primary Mental Abilities
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch05lev1sec5#ch05lev1sec5)
5.6 Cattell-Horn-Carroll (CHC) Theory
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch05lev1sec6#ch05lev1sec6)
5.7 Guilford and the Structure-of-Intellect Model
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch05lev1sec7#ch05lev1sec7)
5.8 Planning, Attention, Simultaneous, and Successive (Pass) Theory
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch05lev1sec8#ch05lev1sec8)
5.9 Information Processing Theories of Intelligence
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch05lev1sec9#ch05lev1sec9)
5.10 Gardner and the Theory of Multiple Intelligences
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch05lev1sec10#ch05lev1sec10)
5.11 Sternberg and the Triarchic Theory of Successful Intelligence
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch05lev1sec11#ch05lev1sec11)
https://content.ashford.edu/books/Gregory.8055.17.1/sections/ch05lev1sec1#ch05lev1sec1
https://content.ashford.edu/books/Gregory.8055.17.1/sections/ch05lev1sec1#ch05box2
https://content.ashford.edu/books/Gregory.8055.17.1/sections/ch05lev1sec2#ch05lev1sec2
https://content.ashford.edu/books/Gregory.8055.17.1/sections/ch05lev1sec3#ch05lev1sec3
https://content.ashford.edu/books/Gregory.8055.17.1/sections/ch05lev1sec4#ch05lev1sec4
https://content.ashford.edu/books/Gregory.8055.17.1/sections/ch05lev1sec5#ch05lev1sec5
https://content.ashford.edu/books/Gregory.8055.17.1/sections/ch05lev1sec6#ch05lev1sec6
https://content.ashford.edu/books/Gregory.8055.17.1/sections/ch05lev1sec7#ch05lev1sec7
https://content.ashford.edu/books/Gregory.8055.17.1/sections/ch05lev1sec8#ch05lev1sec8
https://content.ashford.edu/books/Gregory.8055.17.1/sections/ch05lev1sec9#ch05lev1sec9
https://content.ashford.edu/books/Gregory.8055.17.1/sections/ch05lev1sec10#ch05lev1sec10
https://content.ashford.edu/boo ...
Assignment OverviewThis Case Assignment focuses on Volkswa.docxrock73
Assignment Overview
This Case Assignment focuses on Volkswagen’s emissions scandal and related
brand management and business ethics issues.
Case Reading
Boston, W., & Houston-Waesch, M. (2015, Oct 15). Volkswagen suspends
another top engineer; berlin orders recall; transport minister says recall of tainted
diesel cars is mandatory. Wall Street Journal (Online).
Cremer, A. (2016, April 20). VW to pay each U.S. customer $5,000 to settle
dieselgate: Die Welt. Retrieved from http://www.reuters.com/article
/us-volkswagen-emissions-court-idUSKCN0XH0ZV
Danny, Hakim, Kessler, A. M., & Ewing, J. (2015, Sep 27). As VW pushed to be
no. 1, ambitions fueled a scandal. New York Times. De Cremer, D., & de
Bettignies, H. (2013). PRAGMATIC BUSINESS ETHICS. Business Strategy
Review, 24(2), 64-67.
De Cremer, D., & de Bettignies, H. (2013). PRAGMATIC BUSINESS
ETHICS. Business Strategy Review, 24(2), 64-67.
Ewing, J. (2016, April 21). Volkswagen Reaches Deal in U.S. Over Emissions
Scandal. New York Times. Retrieved from http://www.nytimes.com/2016/04
/22/business/international/volkswagen-emissions-settlement.html?_r=0
Farrell, S. (2015, Oct. 26). Volkswagen loses sales top spot to Toyota after
emissions scandal. Retrieved from http://www.theguardian.com/business/2015/oct
/26/volkswagen-top-spot-toyota-vw-emissions-scandal.
Fung, B. (2015). Volkswagen's U.S. CEO apologizes for emissions cheating
scandal. Washington: WP Company LLC d/b/a The Washington Post.
Lane, C. (2015, Oct. 26). Emissions scandal is hurting VW owners trying to
Resell. Retrieved from http://www.npr.org/2015/10/26/450238773/emissions-
scandal-is-hurting-vw-owners-trying-to-resell.
Listen
https://tlc.trident.edu/content/enforced/89898-MKT501-DEC2016FT-2...
1 of 4 12/17/2016 2:27 PM
La Monica, P.,R. (2015, Sep 23). Volkswagen has plunged 50%. will it ever
recover? CNN Wire Service.
Sanger-Katz, M., & Schwartz, J. (2015, Sep 30). Gauging human toll of VW
fraud. International New York Times.
Here are some articles on brand equity and brand management.
Keller, K. L. (1993). Conceptualizing, measuring, and managing customer-based
brand equity. Journal of Marketing, 57(1), 1-22.
Helm, S., & Tolsdorf, J. (2013). How does corporate reputation affect customer
loyalty in a corporate crisis? Journal of Contingencies & Crisis Management, 21
(3), p144-152.
Case Assignment
Develop a report in terms of the following guidelines. A well-written report should
have a brief introduction, headings or subheadings, and a brief concluding
comment. Note that you should use some keywords as headings or subheadings
such as "Brand Equity of VW”, instead of a sentence or a question. Read and cite
required articles on Volkswagen’s emissions scandal, as well as additional
research you have done, and address the following issues:
Briefly describe Volkswagen’s emissions scandal and provide background on
the company and automobile industry.
1.
Do you think Volkswagen’s brand reputation was severely dam ...
The Outsiders Essay Questions And AnswersAshley Mason
The Outsiders Study Guide Answers. Essay the Outsiders-Eng. The Outsiders (Papers and Projects) | PDF | Essays | Paragraph. Outsiders, Chapter Short Answer Question Sets, S.E. Hinton's The .... Year 9 English The Outsiders Essay Guide C.McDonnell Essay Questions .... The Outsiders essay. The Outsiders Essay | English - Year 11 SACE | Thinkswap.
CJUS 745
Quantitative Analysis Report: Multiple Regression Analysis Assignment Instructions
Overview
You will take part in several data analysis assignments in which you will develop a report using tables and figures from the IBM SPSS® output file of your results. Using the resources and readings provided, you will interpret these results and test the hypotheses and writeup these interpretations.
Instructions
· Copy and paste all tables and figures into a Word document and format the results in APA current edition.
· Interpret your results.
· Final report should be formatted using APA current edition, and in a Word document.
· 4-5 double-spaced pages of content in length (not counting the title page or references).
This assignment uses the Productivity. sav dataset. Address the following research question using a multiple regression (MR) model. Provide all assumptions for the MR test:
RQ 8: Is there a significant predictive relationship of employee productivity (productivity) from levels of Teamwork (teamwork), Technical Knowledge (jobknowl), Adequate Authority to do job well (jobauthr), Fair Treatment (wkrtrtmt), and Sick Days (wrkdyssk)?
· H08: There is no statistically significant predictive relationship of employee productivity (productivity) from levels of Teamwork (teamwork), Technical Knowledge (jobknowl), Adequate Authority to do job well (jobauthr), Fair Treatment (wkrtrtmt), and Sick Days (wrkdyssk).
· Ha8: There is a statistically significant predictive relationship of employee productivity (productivity) from levels of Teamwork (teamwork), Technical Knowledge (jobknowl), Adequate Authority to do job well (jobauthr), Fair Treatment (wkrtrtmt), and Sick Days (wrkdyssk).
There are several assumptions for a multiple regression that must be met:
1. First, the dependent variable must be normally distributed. If not, it must be converted to z scores (see page 32-33 in Cronk).
2. To test for normal distribution, run the Shapiro-Wilk test (See Testing Normality of Dataset.pdf).
3. When you run the Multiple Regression, ensure you select options for multicollinearity and residual plots (see Cronk).
· See Multiple Regression Primer for SPSS.pdf.
· A comprehensive resource to help guide you is included with the assignment Multiple Regression Comprehensive Review.pdf.
General Instructions
As doctoral students, your assignments are expected to follow the principles of high-quality scientific standards and promote knowledge and understanding in the field of public administration. You should apply a rigorous and critical assessment of a body of theory and empirical research, articulating what is known about the phenomenon and ways to advance research about the topic under review. Research syntheses should identify significant variables, a systematic and reproducible search strategy, and a clear framework for studies included in the larger analysis.
Manuscripts should not be written in first person (“I”). All material should ...
8/4/2019 Print
https://content.ashford.edu/print/Gregory.8055.17.1?sections=ch05,ch05lev1sec1,ch05lev1sec2,ch05lev1sec3,ch05lev1sec4,ch05lev1sec5,ch05lev1… 1/79
CHAPTER 5
Theories and Individual Tests of Intelligence and
Achievement
TOPIC 5A Theories of Intelligence and Factor Analysis
5.1 Definitions of Intelligence
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch05lev1sec1#ch05lev1sec1)
Case Exhibit 5.1 Learning and Adaptation as Core Functions of Intelligence
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch05lev1sec1#ch05box2)
5.2 A Primer of Factor Analysis
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch05lev1sec2#ch05lev1sec2)
5.3 Galton and Sensory Keenness
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch05lev1sec3#ch05lev1sec3)
5.4 Spearman and the g Factor
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch05lev1sec4#ch05lev1sec4)
5.5 Thurstone and the Primary Mental Abilities
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch05lev1sec5#ch05lev1sec5)
5.6 Cattell-Horn-Carroll (CHC) Theory
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch05lev1sec6#ch05lev1sec6)
5.7 Guilford and the Structure-of-Intellect Model
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch05lev1sec7#ch05lev1sec7)
5.8 Planning, Attention, Simultaneous, and Successive (Pass) Theory
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch05lev1sec8#ch05lev1sec8)
5.9 Information Processing Theories of Intelligence
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch05lev1sec9#ch05lev1sec9)
5.10 Gardner and the Theory of Multiple Intelligences
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch05lev1sec10#ch05lev1sec10)
5.11 Sternberg and the Triarchic Theory of Successful Intelligence
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch05lev1sec11#ch05lev1sec11)
https://content.ashford.edu/books/Gregory.8055.17.1/sections/ch05lev1sec1#ch05lev1sec1
https://content.ashford.edu/books/Gregory.8055.17.1/sections/ch05lev1sec1#ch05box2
https://content.ashford.edu/books/Gregory.8055.17.1/sections/ch05lev1sec2#ch05lev1sec2
https://content.ashford.edu/books/Gregory.8055.17.1/sections/ch05lev1sec3#ch05lev1sec3
https://content.ashford.edu/books/Gregory.8055.17.1/sections/ch05lev1sec4#ch05lev1sec4
https://content.ashford.edu/books/Gregory.8055.17.1/sections/ch05lev1sec5#ch05lev1sec5
https://content.ashford.edu/books/Gregory.8055.17.1/sections/ch05lev1sec6#ch05lev1sec6
https://content.ashford.edu/books/Gregory.8055.17.1/sections/ch05lev1sec7#ch05lev1sec7
https://content.ashford.edu/books/Gregory.8055.17.1/sections/ch05lev1sec8#ch05lev1sec8
https://content.ashford.edu/books/Gregory.8055.17.1/sections/ch05lev1sec9#ch05lev1sec9
https://content.ashford.edu/books/Gregory.8055.17.1/sections/ch05lev1sec10#ch05lev1sec10
https://content.ashford.edu/boo ...
Assignment OverviewThis Case Assignment focuses on Volkswa.docxrock73
Assignment Overview
This Case Assignment focuses on Volkswagen’s emissions scandal and related
brand management and business ethics issues.
Case Reading
Boston, W., & Houston-Waesch, M. (2015, Oct 15). Volkswagen suspends
another top engineer; berlin orders recall; transport minister says recall of tainted
diesel cars is mandatory. Wall Street Journal (Online).
Cremer, A. (2016, April 20). VW to pay each U.S. customer $5,000 to settle
dieselgate: Die Welt. Retrieved from http://www.reuters.com/article
/us-volkswagen-emissions-court-idUSKCN0XH0ZV
Danny, Hakim, Kessler, A. M., & Ewing, J. (2015, Sep 27). As VW pushed to be
no. 1, ambitions fueled a scandal. New York Times. De Cremer, D., & de
Bettignies, H. (2013). PRAGMATIC BUSINESS ETHICS. Business Strategy
Review, 24(2), 64-67.
De Cremer, D., & de Bettignies, H. (2013). PRAGMATIC BUSINESS
ETHICS. Business Strategy Review, 24(2), 64-67.
Ewing, J. (2016, April 21). Volkswagen Reaches Deal in U.S. Over Emissions
Scandal. New York Times. Retrieved from http://www.nytimes.com/2016/04
/22/business/international/volkswagen-emissions-settlement.html?_r=0
Farrell, S. (2015, Oct. 26). Volkswagen loses sales top spot to Toyota after
emissions scandal. Retrieved from http://www.theguardian.com/business/2015/oct
/26/volkswagen-top-spot-toyota-vw-emissions-scandal.
Fung, B. (2015). Volkswagen's U.S. CEO apologizes for emissions cheating
scandal. Washington: WP Company LLC d/b/a The Washington Post.
Lane, C. (2015, Oct. 26). Emissions scandal is hurting VW owners trying to
Resell. Retrieved from http://www.npr.org/2015/10/26/450238773/emissions-
scandal-is-hurting-vw-owners-trying-to-resell.
Listen
https://tlc.trident.edu/content/enforced/89898-MKT501-DEC2016FT-2...
1 of 4 12/17/2016 2:27 PM
La Monica, P.,R. (2015, Sep 23). Volkswagen has plunged 50%. will it ever
recover? CNN Wire Service.
Sanger-Katz, M., & Schwartz, J. (2015, Sep 30). Gauging human toll of VW
fraud. International New York Times.
Here are some articles on brand equity and brand management.
Keller, K. L. (1993). Conceptualizing, measuring, and managing customer-based
brand equity. Journal of Marketing, 57(1), 1-22.
Helm, S., & Tolsdorf, J. (2013). How does corporate reputation affect customer
loyalty in a corporate crisis? Journal of Contingencies & Crisis Management, 21
(3), p144-152.
Case Assignment
Develop a report in terms of the following guidelines. A well-written report should
have a brief introduction, headings or subheadings, and a brief concluding
comment. Note that you should use some keywords as headings or subheadings
such as "Brand Equity of VW”, instead of a sentence or a question. Read and cite
required articles on Volkswagen’s emissions scandal, as well as additional
research you have done, and address the following issues:
Briefly describe Volkswagen’s emissions scandal and provide background on
the company and automobile industry.
1.
Do you think Volkswagen’s brand reputation was severely dam ...
6/18/2019
1/5
Week 7
Corporate Compliance, Fraud, and Abuse
Fraud and abuse are a threat not only to individual healthcare organizations, but also to
the national healthcare system as a whole. In fiscal year 2016, the U.S. Department of
Justice (DOJ) recovered about $4.7 billion in settlements and judgments from civil cases
involving fraud and false claims. Over half of that amount, $2.5 billion, was from cases
related to the healthcare industry (DOJ, 2016). Throughout the last decade, the media has
often reported on major healthcare scandals. For example, in 2009, 60 Minutes had an
episode that described how Medicare was fraudulently billed $60 billion for services or
products that were never provided or delivered. The Centers for Medicare and Medicaid
are required to pay claims within a short time period, either 15 or 30 days. The payment
turnaround made it difficult to investigate false claims. However, the DOJ, the FBI, and
several state’s attorneys general have taken on investigating these claims. Medicare has
taken steps to make enrollment more stringent so that phony companies are less likely to
be able to commit fraud in the future (CBS News, 2009). Such cases of fraud cause great
harm to the taxpayers, whose dollars go into a public trust to administer two of the largest
direct health services programs in the world. However, it’s the smaller cases of fraud that
go almost unnoticed and not reported by the media that result in a similar degree of harm
to the U.S. healthcare system.
Abuse, providing unnecessary services, and overbilling for services are also detrimental to
the system of healthcare. As stated in Week 3, cases of fraud and abuse result in both
criminal and civil charges. In the face of such large-scale corruption in 1991, the U.S.
Sentencing Commission (USSC) adopted guidelines that provided rules and principles for
the sentencing of organizations that commit fraud and abuse. Moreover, the Thompson
Memorandum, otherwise known as Principles of Federal Prosecution of Business
Organizations, established guidelines that U.S. attorneys can use in determining whether
to bring an enforcement action against an organization (U.S. Sentencing Commission,
2015). These guidelines and principles have been updated in keeping with the changes in
the corporate climate, with the latest proposed changes announced in late 2018 (U.S.
Department of Justice, 2018). In response, leaders of healthcare organizations began to
establish corporate compliance programs to prevent and mitigate the effects of fraud and
abuse. The U.S. Department of Health and Human Services’ Office of the Inspector
https://ncuone.ncu.edu/d2l/home/143543
6/18/2019
2/5
Books and Resources for this Week
Mayer, C. M. (1995). Preventing fraud and
abuse fallout. Healthcare Financial
Management, 49(4), 40, 42, 44.
Link
General (OIG), is responsible for disseminating compliance guidance to
healthcare organizations.
As was discussed i ...
Cell BiologyThe discovery of the antibiotic Penicillin in the 19.docxtroutmanboris
Cell Biology
The discovery of the antibiotic Penicillin in the 1920s made a big impact on human history. Not only did it provide a cure for bacterial infections that were once deadly, but it also led to a golden age in discovery of new antibiotics. The great benefit of these drugs is that antibiotics inhibit the growth of bacterial cells or kill them outright, and yet, on the whole, do not harm eukaryotic cells.
Answer BOTH of the following questions:
1. Given the following list of antibiotics and their targets, explain how each stops bacteria without harming human cells. Base your analyses on the differences between eukaryotic and prokaryotic cells.
2. Considering the targets of these antibiotics, explain why antibiotics in general would not be useful for treating a viral infection.
Antibiotic
Target
Penicillin
Blocks cell wall synthesis
Tetracycline
Blocks protein synthesis by binding to the 30S Unit of the ribosome
Chloramphenicol
Blocks protein synthesis by binding to the 50S Unit of the ribosome
Sulfonamides
Inhibit folic acid synthesis
Vancomycin
Blocks cross-linking of the peptidoglycan in the cell wall
Read this to enhance your understanding of the differences between prokaryotic and eukaryotic cells: How do antibiotics kill bacterial cells but not human cells?
See a comparison of bacterial and viral features here: Differences between bacteria and viruses.
Follow these guidelines for your paper:
· Utilize at least 1 credible source to support the arguments presented in the paper. Make sure you cite appropriately within your paper, and list the reference(s) in APA format on your Reference page.
· Your paper should be 1–2 pages in length, not counting the Title page and Reference page.
References
Mobley, H. (2018). How do antibiotics kill bacterial cells but not human cells? Retrieved from: https://www.scientificamerican.com/article/how-do-antibiotics-kill-b/
Aryal, S. (2015). Differences between bacteria and viruses. Retrieved from: https://microbiologyinfo.com/differences-between-bacteria-and-viruses/
Grading Criteria
Grading Criteria
Proficient Descriptor
Points
Antibiotics and their processes
• Explains how antibiotics stop bacteria growth without harming human cells.
• Discusses each antibiotic and its target. (5 points for each antibiotic)
1) Penicillin; Blocks cell wall synthesis
2) Tetracycline; Blocks protein synthesis by binding to the 30S Unit of the ribosome
3) Chloramphenicol; Blocks protein synthesis by binding to the 50S Unit of the ribosome
4) Sulfonamides; Inhibits folic acid synthesis
5) Vancomycin; Blocks cross-linking of the peptidoglycan in the cell wall
25
Antibiotics and viruses
• Discusses why antibiotics in general would not be useful for treating a viral infection.
• Supports the conclusion by commenting on the target of each antibiotic.
15
Format, Grammar, and Mechanics
• Provides a 1-2 page paper that is double-spaced, and includes a title page, reference page, running head, and page number.
REVIEWpublished 11 June 2018doi 10.3389fpubh.2018.001.docxmalbert5
REVIEW
published: 11 June 2018
doi: 10.3389/fpubh.2018.00149
Frontiers in Public Health | www.frontiersin.org 1 June 2018 | Volume 6 | Article 149
Edited by:
Jimmy Thomas Efird,
University of Newcastle, Australia
Reviewed by:
Aida Turrini,
Consiglio per la Ricerca in Agricoltura
e L’analisi Dell’Economia Agraria
(CREA), Italy
Mary Evelyn Northridge,
New York University, United States
*Correspondence:
Godfred O. Boateng
[email protected]
Specialty section:
This article was submitted to
Epidemiology,
a section of the journal
Frontiers in Public Health
Received: 26 February 2018
Accepted: 02 May 2018
Published: 11 June 2018
Citation:
Boateng GO, Neilands TB,
Frongillo EA, Melgar-Quiñonez HR and
Young SL (2018) Best Practices for
Developing and Validating Scales for
Health, Social, and Behavioral
Research: A Primer.
Front. Public Health 6:149.
doi: 10.3389/fpubh.2018.00149
Best Practices for Developing and
Validating Scales for Health, Social,
and Behavioral Research: A Primer
Godfred O. Boateng1*, Torsten B. Neilands 2, Edward A. Frongillo 3,
Hugo R. Melgar-Quiñonez 4 and Sera L. Young1,5
1 Department of Anthropology and Global Health, Northwestern University, Evanston, IL, United States, 2 Division of
Prevention Science, Department of Medicine, University of California, San Francisco, San Francisco, CA, United States,
3 Department of Health Promotion, Education and Behavior, Arnold School of Public Health, University of South Carolina,
Columbia, SC, United States, 4 Institute for Global Food Security, School of Human Nutrition, McGill University, Montreal, QC,
Canada, 5 Institute for Policy Research, Northwestern University, Evanston, IL, United States
Scale development and validation are critical to much of the work in the health,
social, and behavioral sciences. However, the constellation of techniques required
for scale development and evaluation can be onerous, jargon-filled, unfamiliar, and
resource-intensive. Further, it is often not a part of graduate training. Therefore, our
goal was to concisely review the process of scale development in as straightforward
a manner as possible, both to facilitate the development of new, valid, and reliable
scales, and to help improve existing ones. To do this, we have created a primer for
best practices for scale development in measuring complex phenomena. This is not
a systematic review, but rather the amalgamation of technical literature and lessons
learned from our experiences spent creating or adapting a number of scales over the
past several decades. We identified three phases that span nine steps. In the first phase,
items are generated and the validity of their content is assessed. In the second phase,
the scale is constructed. Steps in scale construction include pre-testing the questions,
administering the survey, reducing the number of items, and understanding how many
factors the scale captures. In the third phase, scale evaluation, the numbe.
REVIEWpublished 11 June 2018doi 10.3389fpubh.2018.001.docxhealdkathaleen
REVIEW
published: 11 June 2018
doi: 10.3389/fpubh.2018.00149
Frontiers in Public Health | www.frontiersin.org 1 June 2018 | Volume 6 | Article 149
Edited by:
Jimmy Thomas Efird,
University of Newcastle, Australia
Reviewed by:
Aida Turrini,
Consiglio per la Ricerca in Agricoltura
e L’analisi Dell’Economia Agraria
(CREA), Italy
Mary Evelyn Northridge,
New York University, United States
*Correspondence:
Godfred O. Boateng
[email protected]
Specialty section:
This article was submitted to
Epidemiology,
a section of the journal
Frontiers in Public Health
Received: 26 February 2018
Accepted: 02 May 2018
Published: 11 June 2018
Citation:
Boateng GO, Neilands TB,
Frongillo EA, Melgar-Quiñonez HR and
Young SL (2018) Best Practices for
Developing and Validating Scales for
Health, Social, and Behavioral
Research: A Primer.
Front. Public Health 6:149.
doi: 10.3389/fpubh.2018.00149
Best Practices for Developing and
Validating Scales for Health, Social,
and Behavioral Research: A Primer
Godfred O. Boateng1*, Torsten B. Neilands 2, Edward A. Frongillo 3,
Hugo R. Melgar-Quiñonez 4 and Sera L. Young1,5
1 Department of Anthropology and Global Health, Northwestern University, Evanston, IL, United States, 2 Division of
Prevention Science, Department of Medicine, University of California, San Francisco, San Francisco, CA, United States,
3 Department of Health Promotion, Education and Behavior, Arnold School of Public Health, University of South Carolina,
Columbia, SC, United States, 4 Institute for Global Food Security, School of Human Nutrition, McGill University, Montreal, QC,
Canada, 5 Institute for Policy Research, Northwestern University, Evanston, IL, United States
Scale development and validation are critical to much of the work in the health,
social, and behavioral sciences. However, the constellation of techniques required
for scale development and evaluation can be onerous, jargon-filled, unfamiliar, and
resource-intensive. Further, it is often not a part of graduate training. Therefore, our
goal was to concisely review the process of scale development in as straightforward
a manner as possible, both to facilitate the development of new, valid, and reliable
scales, and to help improve existing ones. To do this, we have created a primer for
best practices for scale development in measuring complex phenomena. This is not
a systematic review, but rather the amalgamation of technical literature and lessons
learned from our experiences spent creating or adapting a number of scales over the
past several decades. We identified three phases that span nine steps. In the first phase,
items are generated and the validity of their content is assessed. In the second phase,
the scale is constructed. Steps in scale construction include pre-testing the questions,
administering the survey, reducing the number of items, and understanding how many
factors the scale captures. In the third phase, scale evaluation, the numbe ...
J. R. Myers (Spring 2020)Self-Marketing Blueprint Project” In.docxpriestmanmable
J. R. Myers (Spring 2020)
“Self-Marketing Blueprint Project” Instructions
While you are learning a lot from the team project interviewing a “successful marketing professional”, it’s time to build on the inspiration you get from this team project, and plan for your own professional career!
Use approximately 5 double spaced pages, create a concrete and thoughtful marketing plan “blueprint” for the professional brand of your SELF. You will address the tasks at the end of each chapter in the TEXTBOOK -“Marketing Plan Exercise” to market yourself as an up and coming professional in an industry or a field of your choice. Typically a couple of paragraphs addressing each aspect in the chapter tasks are expected. Out of the 14 chapters, we selected 9 of them that are most critical for a self-marketing plan at this point of your career (see the following rubric). These 9 key aspects (as well as their corresponding chapters in the course packet) are listed in the following rubric that will be used in evaluating the strength of your self-marketing plan. Your thoughtful reflections and concrete actions you plan to take in the future, should be thoroughly presented in your final write-up of this “Self-Marketing Blueprint Project”.
Following the 9 key aspects in writing your “self-marketing” paper, refer to the corresponding chapters and the “Marketing Plan Exercise” at the end of chapter, for further reference (Note: the textbook “marketing plan exercise” instructions is for reference only, as the questions and issues may not be directly relevant to everyone). Throughout the term, you are encouraged to set an appointment with the instructor during designated hours in the office, to share ideas, brainstorm and get feedback.
Submit your “self-marketing plan” paper as Microsoft Word fileto your Portfolium account by5/14 Thursday Midnight (11:59pm). Instructions on setting up a pilot Portfolium account to start marketing yourself will follow …
Total points possible for this assignment: 60 points (15%).
Grading Rubric
EVALUATION CRITERIA
SCORING (1 = poor, 5 = excellent)
1-Setting marketing objectives (ref. ch1)
1 2 3 4 5
2-SWOT analysis of self situation (ref. ch2)
1 2 3 4 5
3-Market summary and self assessment (ref. ch3)
1 2 3 4 5
4-Self value: elevator pitch, positioning statement
(ref. ch6 &7)
1 2 3 4 5
5-Promotion, distribution, pricing considerations (ref. ch8 &9 & 10)
1 2 3 4 5
6-Brand building actions (ref. ch11)
1 2 3 4 5
7-Relationship building strategies (ch12)
1 2 3 4 5
8-Social responsibility awareness (ref. ch13)
1 2 3 4 5
9-Professional career objectives/measures (1-3-5 years) (ref. ch14)
1 2 3 4 5
10-Overall self-marketing plan quality (wr ...
Essay On Social Issues | Social Issues Essay for Students and Children .... 015 Social Issues Essay Topics P1 ~ Thatsnotus. Outstanding Social Issues Essay ~ Thatsnotus. Social Issues Assignment Example | Topics and Well Written Essays - 500 .... Social issues essay By Kelvin. Social Issues Essay Topics for those concerned about society's issues. 001 Social Issues Essay Topics ~ Thatsnotus. ️ Social issue topic. Choose from Social Problems Research Paper Topic .... Essay on Understanding Social Problems | 1008CCJ - Understanding Social .... Creative and Critical Thinking. Social problems and social issues1 Essay Example | Topics and Well .... 120+ Social Issue Essay Topics - Expert Sociology Essay Help. Social Problems Essay Example | Topics and Well Written Essays - 1500 words. List of 52+ Social Issues Essay Topics And Ideas For Students [ Updated ].
Financial Statement AnalysisVICTOR AYALA PAUL FULTZ.docxAKHIL969626
Financial Statement Analysis
VICTOR AYALA PAUL FULTZ CARLOS MORALES
Jeremy pierce
EcO/561
OCTOber 31, 2016
Professor ANDRES HINOJOSA
Good evening, we are learning team C. Today we will be covering accounting and the regulatory environment.
1
Presentation Overview – Part I
In part I of Todays presentation
we will review and analyze calculations via
Northrop Grumman’s financial statements
In part 1 of todays presentation we will review and analyze the calculations via Northrop Grumman’s financial statements.
2
Profitability Ratio
Measures the income and operating success of Northrop Grumman
OPERATING MARGIN (TTm) (%) 12.82
Net profit margin (ttm) (%) 8.96
Gross margin (ttm) (%) 23.59
Period Ended 12/31/15 12/31/14 12/31/13 12/31/12 12/31/11
Operating Margin 13.07 13.33 12.66 12.41 12.40
Net Profit Margin 8.46 8.63 7.92 7.84 8.02
Gross Margin 23.98 23.36 21.81 22.13 21.30
(Northrop, 2016)
The first financial calculation that we will review today is the profitability ration. It measures the income and operating success of Northrop Grumman.
The operating margin measure the percentage of revenues remaining after paying all operating expenses. It is calculated as the trailing 12 months operating Income divided by the trailing 12 months total revenue, multiplied by 100. Operating Income is defined as total operating expenses.
Net profit margin is also known as return on sales, this value is the income after taxes for the trailing twelve months divided by total revenue for the same period and is expressed as a percentage.
Gross margin value measures the percentage of revenue left after paying all direct production expenses. It is calculated as the trailing 12 months total revenue minus the trailing 12 months cost of goods sold divided by the trailing 12 months total revenue and multiplied by 100.
Across the bottom is presented a table with profitability ratios for the last 5 preceding accounting periods. Review of this information is essential for external sources such as lenders and investors.
3
Liquidity Ratio
Measures the ability of Northrop Grumman to pay short-term debt and meet unexpected needs
Current ratio (mrq) 1.13
Quick Ration (MRq) 0.97
Period Ended 12/31/15 12/31/14 12/31/13 12/31/12 12/31/11
Quick Ratio 1.01 1.19 1.51 1.25 1.12
Current Ratio 1.16 1.32 1.63 1.39 1.26
(Northrop, 2016)
The second financial calculation that we will review is the liquidity ratio. It measures the ability of Northrop Grumman to pay short-term debt and meet unexpected needs.
The current ratio is the ration of total current assets for the most recent interim period divided by total current liabilities for the same period.
The quick ratio, also known as the acid test ratio, is defined as total current assets minus total inventory for the most recent interim period divided by total current liabilities for the same period.
A higher liquidity ratio indica ...
English 103 Final TestReading Poetry for 10Answer all five TanaMaeskm
English 103 Final Test
Reading Poetry for 10%
Answer all five the questions below. For simplicity, you may type your work directly onto this document. Limit each of your answers (e.g. 1a etc.) to approximately four or five sentences.
Before you begin, a note on citing poetry references in MLA style. Direct quotations should be followed by a parenthetical citation that displays the relevant line number(s): for example, “moonless night rim world” (Lowther 2). Short quotations of three lines or less should be enmeshed in your prose and line breaks should be recorded with a slash: for example, “moonless night rim world, / A long-dead city” (Lowther 2-3). No need to provide a list of works cited for the poems at the end of your test paper, if you are using the digital reading package for this course. However, if you consult any secondary sources you must fully reference each and every one.
1. “Vancity’ (2 marks)
a. What is the speaker’s situation? Integrate some quoted evidence in your answer.
b. How does Lowther use metaphor skilfully in this poem?
2. “take a st. and” (2 marks)
a. Why is the speaker in this poem care what’s happening to the water under a street corner in Vancouver?
b. How does the poet arrange text on the page to reflect a central theme in the poem?
3. “What Jack Shadbolt said” (2 marks)
a. Why are Jack Shadbolt’s words important to the speaker in this poem?
b. How does the poet (Carolan) organize the stanzas and line breaks to guide the reader through the poem?
4. “happy birthday dear house” (2 marks)
a. Which sounds and images in this poem most vividly evoke the speaker’s childhood?
b. How do you interpret the lines, “in the land/of the second chance” (lines 20-21)?
5. “Quayside” (2 marks)
a. Identify a central theme in this poem and comment on how the poet (Lau) explores it. Include a few short direct quotes in your answer.
b. Why are the lines “—and then I saw that for years/you have existed all around me” (12-13) especially significant in this poem?
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Performance management & Performance appraisal Free Essay Example. Performance Management Essay Example | Topics and Well Written Essays .... Performance management - GCSE Business Studies - Marked by Teachers.com. Performance appraisal essay. Essay On Performance Management | PDF. Essay on management (sample). Assignment on Performance management. Understanding the Management Role to Improve Management Performance .... Performance management hr. ᐅ Essays On Performance Management
This paper presents two models of key determinants in the evolution of the shadow banking system. First of all, a shadow banking measure is built from a European perspective. Secondly, information on several variables is retrieved basing their selection in previous literature. Thirdly, those variables are grouped in: 1) the base model: real GDP, Institutional investors’ assets, term-spread, banks’ net interest margin and liquidity; and 2) the extended model: the former five plus an indicator of systemic stress, an index of banking concentration and inflation. Finally, regression analysis on those models is conducted for different countries’ samples. Both OLS and panel data analysis is undergone. Results suggest important and consistent geographical differences in relations between shadow banking and key determinant variables’ effects. Thus, this essay provides financial authorities with a valuable benchmark to which they should pay attention before designing optimal policies seeking to reduce the financial risk that shadow banking entails.
(APA Tutorial) (Library)HE521 Unit 3 Assignme.docxaryan532920
(
APA Tutorial
) (
Library
)
HE521 Unit 3 Assignment: Final Project: Literature Review, Contemporary Practices, and Adult Learning Theories and Models
Assignment Introduction
In Unit 2, you created the Final Project APA paper and completed the Title Page and Introduction. In this unit, you will reopen your Final Project APA paper and complete the following sections:
· Literature Review
· Contemporary Practices for Teaching Adult Learners
· Adult Learning Theories and Models
You may revisit the Unit 2 Discussion where you and your peers created a comparison chart of contemporary and traditional theories and models affected by emerging contemporary issues. You may also research some of the cited resources within that Discussion.
Assignment Directions
1. Open your Final Project APA paper you saved and revised from Unit 2.
2. Create the Literature Review section and answer the following question: What is known about the contemporary emerging issue you selected in Unit 2? To answer this question, complete the following:
● Use at least three current articles to gather information about your emerging contemporary issue you selected in Unit 2 and its relationship to adult education.
● Explain the emerging contemporary issue you selected in Unit 2.
● Describe the relationship of the emerging contemporary issue to adult education.
● Synthesize the research into essay form using standard APA citation.
· This section should be 1 to 2 pages long.
3. Create the Contemporary Practices for Teaching Adult Learners section and answer the following question: What are adult educators currently doing in the adult classroom to address your emerging contemporary issue selected in Unit 2? To answer this question, complete the following:
· Discuss the practices traditionally used in adult education and compare them to your chosen emerging issue from Unit 2.
· Discuss the pros and cons of the traditional practices you discovered in relation to your contemporary emerging issue you selected in Unit 2. You may find practices that could be successful or need to be improved.
· Support your discussion with proper APA citations from current articles and/or course materials.
· This section should be approximately 1 to 2 pages long.
4. Create the Adult Learning and Theories and Models section and answer the following question: How does your contemporary, emerging issue align with either traditional learning theories and/or adult learning theories? To answer this question, complete the following:
● Discuss how your chosen contemporary, emerging issue from Unit 2 affects traditional or contemporary theories.
● Explore how traditional and contemporary theories have a positive or negative impact on your chosen contemporary, emerging issue you selected in Unit 2.
● Support your discussion with proper APA citations from current articles and/or course materials.
· This section should be approximately 1 to 2 pages long.
Refer ...
Written AssignmentCounseling Psychology vs. Clinical Psychology.docxericbrooks84875
Written Assignment
Counseling Psychology vs. Clinical Psychology
In this 3 to 4 page paper, compare and contrast the primary goals of a clinical psychologist and a counseling psychologist? How are their perspectives on treatment similar and how are they different? What are the educational requirements for each? In what type of setting are we likely to find each? Identify which professional association each would be affiliated with as well as which Code of Ethics regulates each professional. Finally, what are the advantages and disadvantages to each of these professions? You are to use at least two peer reviewed sources to support your views.
Week Four Written Assignment Grading Criteria
Content Criteria
4 Points
Compare primary goals of clinical and counseling psychologists
Identify similarities and differences in perspectives, and education of clinical and counseling psychologists
Identify common settings of both clinical and counseling psychologists
Identify professional associations of both clinical and counseling psychologists
Describe advantages and disadvantages to career in clinical and counseling psychology
Writing and Organization Criteria
1 Point
The central theme/purpose of the paper is clear.
The structure is clear, logical, and easy to follow.
The tone is appropriate to the content and assignment.
The thoughts are clear and include appropriate beginning, development, and conclusion.
Paragraph transitions are present, logical, and maintain the flow throughout the paper.
Sentences are complete, clear, and concise.
Sentences are well constructed, with consistently strong, varied sentences.
Sentence transitions are present and maintain the flow of thought.
Rules of grammar, usage, and punctuation are followed.
The paper uses words and language that are inclusive, clear, and unambiguous.
Spelling is correct.
Research Criteria
1 Point
The paper includes a summary and analysis of research materials that are relevant to the assignment, e.g. scholarly journals, professional articles, legal documents, government documents, legal decisions, media clips, software, measurement instruments websites, personal communication, etc.
Professional/scholarly journals are peer reviewed and focus on the profession/application of psychology (located on Proquest, EBSCOHost, PsycNET, etc.). Non-scholarly articles include newspapers, periodicals, secular magazines, etc, and are not peer reviewed. Websites not approved include wilkipedia.com and about.com.
Research focuses on the most current information (past five years) except when citing seminal works (e.g. Freud, Erickson, etc.).
Paper includes the appropriate number of references required by the assignment.
When appropriate, the paper addresses ethical considerations in research.
Style Criteria
2 Points
The paper is in the appropriate APA format used by the institution/program (e.g. the 6th edition).
The paper is double-spaced and in the appropriate length required by the as.
1. Discuss the organization and the family role in every one of the.docxcroysierkathey
1. Discuss the organization and the family role in every one of the heritages mentioned about and how they affect (positively or negatively) the delivery of health care.
2. Identify sociocultural variables within the Irish, Italian and Puerto Rican heritage and mention some examples.
References must be no older than 5 years. A minimum of 700 words is required.
.
1. Compare and contrast DEmilios Capitalism and Gay Identity .docxcroysierkathey
1. Compare and contrast D'Emilio's
Capitalism and Gay Identity
with the
From Mary to Modern Woman
reading. What patterns do you see that are similar to the modern American society? What can be said about global notions of gender in the modern age? Feel free to invoke Foucault.
2. How is the writer's experience important in the story being told in
Middlesex
? Describe your reaction to the reading and invoke some of the concepts discussed in the
Queer Theory
reading to try to make sense of sexuality when it does not match your own conventions. Compare both readings, but go deeper to explore your own stereotypes and socialization.
**PLEASE READ THE READINGS IN ODER TO DO THIS ASSIGNMENT.
.
1.Purpose the purpose of this essay is to spread awareness .docxcroysierkathey
1.
Purpose: the purpose of this essay is to spread awareness around stereotyping and how it can be very hurtful to some people.
2.
Audience: Anyone that uses stereotypical jokes or saying around people that are different than them even without realizing that they are making a stereotypical joke or statement.
3.
Genre: the genre that I will be trying to reach out to in this essay will be informational, reason being is that I mainly look at informational online documentaries and stories.
4.
Stance and tone: I’m just a young man who grew up around a lot of people from different places and have different cultures and never paid attention in my younger years to what was happening from stereotyping others that they are different till recently.
5.
Graphic design
: My essay will be a strict academic essay
.
1. Tell us why it is your favorite film.2. Talk about the .docxcroysierkathey
1. Tell us why it is your favorite film.
2. Talk about the interconnection between the aesthetic and the technical aspects of the film. This should include at least seven of the following: Editing, Film Structure, Cinematography, Lighting, Colors, Screenwriting, Special effects, Sound and Music.
3. After this course, will you see you favorite film in a different light? Why or why not?
.
1.What are the main issues facing Fargo and Town Manager Susan.docxcroysierkathey
1.What are the main issues facing Fargo and Town Manager Susan Harlow?
Fargo and Town Manager Harlow are on a slippery slope to corruption. I think that Harlow is handling her position the correct way by trying to remain neutral and sticking to a code of ethics so the problem really comes down to the political actors in the town. It is good that Harlow declined the invite to the dinner party, and cracked down on employees playing politics at work, that is a step in the right direction to removing the possibility of political corruption.
2.What is the basis for your answer to question #1?
At the end of the article Harlow remembers another city manager saying “you never have more authority than the day you walk into your office” What I get from that, and what I think Harlow got from that is that when you come into a position as a public manager everyone is going to want something from you. Political actors are going to want political favors, quid pro quos, you have something that everyone else wants and they are going to try and get that from you.
3.What are your recommended solutions to the problems you identified?
I think the best thing to do would be to continue to try to remain neutral. It will always be impossible to please absolutely everybody so the best thing to do is try to avoid doing everything everyone asks and stick to some sort of code of ethics.
4.What points do you agree, disagree or want further discussion from your fellow classmates and why? (tell them not me)
I think the overarching theme of this article is that people are going to want things from the government. I agree with Harlow's steps to avoid political corruption in her administration by cracking down on political favors with the snow plows and referring to the ICMA code of ethics.
.
1.Writing Practice in Reading a PhotographAttached Files.docxcroysierkathey
1.
Writing: Practice in Reading a Photograph
Attached Files:
Bachman, Ieshia Evans, Baton Rouge (2016).jpg
(277.283 KB)
For this assignment, you will practice analyzing how various rhetorical elements contribute to the overall meaning of a visual image--in this case, a photograph. To begin, click on the attached image.
By way of some context, this photo was taken in 2016 at a protest rally in Baton Rouge, Louisiana. The woman in the photo is named Ieshia Evans. The photographer is named Jonathan Bachman. Bachman's photo, which was first published by Reuters, was a finalist for a Pulitzer Prize in 2017. You can use this information to do more research on the image, if you like.
Now, review once again the Elements and Methods of Visual Rhetoric document and select from it
three
elements that you wish to discuss in relation to this photo. Please note that this is not a formal essay assignment, so do not treat it as such. For example, you do not need to create a formal introduction.
Begin by simply providing an
interpretive claim
--i.e., stating what you believe is the meaning or message of Bachman's photo. Ideally, this should be just
one
sentence (tho you can write two if necessary). After that, your document simply needs to contain
three paragraphs
, one for each rhetorical element you have selected. In each paragraph, you need to explain fully how the particular element contributes to the overall meaning or message of the image.
Note: Your assignment must be submitted as an attached .doc or .docx file. Name your file correctly, using your last name and brief description of assignment (e.g., Martinez, Photograph.docx).
2.
DB: Interpreting Political Ads
In this discussion board, you will be discussing and interpreting a recent political ad entitled "Mourning in America," which was produced by The Lincoln Project, a political action committee (PAC). If you are not familiar with the group, take a moment to research it, as that context will add to your understanding and interpretation. You can
click here
to view the ad.
As you watch "Mourning in America", think carefully about how this political advertisement compares and contrasts with Ronald Reagan's "Morning in America" ad, in terms of its rhetorical methods as well as its overall message. You will be asked to comment on
three
specific rhetorical elements, so decide which ones stand out most to you and take careful notes on those to prepare for the discussion.
When you are ready, click the link above to enter the Discussion Board, and then follow the instructions in the first thread posted in this forum for responding to this material.
Questions:-
Mourning in America
COLLAPSE
Your task here is to share with your peers your ideas on how
three
specific rhetorical elements or your choosing are used in this ad to make its appeal to an audience and to convey a message.
1. Identity the three rhetorical elements that you have selected and then
explain
how each .
1.Some say that analytics in general dehumanize managerial activitie.docxcroysierkathey
1.Some say that analytics in general dehumanize managerial activities, and others say they do not. Discuss arguments for both points of view.
2.What are some of the major privacy concerns in employing intelligent systems on mobile data?
3. Identify some cases of violations of user privacy from current literature and their impact on data science as a profession.
4.Search the Internet to find examples of how intelligent systems can facilitate activities such as empowerment, mass customization, and teamwork.
Note: Each question must be answered in 5 lines and refrences must be APA cited.
.
1.What is the psychological term for the symptoms James experiences .docxcroysierkathey
1.What is the psychological term for the symptoms James experiences after abstaining from consuming
alcohol? How do changes in the functioning of neurotransmitter systems produce these symptoms?
2.With reference to associative learning principles/models/theories, why does James consume alcohol
to alleviate these symptoms? What motivates his drinking behaviour given that he no longer enjoys this
activity (most of the time)?
3.How do these factors prevent James from quitting his drinking, and lead to a cycle of relapse when he
attempts to do so? Why are these processes important for our understanding of addiction and
substance use disorders.
1 Page
at least 3 sources
APA
.
1.Write at least 500 words discussing the benefits of using R with H.docxcroysierkathey
1.Write at least 500 words discussing the benefits of using R with Hadoop. Use APA format and Include at least 3 quotes from your sources enclosed in quotation marks.
2.Write at least 500 words discussing how insurance companies use text mining to reduce fraud. Use APA format and Include at least 3 quotes from your sources enclosed in quotation marks.
.
1.What is Starbucks’ ROA for 2012, 2011, and 2010 Why might focusin.docxcroysierkathey
1.What is Starbucks’ ROA for 2012, 2011, and 2010? Why might focusing specifically on ROA be misleading when assessing asset management (aka management efficiency)?
2.Why is ROE considered the most useful metric in measuring the overall ability of a business strategy to generate returns for shareholders?
3. How do the financial statements reveal company strategy (i.e., what story do the numbers tell and does that story align with the strategy of Starbucks?)?
.
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Similar to Listed below are the balance sheet and statement of operations for.docx
6/18/2019
1/5
Week 7
Corporate Compliance, Fraud, and Abuse
Fraud and abuse are a threat not only to individual healthcare organizations, but also to
the national healthcare system as a whole. In fiscal year 2016, the U.S. Department of
Justice (DOJ) recovered about $4.7 billion in settlements and judgments from civil cases
involving fraud and false claims. Over half of that amount, $2.5 billion, was from cases
related to the healthcare industry (DOJ, 2016). Throughout the last decade, the media has
often reported on major healthcare scandals. For example, in 2009, 60 Minutes had an
episode that described how Medicare was fraudulently billed $60 billion for services or
products that were never provided or delivered. The Centers for Medicare and Medicaid
are required to pay claims within a short time period, either 15 or 30 days. The payment
turnaround made it difficult to investigate false claims. However, the DOJ, the FBI, and
several state’s attorneys general have taken on investigating these claims. Medicare has
taken steps to make enrollment more stringent so that phony companies are less likely to
be able to commit fraud in the future (CBS News, 2009). Such cases of fraud cause great
harm to the taxpayers, whose dollars go into a public trust to administer two of the largest
direct health services programs in the world. However, it’s the smaller cases of fraud that
go almost unnoticed and not reported by the media that result in a similar degree of harm
to the U.S. healthcare system.
Abuse, providing unnecessary services, and overbilling for services are also detrimental to
the system of healthcare. As stated in Week 3, cases of fraud and abuse result in both
criminal and civil charges. In the face of such large-scale corruption in 1991, the U.S.
Sentencing Commission (USSC) adopted guidelines that provided rules and principles for
the sentencing of organizations that commit fraud and abuse. Moreover, the Thompson
Memorandum, otherwise known as Principles of Federal Prosecution of Business
Organizations, established guidelines that U.S. attorneys can use in determining whether
to bring an enforcement action against an organization (U.S. Sentencing Commission,
2015). These guidelines and principles have been updated in keeping with the changes in
the corporate climate, with the latest proposed changes announced in late 2018 (U.S.
Department of Justice, 2018). In response, leaders of healthcare organizations began to
establish corporate compliance programs to prevent and mitigate the effects of fraud and
abuse. The U.S. Department of Health and Human Services’ Office of the Inspector
https://ncuone.ncu.edu/d2l/home/143543
6/18/2019
2/5
Books and Resources for this Week
Mayer, C. M. (1995). Preventing fraud and
abuse fallout. Healthcare Financial
Management, 49(4), 40, 42, 44.
Link
General (OIG), is responsible for disseminating compliance guidance to
healthcare organizations.
As was discussed i ...
Cell BiologyThe discovery of the antibiotic Penicillin in the 19.docxtroutmanboris
Cell Biology
The discovery of the antibiotic Penicillin in the 1920s made a big impact on human history. Not only did it provide a cure for bacterial infections that were once deadly, but it also led to a golden age in discovery of new antibiotics. The great benefit of these drugs is that antibiotics inhibit the growth of bacterial cells or kill them outright, and yet, on the whole, do not harm eukaryotic cells.
Answer BOTH of the following questions:
1. Given the following list of antibiotics and their targets, explain how each stops bacteria without harming human cells. Base your analyses on the differences between eukaryotic and prokaryotic cells.
2. Considering the targets of these antibiotics, explain why antibiotics in general would not be useful for treating a viral infection.
Antibiotic
Target
Penicillin
Blocks cell wall synthesis
Tetracycline
Blocks protein synthesis by binding to the 30S Unit of the ribosome
Chloramphenicol
Blocks protein synthesis by binding to the 50S Unit of the ribosome
Sulfonamides
Inhibit folic acid synthesis
Vancomycin
Blocks cross-linking of the peptidoglycan in the cell wall
Read this to enhance your understanding of the differences between prokaryotic and eukaryotic cells: How do antibiotics kill bacterial cells but not human cells?
See a comparison of bacterial and viral features here: Differences between bacteria and viruses.
Follow these guidelines for your paper:
· Utilize at least 1 credible source to support the arguments presented in the paper. Make sure you cite appropriately within your paper, and list the reference(s) in APA format on your Reference page.
· Your paper should be 1–2 pages in length, not counting the Title page and Reference page.
References
Mobley, H. (2018). How do antibiotics kill bacterial cells but not human cells? Retrieved from: https://www.scientificamerican.com/article/how-do-antibiotics-kill-b/
Aryal, S. (2015). Differences between bacteria and viruses. Retrieved from: https://microbiologyinfo.com/differences-between-bacteria-and-viruses/
Grading Criteria
Grading Criteria
Proficient Descriptor
Points
Antibiotics and their processes
• Explains how antibiotics stop bacteria growth without harming human cells.
• Discusses each antibiotic and its target. (5 points for each antibiotic)
1) Penicillin; Blocks cell wall synthesis
2) Tetracycline; Blocks protein synthesis by binding to the 30S Unit of the ribosome
3) Chloramphenicol; Blocks protein synthesis by binding to the 50S Unit of the ribosome
4) Sulfonamides; Inhibits folic acid synthesis
5) Vancomycin; Blocks cross-linking of the peptidoglycan in the cell wall
25
Antibiotics and viruses
• Discusses why antibiotics in general would not be useful for treating a viral infection.
• Supports the conclusion by commenting on the target of each antibiotic.
15
Format, Grammar, and Mechanics
• Provides a 1-2 page paper that is double-spaced, and includes a title page, reference page, running head, and page number.
REVIEWpublished 11 June 2018doi 10.3389fpubh.2018.001.docxmalbert5
REVIEW
published: 11 June 2018
doi: 10.3389/fpubh.2018.00149
Frontiers in Public Health | www.frontiersin.org 1 June 2018 | Volume 6 | Article 149
Edited by:
Jimmy Thomas Efird,
University of Newcastle, Australia
Reviewed by:
Aida Turrini,
Consiglio per la Ricerca in Agricoltura
e L’analisi Dell’Economia Agraria
(CREA), Italy
Mary Evelyn Northridge,
New York University, United States
*Correspondence:
Godfred O. Boateng
[email protected]
Specialty section:
This article was submitted to
Epidemiology,
a section of the journal
Frontiers in Public Health
Received: 26 February 2018
Accepted: 02 May 2018
Published: 11 June 2018
Citation:
Boateng GO, Neilands TB,
Frongillo EA, Melgar-Quiñonez HR and
Young SL (2018) Best Practices for
Developing and Validating Scales for
Health, Social, and Behavioral
Research: A Primer.
Front. Public Health 6:149.
doi: 10.3389/fpubh.2018.00149
Best Practices for Developing and
Validating Scales for Health, Social,
and Behavioral Research: A Primer
Godfred O. Boateng1*, Torsten B. Neilands 2, Edward A. Frongillo 3,
Hugo R. Melgar-Quiñonez 4 and Sera L. Young1,5
1 Department of Anthropology and Global Health, Northwestern University, Evanston, IL, United States, 2 Division of
Prevention Science, Department of Medicine, University of California, San Francisco, San Francisco, CA, United States,
3 Department of Health Promotion, Education and Behavior, Arnold School of Public Health, University of South Carolina,
Columbia, SC, United States, 4 Institute for Global Food Security, School of Human Nutrition, McGill University, Montreal, QC,
Canada, 5 Institute for Policy Research, Northwestern University, Evanston, IL, United States
Scale development and validation are critical to much of the work in the health,
social, and behavioral sciences. However, the constellation of techniques required
for scale development and evaluation can be onerous, jargon-filled, unfamiliar, and
resource-intensive. Further, it is often not a part of graduate training. Therefore, our
goal was to concisely review the process of scale development in as straightforward
a manner as possible, both to facilitate the development of new, valid, and reliable
scales, and to help improve existing ones. To do this, we have created a primer for
best practices for scale development in measuring complex phenomena. This is not
a systematic review, but rather the amalgamation of technical literature and lessons
learned from our experiences spent creating or adapting a number of scales over the
past several decades. We identified three phases that span nine steps. In the first phase,
items are generated and the validity of their content is assessed. In the second phase,
the scale is constructed. Steps in scale construction include pre-testing the questions,
administering the survey, reducing the number of items, and understanding how many
factors the scale captures. In the third phase, scale evaluation, the numbe.
REVIEWpublished 11 June 2018doi 10.3389fpubh.2018.001.docxhealdkathaleen
REVIEW
published: 11 June 2018
doi: 10.3389/fpubh.2018.00149
Frontiers in Public Health | www.frontiersin.org 1 June 2018 | Volume 6 | Article 149
Edited by:
Jimmy Thomas Efird,
University of Newcastle, Australia
Reviewed by:
Aida Turrini,
Consiglio per la Ricerca in Agricoltura
e L’analisi Dell’Economia Agraria
(CREA), Italy
Mary Evelyn Northridge,
New York University, United States
*Correspondence:
Godfred O. Boateng
[email protected]
Specialty section:
This article was submitted to
Epidemiology,
a section of the journal
Frontiers in Public Health
Received: 26 February 2018
Accepted: 02 May 2018
Published: 11 June 2018
Citation:
Boateng GO, Neilands TB,
Frongillo EA, Melgar-Quiñonez HR and
Young SL (2018) Best Practices for
Developing and Validating Scales for
Health, Social, and Behavioral
Research: A Primer.
Front. Public Health 6:149.
doi: 10.3389/fpubh.2018.00149
Best Practices for Developing and
Validating Scales for Health, Social,
and Behavioral Research: A Primer
Godfred O. Boateng1*, Torsten B. Neilands 2, Edward A. Frongillo 3,
Hugo R. Melgar-Quiñonez 4 and Sera L. Young1,5
1 Department of Anthropology and Global Health, Northwestern University, Evanston, IL, United States, 2 Division of
Prevention Science, Department of Medicine, University of California, San Francisco, San Francisco, CA, United States,
3 Department of Health Promotion, Education and Behavior, Arnold School of Public Health, University of South Carolina,
Columbia, SC, United States, 4 Institute for Global Food Security, School of Human Nutrition, McGill University, Montreal, QC,
Canada, 5 Institute for Policy Research, Northwestern University, Evanston, IL, United States
Scale development and validation are critical to much of the work in the health,
social, and behavioral sciences. However, the constellation of techniques required
for scale development and evaluation can be onerous, jargon-filled, unfamiliar, and
resource-intensive. Further, it is often not a part of graduate training. Therefore, our
goal was to concisely review the process of scale development in as straightforward
a manner as possible, both to facilitate the development of new, valid, and reliable
scales, and to help improve existing ones. To do this, we have created a primer for
best practices for scale development in measuring complex phenomena. This is not
a systematic review, but rather the amalgamation of technical literature and lessons
learned from our experiences spent creating or adapting a number of scales over the
past several decades. We identified three phases that span nine steps. In the first phase,
items are generated and the validity of their content is assessed. In the second phase,
the scale is constructed. Steps in scale construction include pre-testing the questions,
administering the survey, reducing the number of items, and understanding how many
factors the scale captures. In the third phase, scale evaluation, the numbe ...
J. R. Myers (Spring 2020)Self-Marketing Blueprint Project” In.docxpriestmanmable
J. R. Myers (Spring 2020)
“Self-Marketing Blueprint Project” Instructions
While you are learning a lot from the team project interviewing a “successful marketing professional”, it’s time to build on the inspiration you get from this team project, and plan for your own professional career!
Use approximately 5 double spaced pages, create a concrete and thoughtful marketing plan “blueprint” for the professional brand of your SELF. You will address the tasks at the end of each chapter in the TEXTBOOK -“Marketing Plan Exercise” to market yourself as an up and coming professional in an industry or a field of your choice. Typically a couple of paragraphs addressing each aspect in the chapter tasks are expected. Out of the 14 chapters, we selected 9 of them that are most critical for a self-marketing plan at this point of your career (see the following rubric). These 9 key aspects (as well as their corresponding chapters in the course packet) are listed in the following rubric that will be used in evaluating the strength of your self-marketing plan. Your thoughtful reflections and concrete actions you plan to take in the future, should be thoroughly presented in your final write-up of this “Self-Marketing Blueprint Project”.
Following the 9 key aspects in writing your “self-marketing” paper, refer to the corresponding chapters and the “Marketing Plan Exercise” at the end of chapter, for further reference (Note: the textbook “marketing plan exercise” instructions is for reference only, as the questions and issues may not be directly relevant to everyone). Throughout the term, you are encouraged to set an appointment with the instructor during designated hours in the office, to share ideas, brainstorm and get feedback.
Submit your “self-marketing plan” paper as Microsoft Word fileto your Portfolium account by5/14 Thursday Midnight (11:59pm). Instructions on setting up a pilot Portfolium account to start marketing yourself will follow …
Total points possible for this assignment: 60 points (15%).
Grading Rubric
EVALUATION CRITERIA
SCORING (1 = poor, 5 = excellent)
1-Setting marketing objectives (ref. ch1)
1 2 3 4 5
2-SWOT analysis of self situation (ref. ch2)
1 2 3 4 5
3-Market summary and self assessment (ref. ch3)
1 2 3 4 5
4-Self value: elevator pitch, positioning statement
(ref. ch6 &7)
1 2 3 4 5
5-Promotion, distribution, pricing considerations (ref. ch8 &9 & 10)
1 2 3 4 5
6-Brand building actions (ref. ch11)
1 2 3 4 5
7-Relationship building strategies (ch12)
1 2 3 4 5
8-Social responsibility awareness (ref. ch13)
1 2 3 4 5
9-Professional career objectives/measures (1-3-5 years) (ref. ch14)
1 2 3 4 5
10-Overall self-marketing plan quality (wr ...
Essay On Social Issues | Social Issues Essay for Students and Children .... 015 Social Issues Essay Topics P1 ~ Thatsnotus. Outstanding Social Issues Essay ~ Thatsnotus. Social Issues Assignment Example | Topics and Well Written Essays - 500 .... Social issues essay By Kelvin. Social Issues Essay Topics for those concerned about society's issues. 001 Social Issues Essay Topics ~ Thatsnotus. ️ Social issue topic. Choose from Social Problems Research Paper Topic .... Essay on Understanding Social Problems | 1008CCJ - Understanding Social .... Creative and Critical Thinking. Social problems and social issues1 Essay Example | Topics and Well .... 120+ Social Issue Essay Topics - Expert Sociology Essay Help. Social Problems Essay Example | Topics and Well Written Essays - 1500 words. List of 52+ Social Issues Essay Topics And Ideas For Students [ Updated ].
Financial Statement AnalysisVICTOR AYALA PAUL FULTZ.docxAKHIL969626
Financial Statement Analysis
VICTOR AYALA PAUL FULTZ CARLOS MORALES
Jeremy pierce
EcO/561
OCTOber 31, 2016
Professor ANDRES HINOJOSA
Good evening, we are learning team C. Today we will be covering accounting and the regulatory environment.
1
Presentation Overview – Part I
In part I of Todays presentation
we will review and analyze calculations via
Northrop Grumman’s financial statements
In part 1 of todays presentation we will review and analyze the calculations via Northrop Grumman’s financial statements.
2
Profitability Ratio
Measures the income and operating success of Northrop Grumman
OPERATING MARGIN (TTm) (%) 12.82
Net profit margin (ttm) (%) 8.96
Gross margin (ttm) (%) 23.59
Period Ended 12/31/15 12/31/14 12/31/13 12/31/12 12/31/11
Operating Margin 13.07 13.33 12.66 12.41 12.40
Net Profit Margin 8.46 8.63 7.92 7.84 8.02
Gross Margin 23.98 23.36 21.81 22.13 21.30
(Northrop, 2016)
The first financial calculation that we will review today is the profitability ration. It measures the income and operating success of Northrop Grumman.
The operating margin measure the percentage of revenues remaining after paying all operating expenses. It is calculated as the trailing 12 months operating Income divided by the trailing 12 months total revenue, multiplied by 100. Operating Income is defined as total operating expenses.
Net profit margin is also known as return on sales, this value is the income after taxes for the trailing twelve months divided by total revenue for the same period and is expressed as a percentage.
Gross margin value measures the percentage of revenue left after paying all direct production expenses. It is calculated as the trailing 12 months total revenue minus the trailing 12 months cost of goods sold divided by the trailing 12 months total revenue and multiplied by 100.
Across the bottom is presented a table with profitability ratios for the last 5 preceding accounting periods. Review of this information is essential for external sources such as lenders and investors.
3
Liquidity Ratio
Measures the ability of Northrop Grumman to pay short-term debt and meet unexpected needs
Current ratio (mrq) 1.13
Quick Ration (MRq) 0.97
Period Ended 12/31/15 12/31/14 12/31/13 12/31/12 12/31/11
Quick Ratio 1.01 1.19 1.51 1.25 1.12
Current Ratio 1.16 1.32 1.63 1.39 1.26
(Northrop, 2016)
The second financial calculation that we will review is the liquidity ratio. It measures the ability of Northrop Grumman to pay short-term debt and meet unexpected needs.
The current ratio is the ration of total current assets for the most recent interim period divided by total current liabilities for the same period.
The quick ratio, also known as the acid test ratio, is defined as total current assets minus total inventory for the most recent interim period divided by total current liabilities for the same period.
A higher liquidity ratio indica ...
English 103 Final TestReading Poetry for 10Answer all five TanaMaeskm
English 103 Final Test
Reading Poetry for 10%
Answer all five the questions below. For simplicity, you may type your work directly onto this document. Limit each of your answers (e.g. 1a etc.) to approximately four or five sentences.
Before you begin, a note on citing poetry references in MLA style. Direct quotations should be followed by a parenthetical citation that displays the relevant line number(s): for example, “moonless night rim world” (Lowther 2). Short quotations of three lines or less should be enmeshed in your prose and line breaks should be recorded with a slash: for example, “moonless night rim world, / A long-dead city” (Lowther 2-3). No need to provide a list of works cited for the poems at the end of your test paper, if you are using the digital reading package for this course. However, if you consult any secondary sources you must fully reference each and every one.
1. “Vancity’ (2 marks)
a. What is the speaker’s situation? Integrate some quoted evidence in your answer.
b. How does Lowther use metaphor skilfully in this poem?
2. “take a st. and” (2 marks)
a. Why is the speaker in this poem care what’s happening to the water under a street corner in Vancouver?
b. How does the poet arrange text on the page to reflect a central theme in the poem?
3. “What Jack Shadbolt said” (2 marks)
a. Why are Jack Shadbolt’s words important to the speaker in this poem?
b. How does the poet (Carolan) organize the stanzas and line breaks to guide the reader through the poem?
4. “happy birthday dear house” (2 marks)
a. Which sounds and images in this poem most vividly evoke the speaker’s childhood?
b. How do you interpret the lines, “in the land/of the second chance” (lines 20-21)?
5. “Quayside” (2 marks)
a. Identify a central theme in this poem and comment on how the poet (Lau) explores it. Include a few short direct quotes in your answer.
b. Why are the lines “—and then I saw that for years/you have existed all around me” (12-13) especially significant in this poem?
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Performance management & Performance appraisal Free Essay Example. Performance Management Essay Example | Topics and Well Written Essays .... Performance management - GCSE Business Studies - Marked by Teachers.com. Performance appraisal essay. Essay On Performance Management | PDF. Essay on management (sample). Assignment on Performance management. Understanding the Management Role to Improve Management Performance .... Performance management hr. ᐅ Essays On Performance Management
This paper presents two models of key determinants in the evolution of the shadow banking system. First of all, a shadow banking measure is built from a European perspective. Secondly, information on several variables is retrieved basing their selection in previous literature. Thirdly, those variables are grouped in: 1) the base model: real GDP, Institutional investors’ assets, term-spread, banks’ net interest margin and liquidity; and 2) the extended model: the former five plus an indicator of systemic stress, an index of banking concentration and inflation. Finally, regression analysis on those models is conducted for different countries’ samples. Both OLS and panel data analysis is undergone. Results suggest important and consistent geographical differences in relations between shadow banking and key determinant variables’ effects. Thus, this essay provides financial authorities with a valuable benchmark to which they should pay attention before designing optimal policies seeking to reduce the financial risk that shadow banking entails.
(APA Tutorial) (Library)HE521 Unit 3 Assignme.docxaryan532920
(
APA Tutorial
) (
Library
)
HE521 Unit 3 Assignment: Final Project: Literature Review, Contemporary Practices, and Adult Learning Theories and Models
Assignment Introduction
In Unit 2, you created the Final Project APA paper and completed the Title Page and Introduction. In this unit, you will reopen your Final Project APA paper and complete the following sections:
· Literature Review
· Contemporary Practices for Teaching Adult Learners
· Adult Learning Theories and Models
You may revisit the Unit 2 Discussion where you and your peers created a comparison chart of contemporary and traditional theories and models affected by emerging contemporary issues. You may also research some of the cited resources within that Discussion.
Assignment Directions
1. Open your Final Project APA paper you saved and revised from Unit 2.
2. Create the Literature Review section and answer the following question: What is known about the contemporary emerging issue you selected in Unit 2? To answer this question, complete the following:
● Use at least three current articles to gather information about your emerging contemporary issue you selected in Unit 2 and its relationship to adult education.
● Explain the emerging contemporary issue you selected in Unit 2.
● Describe the relationship of the emerging contemporary issue to adult education.
● Synthesize the research into essay form using standard APA citation.
· This section should be 1 to 2 pages long.
3. Create the Contemporary Practices for Teaching Adult Learners section and answer the following question: What are adult educators currently doing in the adult classroom to address your emerging contemporary issue selected in Unit 2? To answer this question, complete the following:
· Discuss the practices traditionally used in adult education and compare them to your chosen emerging issue from Unit 2.
· Discuss the pros and cons of the traditional practices you discovered in relation to your contemporary emerging issue you selected in Unit 2. You may find practices that could be successful or need to be improved.
· Support your discussion with proper APA citations from current articles and/or course materials.
· This section should be approximately 1 to 2 pages long.
4. Create the Adult Learning and Theories and Models section and answer the following question: How does your contemporary, emerging issue align with either traditional learning theories and/or adult learning theories? To answer this question, complete the following:
● Discuss how your chosen contemporary, emerging issue from Unit 2 affects traditional or contemporary theories.
● Explore how traditional and contemporary theories have a positive or negative impact on your chosen contemporary, emerging issue you selected in Unit 2.
● Support your discussion with proper APA citations from current articles and/or course materials.
· This section should be approximately 1 to 2 pages long.
Refer ...
Written AssignmentCounseling Psychology vs. Clinical Psychology.docxericbrooks84875
Written Assignment
Counseling Psychology vs. Clinical Psychology
In this 3 to 4 page paper, compare and contrast the primary goals of a clinical psychologist and a counseling psychologist? How are their perspectives on treatment similar and how are they different? What are the educational requirements for each? In what type of setting are we likely to find each? Identify which professional association each would be affiliated with as well as which Code of Ethics regulates each professional. Finally, what are the advantages and disadvantages to each of these professions? You are to use at least two peer reviewed sources to support your views.
Week Four Written Assignment Grading Criteria
Content Criteria
4 Points
Compare primary goals of clinical and counseling psychologists
Identify similarities and differences in perspectives, and education of clinical and counseling psychologists
Identify common settings of both clinical and counseling psychologists
Identify professional associations of both clinical and counseling psychologists
Describe advantages and disadvantages to career in clinical and counseling psychology
Writing and Organization Criteria
1 Point
The central theme/purpose of the paper is clear.
The structure is clear, logical, and easy to follow.
The tone is appropriate to the content and assignment.
The thoughts are clear and include appropriate beginning, development, and conclusion.
Paragraph transitions are present, logical, and maintain the flow throughout the paper.
Sentences are complete, clear, and concise.
Sentences are well constructed, with consistently strong, varied sentences.
Sentence transitions are present and maintain the flow of thought.
Rules of grammar, usage, and punctuation are followed.
The paper uses words and language that are inclusive, clear, and unambiguous.
Spelling is correct.
Research Criteria
1 Point
The paper includes a summary and analysis of research materials that are relevant to the assignment, e.g. scholarly journals, professional articles, legal documents, government documents, legal decisions, media clips, software, measurement instruments websites, personal communication, etc.
Professional/scholarly journals are peer reviewed and focus on the profession/application of psychology (located on Proquest, EBSCOHost, PsycNET, etc.). Non-scholarly articles include newspapers, periodicals, secular magazines, etc, and are not peer reviewed. Websites not approved include wilkipedia.com and about.com.
Research focuses on the most current information (past five years) except when citing seminal works (e.g. Freud, Erickson, etc.).
Paper includes the appropriate number of references required by the assignment.
When appropriate, the paper addresses ethical considerations in research.
Style Criteria
2 Points
The paper is in the appropriate APA format used by the institution/program (e.g. the 6th edition).
The paper is double-spaced and in the appropriate length required by the as.
Similar to Listed below are the balance sheet and statement of operations for.docx (12)
1. Discuss the organization and the family role in every one of the.docxcroysierkathey
1. Discuss the organization and the family role in every one of the heritages mentioned about and how they affect (positively or negatively) the delivery of health care.
2. Identify sociocultural variables within the Irish, Italian and Puerto Rican heritage and mention some examples.
References must be no older than 5 years. A minimum of 700 words is required.
.
1. Compare and contrast DEmilios Capitalism and Gay Identity .docxcroysierkathey
1. Compare and contrast D'Emilio's
Capitalism and Gay Identity
with the
From Mary to Modern Woman
reading. What patterns do you see that are similar to the modern American society? What can be said about global notions of gender in the modern age? Feel free to invoke Foucault.
2. How is the writer's experience important in the story being told in
Middlesex
? Describe your reaction to the reading and invoke some of the concepts discussed in the
Queer Theory
reading to try to make sense of sexuality when it does not match your own conventions. Compare both readings, but go deeper to explore your own stereotypes and socialization.
**PLEASE READ THE READINGS IN ODER TO DO THIS ASSIGNMENT.
.
1.Purpose the purpose of this essay is to spread awareness .docxcroysierkathey
1.
Purpose: the purpose of this essay is to spread awareness around stereotyping and how it can be very hurtful to some people.
2.
Audience: Anyone that uses stereotypical jokes or saying around people that are different than them even without realizing that they are making a stereotypical joke or statement.
3.
Genre: the genre that I will be trying to reach out to in this essay will be informational, reason being is that I mainly look at informational online documentaries and stories.
4.
Stance and tone: I’m just a young man who grew up around a lot of people from different places and have different cultures and never paid attention in my younger years to what was happening from stereotyping others that they are different till recently.
5.
Graphic design
: My essay will be a strict academic essay
.
1. Tell us why it is your favorite film.2. Talk about the .docxcroysierkathey
1. Tell us why it is your favorite film.
2. Talk about the interconnection between the aesthetic and the technical aspects of the film. This should include at least seven of the following: Editing, Film Structure, Cinematography, Lighting, Colors, Screenwriting, Special effects, Sound and Music.
3. After this course, will you see you favorite film in a different light? Why or why not?
.
1.What are the main issues facing Fargo and Town Manager Susan.docxcroysierkathey
1.What are the main issues facing Fargo and Town Manager Susan Harlow?
Fargo and Town Manager Harlow are on a slippery slope to corruption. I think that Harlow is handling her position the correct way by trying to remain neutral and sticking to a code of ethics so the problem really comes down to the political actors in the town. It is good that Harlow declined the invite to the dinner party, and cracked down on employees playing politics at work, that is a step in the right direction to removing the possibility of political corruption.
2.What is the basis for your answer to question #1?
At the end of the article Harlow remembers another city manager saying “you never have more authority than the day you walk into your office” What I get from that, and what I think Harlow got from that is that when you come into a position as a public manager everyone is going to want something from you. Political actors are going to want political favors, quid pro quos, you have something that everyone else wants and they are going to try and get that from you.
3.What are your recommended solutions to the problems you identified?
I think the best thing to do would be to continue to try to remain neutral. It will always be impossible to please absolutely everybody so the best thing to do is try to avoid doing everything everyone asks and stick to some sort of code of ethics.
4.What points do you agree, disagree or want further discussion from your fellow classmates and why? (tell them not me)
I think the overarching theme of this article is that people are going to want things from the government. I agree with Harlow's steps to avoid political corruption in her administration by cracking down on political favors with the snow plows and referring to the ICMA code of ethics.
.
1.Writing Practice in Reading a PhotographAttached Files.docxcroysierkathey
1.
Writing: Practice in Reading a Photograph
Attached Files:
Bachman, Ieshia Evans, Baton Rouge (2016).jpg
(277.283 KB)
For this assignment, you will practice analyzing how various rhetorical elements contribute to the overall meaning of a visual image--in this case, a photograph. To begin, click on the attached image.
By way of some context, this photo was taken in 2016 at a protest rally in Baton Rouge, Louisiana. The woman in the photo is named Ieshia Evans. The photographer is named Jonathan Bachman. Bachman's photo, which was first published by Reuters, was a finalist for a Pulitzer Prize in 2017. You can use this information to do more research on the image, if you like.
Now, review once again the Elements and Methods of Visual Rhetoric document and select from it
three
elements that you wish to discuss in relation to this photo. Please note that this is not a formal essay assignment, so do not treat it as such. For example, you do not need to create a formal introduction.
Begin by simply providing an
interpretive claim
--i.e., stating what you believe is the meaning or message of Bachman's photo. Ideally, this should be just
one
sentence (tho you can write two if necessary). After that, your document simply needs to contain
three paragraphs
, one for each rhetorical element you have selected. In each paragraph, you need to explain fully how the particular element contributes to the overall meaning or message of the image.
Note: Your assignment must be submitted as an attached .doc or .docx file. Name your file correctly, using your last name and brief description of assignment (e.g., Martinez, Photograph.docx).
2.
DB: Interpreting Political Ads
In this discussion board, you will be discussing and interpreting a recent political ad entitled "Mourning in America," which was produced by The Lincoln Project, a political action committee (PAC). If you are not familiar with the group, take a moment to research it, as that context will add to your understanding and interpretation. You can
click here
to view the ad.
As you watch "Mourning in America", think carefully about how this political advertisement compares and contrasts with Ronald Reagan's "Morning in America" ad, in terms of its rhetorical methods as well as its overall message. You will be asked to comment on
three
specific rhetorical elements, so decide which ones stand out most to you and take careful notes on those to prepare for the discussion.
When you are ready, click the link above to enter the Discussion Board, and then follow the instructions in the first thread posted in this forum for responding to this material.
Questions:-
Mourning in America
COLLAPSE
Your task here is to share with your peers your ideas on how
three
specific rhetorical elements or your choosing are used in this ad to make its appeal to an audience and to convey a message.
1. Identity the three rhetorical elements that you have selected and then
explain
how each .
1.Some say that analytics in general dehumanize managerial activitie.docxcroysierkathey
1.Some say that analytics in general dehumanize managerial activities, and others say they do not. Discuss arguments for both points of view.
2.What are some of the major privacy concerns in employing intelligent systems on mobile data?
3. Identify some cases of violations of user privacy from current literature and their impact on data science as a profession.
4.Search the Internet to find examples of how intelligent systems can facilitate activities such as empowerment, mass customization, and teamwork.
Note: Each question must be answered in 5 lines and refrences must be APA cited.
.
1.What is the psychological term for the symptoms James experiences .docxcroysierkathey
1.What is the psychological term for the symptoms James experiences after abstaining from consuming
alcohol? How do changes in the functioning of neurotransmitter systems produce these symptoms?
2.With reference to associative learning principles/models/theories, why does James consume alcohol
to alleviate these symptoms? What motivates his drinking behaviour given that he no longer enjoys this
activity (most of the time)?
3.How do these factors prevent James from quitting his drinking, and lead to a cycle of relapse when he
attempts to do so? Why are these processes important for our understanding of addiction and
substance use disorders.
1 Page
at least 3 sources
APA
.
1.Write at least 500 words discussing the benefits of using R with H.docxcroysierkathey
1.Write at least 500 words discussing the benefits of using R with Hadoop. Use APA format and Include at least 3 quotes from your sources enclosed in quotation marks.
2.Write at least 500 words discussing how insurance companies use text mining to reduce fraud. Use APA format and Include at least 3 quotes from your sources enclosed in quotation marks.
.
1.What is Starbucks’ ROA for 2012, 2011, and 2010 Why might focusin.docxcroysierkathey
1.What is Starbucks’ ROA for 2012, 2011, and 2010? Why might focusing specifically on ROA be misleading when assessing asset management (aka management efficiency)?
2.Why is ROE considered the most useful metric in measuring the overall ability of a business strategy to generate returns for shareholders?
3. How do the financial statements reveal company strategy (i.e., what story do the numbers tell and does that story align with the strategy of Starbucks?)?
.
1. Discuss the cultural development of the Japanese and the Jewis.docxcroysierkathey
1. Discuss the cultural development of the Japanese and the Jewish heritage.
2. What are the cultural beliefs of the Japanese and Jewish heritage related to health care and how they influence the delivery of evidence-based healthcare?
A minimum of 2 evidence-based references
no older than 5 years is required.
A minimum of 600 words
(excluding the first and references page) is required.
.
1. Discuss at least 2 contextual factors(family, peers, school,.docxcroysierkathey
1.
Discuss at least 2 contextual factors(family, peers, school, community, work, etc.) that might make young people more or less likely to experience adolescence as a period of storm and stress.
2. How might the dramatic physical changes that adolescents undergo—and the accompanying reactions from others—influence other aspects of development, such as social or emotional development?
3. Describe some ways in which adolescent decision making is a product of interactions among puberty, brain development, cognitive growth, and contextual influences such as parents, peers, and community.
.
1.Write at least 500 words in APA format discussing how to use senti.docxcroysierkathey
1.Write at least 500 words in APA format discussing how to use sentiment analysis how political speech affects voters. Use at least 3 references in APA format.
2.Read the below article(link below) on statistics for categorical variables. Write at least 500 words in APA format discussing how to use these statistics to help understand big data.
Link: https://uc-r.github.io/descriptives_categorical
.
1.The following clause was added to the Food and Drug Actthe S.docxcroysierkathey
1.The following clause was added to the Food and Drug Act:
“the Secretary [of the Food and Drug Administration] shall not approve for use in food any chemical additive found to induce cancer in man, or, after tests, found to induce cancer in animals.”
After this clause was adopted, no new additives could be approved for use in food if they caused cancer in people or animals.
The public loved this and industry hated it.
What do you think of this clause? Do you support it or do you oppose it?
At the top of your post, please indicate SUPPORT or OPPOSE and then give your rationale. Then after you can view your classmates' posts, make your case to your fellow students.
2.There was a law that individuals who were indigent and who wished to litigate could apply to the courts for a total waiver of the normal filing fee. In the legislative session, however, a statute was enacted which limits the courts' authority to waive filing fees in lawsuits brought by prisoners against the state government.
Under this new law, a court has to require the prisoner to pay a filing fee "equal to 20 percent ... of the average monthly deposits made to the prisoner's [prison] account ... or the average balance in that account", whichever is greater (unless this calculation yields a figure larger than the normal filing fee).
A prisoner (who was indigent) wanted to appeal his case and was to be charged this fee. He filed suit claiming it was unconstitutional to charge this fee to prisoners.
Choose the side of the prisoner or the side of the state and tell why you would rule for the side you chose.
At the top of your post, please indicate SUPPORT PRISONER or OPPOSE PRISONER and then give your rationale. After you can view your classmates' posts, make your case to your fellow students.
3.A defendant pleaded guilty to receiving and possessing child pornography and was sentenced to 108 months in prison. The sentencing judge raised the defendant’s base offense level….by two levels because "a computer was used for the transmission" of the illegal material.
The appeal filed challenged the punishment enhancement (not his guilt of the base punishment.)
The defendant argued the law did not apply to him because he did not use a computer to transmit the material. (ie He was the receiver, not the sender, of the child pornography.)
Do you believe that the sentence enhancement should be upheld? Give an economic analysis and rational for your choice.
At the top of your post, please indicate SENTENCE UPHELD or SENTENCE REVERSED and then give your economic analysis/rationale. After you can view your classmates' posts, make your case to your fellow students.
4.The ordinance was enacted that gives tenants more legal rights including:
the payment of interest on security deposits;
requires that those deposits be held in Illinois banks;
allows (with some limitations) a tenant to withhold rent in an amount reflecting the cost to him of the landlord's v.
1.What are social determinants of health Explain how social determ.docxcroysierkathey
1.What are social determinants of health? Explain how social determinants of health contribute to the development of disease. Describe the fundamental idea that the communicable disease chain model is designed to represent. Give an example of the steps a nurse can take to break the link within the communicable disease chain.
Resources within your text covering international/global health, and the websites in the topic materials, will assist you in answering this discussion question.
2. Select a global health issue affecting the international health community. Briefly describe the global health issue and its impact on the larger public health care systems (i.e., continents, regions, countries, states, and health departments). Discuss how health care delivery systems work collaboratively to address global health concerns and some of the stakeholders that work on these issues.
Resources within your text covering international/global health, and the websites in the topic materials, will assist you in answering this discussion question.
.
1.This week, we’ve been introduced to the humanities and have ta.docxcroysierkathey
1.
This week, we’ve been introduced to the humanities and have taken some time to consider the role of the humanities in establishing socio-cultural values, including how the humanities differ from the sciences in terms of offering unique lenses on the world and our reality. Since one of the greatest rewards of being a human is engaging with different forms of art, we’ve taken some time this week to learn about what it means to identify and respond to a work of art. We’ve learned about the difference between abstract ideas and concrete images and concepts like structure and artistic form. To help you deepen your understanding of these foundational ideas, your Unit 1 assignment will consist of writing an essay addressing using the following criteria:
Essay Requirements:
• 1,000 words or roughly four double-spaced pages.
• Make use of at least three scholarly sources to support and develop your ideas. Our course text may serve as one of these three sources.
• Your essay should demonstrate a thorough understanding of the READ and ATTEND sections.
• Be sure to cite your sources using proper APA format (7th edition).
Essay Prompt:
• In this essay, you will consider the meaning of art and artistic form by responding to these questions:
o To what extent does Kevin Carter’s Pulitzer Prize-winning photograph (figure 2-5) have artistic form?
o Using what you’ve learned in Chapters 1, 2 and 14 explain if you consider Carter’s photograph a work of art? Be sure to point to specific qualities of the photograph to support/develop your response.
o How do you measure the intensity of your experience in response to Carter’s photograph? What does it make you see/feel/imagine and how does your response/reaction support Carter’s image as a work of art?
.
1.What are barriers to listening2.Communicators identif.docxcroysierkathey
1.
What are barriers to listening?
2.
Communicators identified the following as major listening poor habits. Search what each poor habit means and try to set an example using your own experience.
Poor listening habit:
Pseudo-listening, Stage hogging, Filling in gaps, Selective listening, Ambushing (
Definition & Example)
.
1.Timeline description and details There are multiple way.docxcroysierkathey
1.
Timeline description and details
: There are multiple ways to construct a timeline. Find one that fits you and your information.
Include 10-15 events, each including the following descriptors:
- titles of books or writings or some sort of identifier
- your age or some time reference
- and whether it was a positive or negative experience
.
1.The PresidentArticle II of the Constitution establishe.docxcroysierkathey
1.
The President
Article II of the Constitution established the institution of the presidency. Select any TWO Presidents prior to 1933 and any TWO Presidents since 1933 and for EACH one:
a.
Discuss
any
expressed
power used by each president and the
impact
that decision had on American society at the time of its use
b.
Explain
whether you
agree/disagree
with the presidential action taken and
WHY
c.
Describe
one
legislative initiative
promoted by each president and the
impact
on America at the
time of its passage
as well as what the impact of that legislation is
TODAY
d.
Discuss
one
executive order
issued by each president and whether you
agree/disagree
with the order and
WHY
1.
Select any FOUR United States Supreme court decisions related to Civil Rights/Civil Liberties and for
each one
:
a.
Describe
the facts of the case
b.
Discuss
the arguments of each side as it pertains to the
Constitutional issue
being addressed
c.
Explain
the decision citing
Constitutional rationale
of the court including any dissenting opinion if not a unanimous verdict
d.
Explain
whether you
agree/disagree
with the court’s decision and
WHY
.
1.What other potential root causes might influence patient fal.docxcroysierkathey
1.
What other potential root causes might influence patient falls?
2.
Equipped with the data, what would you do about the hypotheses that proved to be unsupported?
3.
Based on the correctly identified hypothesis in the case scenario, what would be your course of action if you were the CEO/president of St. Xavier Memorial Hospital?
4.
What do you think of the CNO’s (Sara Mullins) position of “waiting and seeing what the data tells us” instead of immediately jumping to conclusions?
.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Listed below are the balance sheet and statement of operations for.docx
1. Listed below are the balance sheet and statement of operations
for Wynn Memorial Nursing Home for 2008 and 2009.
1. Compute Wynn Memorial Nursing Home’s current ratio.
2. Compute Wynn Memorial Nursing Home’s acid (or acid-test)
ratio.
3. Compute Wynn Memorial Nursing Home’s days in accounts
receivable.
4. Compute Wynn Memorial Nursing Home’s average payment
period.
5. Compute Wynn Memorial Nursing Home’s long-term debt to
net assets ratio.
6. Compute Wynn Memorial Nursing Home’s net assets to total
assets ratio.
7. Compute Wynn Memorial Nursing Home’s total asset
turnover ratio.
8. Compute Wynn Memorial Nursing Home’s fixed asset
turnover ratio.
9. Compute Wynn Memorial Nursing Home’s return on total
assets.
10. Compute Wynn Memorial Nursing Home’s operating
margin.
Listed below are the industry standards of the above ratios for
Wynn Memorial’s peer group.
Use this information as you answer problems 11 to 14.
Nursing Home Financial Ratios–Industry Median
Current ratio
1.98
Acid test ratio
0.20
Days in accts receivable
67.19
Average payment period
56.13
2. Total asset turnover
1.02
Fixed asset turnover
2.20
Operating margin
0.02
Return on total assets
0.04
Long-term debt to net assets
0.62
Net assets to total assets
0.53
11. Comment on Wynn Memorial's liquidity. Cite at least one
meaningful ratio to support your observations.
12. Comment on Wynn Memorial's efficiency in its use of
assets. Cite at least one meaningful ratio to support your
observations.
13. Comment on Wynn Memorial's profitability. Cite at least
one meaningful ratio to support your observations.
14. Comment on Wynn Memorial's capital structure. Cite at
least one meaningful ratio to support your observations.
Be sure to answer each question thoroughly and include
citations of outside sources where appropriate.
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CHAPTER 9
3. Assessment of Normality and Human Strengths
TOPIC 9A Assessment Within the Normal Spectrum
9.1 Broad Band Tests of Normal Personality
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/ch09lev1sec1#ch09lev1sec1)
9.2 Myers-Briggs Type Indicator (MBTI)
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/ch09lev1sec2#ch09lev1sec2)
9.3 California Psychological Inventory (CPI)
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/ch09lev1sec3#ch09lev1sec3)
9.4 NEO Personality Inventory-Revised (NEO-PI-R)
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/ch09lev1sec4#ch09lev1sec4)
9.5 Stability and Change in Personality
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/ch09lev1sec5#ch09lev1sec5)
9.6 Assessment of Moral Judgment
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/ch09lev1sec6#ch09lev1sec6)
9.7 Assessment of Spiritual and Religious Concepts
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/ch09lev1sec7#ch09lev1sec7)
In the previous chapter we surveyed tests used by psychologists
to evaluate clients for a range of
symptoms and life difficulties. These instruments included the
mainstays of the profession such as the
4. MMPI-2, MCMI-III, Rorschach, and TAT. Such tests might be
referred to as “clinical” in nature, because they
are well suited to the needs of clinical practice. But what are
practitioners to do if they want to evaluate
someone who is reasonably normal? In other words, assessment
does not always entail delving into
symptoms, distress level, defense mechanisms, diagnosis, and
the like. One example might be a young
executive who wants to know about “growth edges” in regard to
leadership positions. Another example
might be a college student who desires self-knowledge as part
of vocational explorations.
Even though clinical tests such as those surveyed in the
previous chapter can be employed within the
normal spectrum, they do not excel in this application. In fact,
the evaluation of normal personality was
not the original purpose of tests such as the MMPI or the
Rorschach. For example, the initial objective of
the MMPI-2 was the diagnosis of psychopathology, which
remains the most dominant and effective
application of the instrument. Historically, the purpose of the
Rorschach has been described by Frank
(1939
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib529) ) and others
as providing an “X-ray of the mind” to identify themes hidden
away from ordinary observation. Currently,
https://content.ashford.edu/books/Gregory.8055.17.1/sections/c
h09lev1sec1#ch09lev1sec1
https://content.ashford.edu/books/Gregory.8055.17.1/sections/c
h09lev1sec2#ch09lev1sec2
https://content.ashford.edu/books/Gregory.8055.17.1/sections/c
h09lev1sec3#ch09lev1sec3
https://content.ashford.edu/books/Gregory.8055.17.1/sections/c
6. continuum and beyond.
Normality differs from abnormality by shades of gray rather
than revealing a sharp demarcation (Offer &
Sabshin, 1966
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib1249) ).
Understanding the various definitions of normality would
involve a lengthy detour; we do not pursue the
topic here. In their comprehensive textbook of psychiatry,
Sadock and Sadock (2004
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib1428) ) provide an
excellent overview. Our goal here is to focus on useful tests and
measures, including some that have been
neglected because of the emphasis on psychopathology within
the field of clinical psychology.
In Topic 9A
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/ch09#ch09box1) ,
Assessment Within the Normal Spectrum, we explore the
qualities of several tests and discuss their
strengths and weaknesses. We feature a few widely used scales
in this topic, including the venerable
Myers-Briggs Type Indicator (Myers & McCaulley, 1985
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib1197) ), one of the most
widely employed personality tests of all time, and the California
Psychological Inventory (Gough &
Bradley, 1996
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib633) ), a
measure with strong empirical roots.
In addition to their value in the assessment of client personality,
7. tests also contribute to our
understanding of both typical and atypical trajectories of
personality across the life span. For this reason,
we follow a key research issue in personality psychology,
namely, whether personality remains stable or
tends to shift in specific directions with age. We close the topic
with an evaluation of tools for assessing
spiritual and religious constructs.
Other forms of assessment pertinent to the normal spectrum of
adult functioning also are covered in
Topic 9A
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/ch09#ch09box1) . We are
referring here to the evaluation of spiritual, religious, and moral
constructs. These specialized forms of
assessment have received an increasing amount of attention in
recent years.
In Topic 9B
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/ch09lev1sec7#ch09box2) ,
Positive Psychological Assessment, we examine a number of
relatively new scales that have emerged in
response to a reawakening of interest in human potential, an
interest that has remained largely dormant
in psychology since the early 1900s (Seligman &
Csikszentmihalyi, 2000
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib1480) ). A special focus in
this topic is the assessment of creativity.
https://content.ashford.edu/books/Gregory.8055.17.1/sections/b
m02#bm02bib1249
https://content.ashford.edu/books/Gregory.8055.17.1/sections/b
m02#bm02bib1428
9. dimensional approach is preferred, how many
dimensions are needed to describe the array of human
responses: 5, 16, 20—or more?
There are no definitive answers to these questions, although
dimensional approaches generally have
prevailed over typological methods in the history of test
development. Even so, useful and popular
typological approaches do exist. In fact, we begin the discussion
of broad-band tests with an instrument
that flexibly permits both a typological and a dimensional
approach to the understanding of normal
personality.
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9.2 MYERS-BRIGGS TYPE INDICATOR (MBTI)
Originally published in 1962, the MBTI is a forced-choice, self-
report inventory that attempts to classify
persons according to an adaptation of Carl Jung’s theory of
personality types (Myers & McCaulley, 1985
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib1197) ; Tzeng, Ware, &
Chen, 1989
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib1674) ). As
discussed below, recent adaptations of the test also provide
dimensional scores in addition to the well-
known four-letter typological codes.
10. According to the publisher, the MBTI is the most widely used
individual test in history, taken by
approximately 2 million people a year. Proponents of the
instrument deem it valuable in vocational
guidance and organizational consulting. It comes in a number of
versions, including Form M, a 93-item
test which can be purchased by qualified psychologists in a self-
scoring paper-and-pencil format, or
administered on-line. Other forms such as the 126-item Form G
and the 144-item Form Q are available on-
line and must be authorized by a psychologist who has agreed to
a licensing arrangement with the
publisher, Consulting Psychologists Press (www.cpp.com
(http://www.cpp.com) ).
Regardless of the version employed, the MBTI is scored on four
theoretically independent polarities:
Extraversion–Introversion, Sensing–iNtuition, Thinking–
Feeling, and Judging–Perceiving. The test-taker is
categorized on one side or the other of each polarity, which
results in a four-letter code such as ENTJ
(Extraversion, iNtuition, Thinking, Judging). Because there are
two poles to each of the four dimensions,
this allows for 24 or 16 different personality types. Each of the
16 types has been studied extensively over
the years.
The four polarities (E-I, S-N, T-F, J-P) do not necessarily
correspond to common understandings of the
anchor terms and hence require some explanation. It is also
important to note that the concepts are
intended to be value-neutral and merely descriptive. Thus, it is
neither better nor worse to manifest
Extraversion or Introversion. Likewise, Thinking and Feeling
are simply different modalities and one is not
11. better than the other, and so forth. The opposite ends of each
polarity are simply different modes of being
that may have a variety of implications for relationships,
vocation, leadership, and personal functioning.
Possessing the qualities of one polarity or the other may be
advantageous (or not) in different situations.
Extraversion–Introversion is probably the easiest to describe.
An extravert (E) directs energy outward to
people and conversations, whereas an introvert (I) directs
energy inward to his or her inner world. A note
of clarification: The MBTI retains the original spelling of
Extraversion, preferred by Jung, instead of using
the synonymous concept of Extroversion, preferred by
contemporary psychologists. Sensing–iNtuition
involves two opposite ways of perceiving. Those who prefer
sensing (S) rely on the immediate senses,
whereas those who prefer intuition (N) rely upon “relationships
and/or possibilities that have been
worked out beyond the reach of the conscious mind” (Myers &
McCaulley, 1985
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib1197) ). Of course, the
letter N is used to designate intuition because the letter I
already is taken to label Introversion. Thinking–
Feeling refers to basing conclusions on thinking (T), that is,
logic and objectivity, as opposed to feeling (F),
which involves a reliance on personal values and social
harmony. Finally, Judging–Perceiving indicates a
preference for decisiveness and closure (J) or an open-ended
flexibility and spontaneity (P). Whereas in
common parlance the notion of “judging” often has a negative
connotation, this is not the case when the
term is applied to this polarity of the MBTI.
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13. These qualities align well with the role expectations for people
heading into the field of education.
Standardization data for the MBTI is extensive and based on
large samples collected over many decades
(Myers & McCaulley, 1985
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib1197) ). One particularly
useful table is a list of occupations empirically attractive to the
sixteen types. For example, 18 percent of
attorneys are INTJ in type, whereas only 2 percent of
elementary school teachers fit this code. This is
useful information for clients who take the test in search of
personal or career guidance. Split-half
reliabilities for the four scales are in the .80s for the combined
subject pool of nearly 56,000 participants.
Test–retest reliabilities for the four scales are somewhat lower
and depend on the interval between tests.
When the interval is short, on the order of a few weeks, results
are strong, with coefficients mainly in the
.70s and higher. Yet, when the interval is longer, on the order of
several years, the coefficients are
predictably lower, in the .40s and .50s. With regard to
reliability, an important question with the MBTI is
the stability of the four letter code from test to retest. The test
manual reports on a dozen studies of code
type stability, with retest intervals ranging from 5 weeks to 5
years (most intervals a year or two). On
average, about 41 percent of examinees retained their identical
code type, that is, all four letters of the
code remained the same from test to retest. About 38 percent of
examinees remained stable on three of
the four letters, that is, one letter changed for them. About 17
percent of examinees retained two of their
four letters, but switched on the other two. And, 3 percent
retained only one letter, switching on the other
14. three. Overall, these are impressive results as to the long-term
stability of the MBTI code types.
In a review of 17 studies reporting reliability coefficients,
Capraro and Capraro (2002
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib268) ) found respectably
strong reliability coefficients of .84 (E-I), .84 (S-N), .67 (T-F),
and .82 (J-P). Salter, Forney, and Evans (2005
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib1431) ) conducted an
especially rigorous evaluation of MBTI reliability, looking at
the stability of MBTI categories across three
administrations with 231 graduate students in education. The
three administrations were at the
beginning of the first year, beginning of the second year, and
end of the second year. Their report included
extensive analyses, but of interest here is the percentage of
respondents who received the same
classification (e.g., Extraversion or Introversion) on all three
occasions. The percentage who displayed
complete consistency for each dimension was as follows:
• E-I 67%
• S-N 66%
• T-F 69%
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• J-P 71%
Given the stringency of the reliability approach (agreement
across three administrations), these are
respectable findings.
More than 400 references citing the MBTI were found in
PsychINFO from 2000 to 2009, many pertaining
to the validity of the instrument. For example, in a study of 177
managers, Higgs (2001
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib743) ) reported a
significant relationship between emotional intelligence and the
dominant MBTI function of iNtuition.
Emotional intelligence is monitoring emotions of self and others
and using this information to guide
thinking and actions (Mayer & Salovey, 1993
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib1071) ). A positive
relationship with MBTI iNtuition is strong support for the
validity of this dimension.
Another recent study also provides support for the validity of
the polarities assessed by the MBTI.
Furnham, Moutafi, and Crump (2003
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib556) ) tested 900 adults
16. with two instruments: the MBTI and the Revised NEO-
Personality Inventory (NEO-PI-R, Costa & McCrae,
1992
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib353) ). The NEO-PI-
R is a well validated measure of personality that evaluates five
factors of personality known as the “big
five.” These factors are Neuroticism, Extraversion, Openness
(to experience), Agreeableness, and
Conscientiousness. As predicted by the authors, the MBTI
dimensions revealed healthy and appropriate
correlations with corresponding factors from the NEO-PI-R.
Specifically, the following averaged
concurrent validity correlations were found between the MBTI
dimensions and the NEO-PI-R scales: E-I
correlated .71 with Extraversion; S-N correlated −.65 with
Openness; T-F correlated −.35 with
Agreeableness; and, J-P correlated .46 with Conscientiousness.
The negative correlations indicate an
inverse relationship, that is, those categorized as S (Sensing) on
the MBTI obtained low scores on
Openness, whereas those categorized as N (iNtuition) obtained
high scores on Openness. In like manner a
T or Thinking type tended to obtain low scores on
Agreeableness whereas an F or Feeling type tended to
obtain high scores. All of these correlations are consistent with
theoretical understandings of the MBTI
and hence buttress the validity of the instrument.
As mentioned, recent versions of the MBTI yield additional
information beyond the four-letter typological
classification. For example, the 144-item form Q, available on-
line, provides a highly detailed and
sophisticated summary report that partitions each of the four
polarities into five facet scores. Hence the
report includes a total of 20 facet scores in addition to the four-
17. letter code. For example, the Thinking-
Feeling dimension includes bipolar facets such as Logical-
Empathetic, Reasonable-Compassionate, and
Tough-Tender. The dimensions and facets of this version of the
MBTI are displayed in Table 9.1
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/ch09lev1sec2#ch09tab1) . The report
includes not only the typological classifications (e.g., T or F)
but also a rating for each bipolar facet on an
11-point continuum. This kind of nuanced dimensional
information appeals to many users.
TABLE 9.1 Dimensions and Facets of the MBTI, Form Q
Extraversion (E) (I) Introversion
Initiating Receiving
Expressive Contained
Gregarious Intimate
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19. Planful Open-Ended
Early Starting Pressure-Prompted
Scheduled Spontaneous
Methodical Emergent
One concern about the MBTI is that the increasing cost of
administering the instrument—in the range of
$10 to $30 per individual—provides a disincentive for outside
researchers who want to conduct reliability
or validity studies. This is an issue not only for the MBTI but
also for the most widely used contemporary
tests. Understandably, test publishers want to profit from their
massive and expensive efforts at test
development. But the downside is that scholarly researchers
need substantial funding if they desire to
administer newer versions of the MBTI to large samples of
examinees. Partly in reaction to the paucity of
independent research on newer versions of this test, reviewers
continue to suggest caution in its use,
especially when making simplistic inferences from the four-
letter type formulas (Pittenger, 2005
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib1307) ).
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20. 9.3 CALIFORNIA PSYCHOLOGICAL INVENTORY (CPI)
Originally published in 1957, the CPI is a true–false test
designed expressly to measure the dimensions of
normal personality (Gough & Bradley, 1996
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib633) ; McAllister, 1988).
The instrument is available in two forms, the CPI-434 (Gough,
1995
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib628) ) and the CPI-260
(www.skillsone.com (http://www.skillsone.com) ), which is
available only online. The component scales
and the interpretive strategies are nearly identical for the two
versions, which differ mainly in the number
of items—434 versus 260. Psychometric properties of both
versions are similar and strong. Because of its
ease of administration and the immediacy with which the
practitioner receives an extensive computer-
generated report, the CPI-260 rapidly is gaining favor among
psychological practitioners.
The CPI-260 is scored for 20 folk measures of personality, 7
work-related scales, and 3 broad vectors. The
purpose of the test is to provide a clear picture of the examinee
by using descriptors based on the ordinary
language of everyday life (Gough & Bradley, 1996
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib633) ). Three of the basic
personality scales also provide information on test-taking
attitudes and therefore function as validity
scales. These scales are Good Impression (Gi), which assesses
the extent to which the individual presents a
favorable image to others; Communality (Cm), which measures
unusual responses that might arise from
carelessness or faking bad; and Well-being (Wb), which gauges
21. the portrayal of serious emotional
problems.
TABLE 9.2 Brief Description of Standard and Work-Related
CPI-260 Scales
Standard Scales Common Interpretation of High Score
Do Dominance dominant, persistent, good leadership ability
Cs Capacity for Status personal qualities that underlie and lead
to status
Sy Sociability outgoing, sociable, participative temperament
Sp Social Presence poise, spontaneity, and self-confidence in
social situations
Sa Self-acceptance self-acceptance and sense of personal worth
In Independence high sense of personal independence, not
easily influenced
Em Empathy good capacity to empathize with other persons
Re Responsibility conscientious, responsible, and dependable
So Social Conformity strong social maturity and high integrity
Sc Self-control good self-control, freedom from impulsivity and
self-centeredness
Gi Good Impression concerned about creating a good
impression
Cm Communality valid and thoughtful response pattern
22. Wb Sense of Well-being not worrying or complaining, free from
self doubt
To Tolerance permissive, accepting, and nonjudgmental social
beliefs
Ac Achievement via
Conformance
achieves well in settings where conformance is necessary
Ai Achievement via
Independence
achieves well in settings where independence is necessary
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Cf Conceptual fluency high degree of personal and intellectual
efficiency
Is Insightfulness interested in and responsive to the inner needs,
23. motives, and
experiences of others
Fx Flexibility flexible and adaptable in thought and social
behavior
Sn Sensitivity sensitive to others’ feelings, personally
vulnerable
Work-Related Scales Common Interpretation of High Score
Mp Managerial Potential good judgment, effective at dealing
with people
Wo Work Orientation strong work ethic, rarely complains about
work
Ct Creative Temperament creative thinker who prefers what is
new or different
Lp Leadership strong leadership skills, deals well with stress
Ami Amicability collegial and cooperative, a good team player
Leo Law Enforcement
Orientation
practical, well suited to work in law enforcement
Source: Based on Gough, H. G. and Bradley, P. (1996
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib633) ). CPI manual (3rd ed.). Mountain
View, CA: Consulting Psychologists Press. Also, Megargee, E.
(1972
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib1119) ). The California Psychological
24. Inventory handbook. San Francisco: Jossey-Bass; and
McAllister, L. (1988). A practical guide to CPI interpretation.
Palo
Alto, CA: Consulting Psychologists Press.
The 20 folk measures and 7 work-related scales are listed and
briefly described in Table 9.2
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/ch09lev1sec3#ch09tab2) . These scales
are reported as T-scores normed to a mean of 50 and a standard
deviation of 10 in the general population.
The test developers used an empirical methodology of criterion-
keying to develop the majority of the
scales. Specifically, extreme groups of participants (mainly
college students) were formed on such scale-
relevant criteria as school grades, sociability, and participation
in curricular activities. Item-endorsement
frequencies were then contrasted to ferret out the best
statements for each scale. For example, the
Sociability (Sy) scale was constructed by contrasting item-
endorsement rates for persons reporting a large
number of social activities versus those reporting few or no
social activities. In constructing four of the
folk scales, the authors used a rational basis backed up by
indices of internal consistency.
Reflecting the care with which the scales were constructed,
reliability data for the CPI are respectable.
Most alpha coefficients are in the .70s and .80s, with a median
value of .76. The test–retest reliability
coefficients tend to be somewhat lower, with a median retest
correlation of .68. The authors provide a
wealth of normative data, including average test scores for 52
samples of males and 42 samples of
females, subdivided by education, occupation, college major,
gender, and other variables. The basic
25. normative sample consists of 3,000 males and 3,000 females of
varying age, social class, and geographic
region (Gough & Bradley, 1996
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib633) ).
In addition to the wealth of information provided by the
individual scale scores, the CPI also is scored on
three broad dimensions or vectors derived from decades of
factor-analytic studies with the instrument.
The three vectors include two basic orientations and a third
theme reflecting ego integration. The first
basic orientation called vector 1 or v.1 has two polarities:
toward people or toward one’s inner life. This
vector is similar to the extraversion–introversion dimension
found in nearly every personality theory ever
proposed. The second basic orientation or v.2 also has two
polarities: rule-favoring or rule-questioning.
This vector reflects a conventional–unconventional dimension
also found in many studies. These first two
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26. bipolar orientations, v.1 and v.2, provide a 2 × 2 typology of
four lifestyles termed the Implementer,
Supporter, Innovator, and Visualizer lifestyles, described
below. The third vector or v.3 assesses a 7-point
continuum variously referred to as self-realization,
psychological competence, or ego integration. In the
client feedback report provided by the publisher, v.3 is referred
to as Level of Satisfaction and scored 1
(low) to 7 (high). This vector acts as a moderator for each of the
lifestyles, with high scores on v.3 leading
to a positive expression and low scores leading to a negative
expression.
Results from several correlational studies confirm distinctive
psychological portraits for the four lifestyles
mentioned above (Gough & Bradley, 1996
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib633) ). Briefly, the four
life styles are as follows:
Implementers (extroverted and rule-favoring) tend to do well in
managerial and leadership roles.
Supporters (introverted and rule-favoring) function well in
supportive or ancillary positions.
Innovators (extroverted and rule-questioning) are adept at
creating change.
Visualizers (introverted and rule-questioning) work best alone
in fields such as art or literature.
The CPI Manual provides a wealth of information about each
lifestyle, including adjective correlates
obtained from spouses, peers, and professional evaluators. From
these empirical sources, a clear portrait
of each lifestyle emerges. For example, the summary statement
for Innovators is as follows:
27. Gammas attend to and seek the monetary, prestige, and other
rewards offered by society, but are
often at odds with the culture concerning the criteria by which
these rewards are apportioned. Their
values are personal and individual, not traditional or
conventional. Gammas [Innovators] are the
doubters, the skeptics, those who see and resist the arbitrary and
unjustified features of the status
quo. At their best, they are innovative and insightful creators of
new ideas, new products, and new
social forms. At their worst, they are rebellious, intolerant, self-
indulgent, and disruptive; and at low
levels on the v.3 scale, they often behave in wayward, rule-
violating, and narcissistic ways. (Gough &
Bradley, 1996
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib633) ,
p. 50)
The reader will notice that the third vector, v.3, moderates the
expression of the Implementer lifestyle, for
better or for worse. When v.3 is high, the Implementer is
innovative and insightful. When v.3 is low, the
Implementer is wayward and narcissistic. A similar pattern
holds true for the other three lifestyles—each
can have a positive or negative expression, depending on the
level of personal integration reflected on the
v.3 scale.
The CPI is heir to a long history of empirical research that
substantiates a number of real-world correlates
for distinctive test profiles. Due to space limitations, we can
only list several prominent areas in which the
value of the test has been empirically confirmed. The CPI is
useful for helping predict the following:
28. Psychological and physical health
High school and college achievement
Effectiveness of student-teachers
Effectiveness of police and military personnel
Leadership and management success
The CPI is particularly effective at identifying adolescents or
adults who follow a delinquent or criminal
lifestyle. For example, Gough and Bradley (1992
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib631) ) studied a sample of
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672 delinquent or criminal men and women, contrasting their
CPI scale scores with a large sample of
controls. Of the 27 scales evaluated, they found significant
mean differences on 25 for men and 26 for
women. The most discriminating scale was Social Conformity
(So), which revealed healthy point-biserial
correlations of .54 for men and .58 for women. They also found
that low scores on v.3 (a measure of ego
integration) were associated with greater incidence of
29. delinquency. The reader can find further details on
the real-world empirical correlates of CPI profiles in Groth-
Marnat (2003
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib658) ) and Hargrave and
Hiatt (1989
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib703) ).
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9.4 NEO PERSONALITY INVENTORY-REVISED (NEO PI-R)
The NEO Personality Inventory-Revised (NEO PIR) embodies
decades of factor-analytic research with
clinical and normal adult populations (Costa & McCrae, 1992
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib353) ). The test is based
upon the five-factor model of personality described in the
previous chapter. It is available in two parallel
forms consisting of 240 items rated on a five-point dimension.
An additional three items are used to check
validity. A shorter version, the NEO Five-Factor Inventory
(NEO-FFI) is also available (Costa & McCrae,
1989
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib356) ). We limit our
30. discussion to the NEO PI-R. Form S is for self-reports whereas
Form R is for outside observers (e.g., the
spouse of a client). The item format consists of five-point
ratings: strongly disagree, disagree, neutral,
agree, strongly agree. The items assess emotional, interpersonal,
experiential, attitudinal, and
motivational variables.
The five domain scales of the NEO PI-R are each based upon
six facet (trait) scales (Table 9.3
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/ch09lev1sec4#ch09tab3) ). The internal
consistency of the scales is superb: .86 to .95 for the domain
scales, and .56 to .90 for the facet scales.
Stability coefficients range from .51 to .83 in three- to seven-
year longitudinal studies. Validity evidence
for the NEO PI-R is substantial, based on the correspondence of
ratings between self and spouse,
correlations with other tests and checklists, and the construct
validity of the five-factor model itself (Costa
& McCrae, 1992
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib353) ;
Piedmont & Weinstein, 1993
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib1297) ; Trull, Useda,
Costa, & McCrae, 1995
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib1668) ).
The NEO PI-R is an excellent measure of personality that is
especially useful in research. Rubenzer,
Faschingbauer, and Ones (2000
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib1415) ) describe a
particularly fascinating research project with the test in which
31. all U.S. presidents were evaluated by 115
highly informed, expert presidential biographers who filled out
the NEO PI-R on behalf of the presidents,
from George Washington through George H. W. Bush. The
authors developed a typology of presidents from
the data and related facets of the test to presidential success
(i.e., historical greatness). They also
published individual presidential profiles, such as the following
results for George Washington (50 is
average in the general population):
Neuroticism 47
Extraversion 44
Openness 39
Agreeableness 40
Conscientiousness 72
The portrait that emerges is of a leader who is well-adjusted,
slightly introverted, not particularly open to
experience, markedly disagreeable, and extremely
conscientious. After reviewing the specific facet scores
(see Table 9.3
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/ch09lev1sec4#ch09tab3) ),
the authors concluded that Washington “falls quite short of the
modern political commodities of warmth,
empathy, and open-mindedness.”
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33. Openness to Experience Fantasy Actions
Aesthetics Ideas
Feelings Values
Agreeableness Trust Compliance
Straightforwardness Modesty
Altruism Tender-Mindednesss
Conscientiousness Competence Achievement Striving
Order Self-Discipline
Dutifulness Deliberation
The test also shows promise as a measure of clinical
psychopathology. For example, Clarkin, Hull, Cantor,
and Sanderson (1993
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib309) ) found that patients
diagnosed with borderline personality disorder scored very high
on Neuroticism and very low on
Agreeableness, which resonates strongly with every clinician’s
response to these challenging patients.
Ranseen, Campbell, and Baer (1998
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib1332) ) determined that
25 adults with attention deficit disorder scored significantly
higher than controls in the Neuroticism
domain and significantly lower in the Conscientiousness
domain, demonstrating the usefulness of the NEO
PI-R in understanding attention deficit disorders in adulthood.
One minor concern about the instrument is
34. that it lacks substantial validity scales—only three items assess
validity. The administration of the NEO PI-
R assumes that subjects are cooperative and reasonably honest.
This is usually a safe assumption in
research settings but may not hold true in forensic, personnel,
or psychiatric settings.
For purposes of education and research, several
psychometricians have constructed websites where it is
possible to self-administer an equivalent version of the NEO PI-
R. Although not identical to the
commercial version of the test (Costa & McCrae, 1992
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib353) ), these parallel
adaptations do provide estimates of examinee standing on the
five broad domains and 30 subdomains of
personality tested by the NEO PI-R and also provide useful
narrative reports. One such site can be found at
www.personalitytest.com (http://www.personalitytest.com) .
Another useful site is available at
http://ipip.ori.org (http://ipip.ori.org) . This location hosts the
International Personality Item Pool (IPIP),
advertised as a “scientific collaboratory for the development of
advanced measures of personality and
other individual differences.” The term collaboratory
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm01#bm01gloss54) was coined by
Finholt and Olson (1997
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36. these items for transparency and carefully
tested them for equivalence in a new sample of 500 respondents.
Three illustrations of old items and
replacement items (in boldface) are shown below. These are
representative only, not the actual items and
revisions:
1. I feel angst about the future.
1. I feel nervous about the future.
2. I think of myself as laissez-faire.
2. I think of myself as easy-going.
3. I enjoy situations of raucous hilarity.
4. I like to laugh.
An additional 18 items were rewritten because they revealed
low item-total correlations with the facet
(trait) scale to which they belonged. The resulting instruments,
the NEO-PI-3, retained the original five-
factor structure and revealed better internal consistency and
readability than the previous version. In
sum, the authors improved their test, especially for applications
with adolescent and college-aged clients
(Costa, McCrae, & Martin, 2008
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
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9.5 STABILITY AND CHANGE IN PERSONALITY
Most of us have heard adages like “People don’t change” or
“Personality traits become exaggerated with
age” or “You have to hit bottom before change is possible.”
Opinions abound on the stability or malleability
of personality. What the lay public seldom recognizes, however,
is that issues of stability and change in
personality can be approached with empiricism through
psychological assessment. As we will see, a few
tests figure prominently in lifespan developmental research,
especially instruments that embody the five-
factor approach (Costa & McCrae, 1992
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib353) ).
One question central to the field of personality psychology is
whether personality remains stable
throughout life, or reveals predictable shifts in certain qualities
as we age. On the surface this question
appears amenable to straightforward longitudinal research.
Simply administer a suitable instrument to a
large sample of the general population, and retest every five
years or so. Then, chart the trends in
dimensions of personality over the life span. But this is not as
simple as it seems. One problem is selective
attrition, in which less healthy individuals tend to drop out,
disappear, or discontinue the project for
reasons known and unknown (Barry, 2005
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib103) ). Although there are
methodological adjustments for minimizing the impact,
selective attrition nonetheless may skew results
38. toward an unrealistically optimistic picture of trends in aging.
Another problem with longitudinal research
is that decades of time are needed to follow individuals over the
life span. Long-term developmental
research is difficult and expensive.
An alternative strategy is cross-sectional research in which a
large sample of individuals of all ages (from
teenagers to persons in their 90s) is tested at one point in time,
allowing for immediate age comparisons
in personality characteristics. This is an appealing technique but
also fraught with methodological
concerns. In particular, the cross-sectional strategy is
vulnerable to a research problem known as cohort
effects (Schaie, 2011
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib1455) ). A cohort is a
group of individuals born at roughly the same time who
therefore share particular life experiences and
historical influences. A cohort effect is the inference that
differences between age groups (cohorts) are
due to disparities in the nature and quality of early
developmental or historical experiences rather than
caused by the impact of aging. A hypothetical example will
serve to illustrate. Suppose we observe in a
cross-sectional study of neuroticism (anxiety-proneness) that
persons in their 70s score higher than those
in their 50s. We might be tempted to attribute the apparent
increase in neuroticism to the impact of aging
and its attendant concerns. But that inference overlooks the
possibility that the older participants in our
study were always higher in neuroticism than the younger
members, perhaps because their early
formative years occurred during the frantic uncertainty of
World War II, or for other unknown reasons. In
this hypothetical example, the higher level of neuroticism would
39. not be a general trend or result of
traversing into old age, but a specific quirk of the older cohort.
Again, this is an hypothetical example. Real
age trends in neuroticism are reviewed below.
Yet, the proposal that historical forces can shape the personality
of an entire cohort is accurate. Elder
(1974
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib452) ) has
documented historical impacts on personality in a path-breaking
longitudinal study of children raised
during the Great Depression (1929–1941). Among other
findings, these children grew into adults who
responded with habits of greater frugality than preceding or
subsequent cohorts.
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In studying age trends in personality, a certain degree of
tentativeness is warranted, because no single
study or method is conclusive. Some researchers combine
40. longitudinal and cross-sectional methods in
what is known as the cross-sequential approach (Nestor &
Schutt, 2012
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib1226) ). This method
involves the longitudinal retesting of cross-sectional study
participants on at least one additional occasion.
The beauty of the cross-sequential method is that cohort effects
can be distinguished from genuine
longitudinal trends. This allows researchers to identify typical
changes resulting from intrinsic
maturation.
It is important to mention that core issues of personality change
may not be wholly amenable to
traditional methods of measurement. Consider the case study of
Ann, interviewed on videotape five times
over a span of 40 years, from age 21 to age 61 (Mitchell, 2007
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib1167) ). She was one of
more than 100 participants in the monumental Mills
Longitudinal Study, conducted by Ravenna Helson
(Helson & Soto, 2005
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib733) ). Mitchell (2007
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib1167) ) analyzed the
videotaped interviews of Ann through the lens of attachment
theory, which we summarize briefly before
returning to her story.
Attachment theory (Ainsworth & Bowlby, 1965
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib14) ) broadly
distinguishes secure attachment from insecure attachment. In
secure attachment, distressed infants seek
41. proximity to caregivers and receive nurturance from them
without pause or ambivalence. In insecure
attachment, distressed infants are unable to receive a sense of
security from caregivers who are
themselves limited or erratic (George & Solomon, 1999
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib578) ). Insecure
attachment is further subdivided into three types: avoidant,
ambivalent, and disorganized (Main & Hesse,
1990
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib1032) ). Volumes
have been written about these styles; we can provide only the
barest of outlines here. In the avoidant style,
the distressed infant appears emotionally distant and the
caregiver is disengaged. In the ambivalent style,
the distressed infant becomes anxious, insecure, and angry, and
the caregiver is inconsistent. In the
disorganized style, the distressed infant seems depressed, angry,
and passive, and the caregiver is
extremely erratic.
Attachment theory is relevant to adult personality development
because, in the words of Mitchell (2007
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib1167) ), “Attachment
status becomes personality style” (p. 97). Corresponding to the
four styles of infant attachment mentioned
above (secure, avoidant, ambivalent, and disorganized), the
linked attachment styles in adulthood are
described as secure, dismissing of attachment, preoccupied with
attachment, and disorganized-fearful
(Main & Solomon, 1986
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib1033) ). Questionnaires
have been developed to assess attachment style in adulthood
42. (e.g., Simpson, Rholes, & Nelligan, 1992
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib1501) ), but they are
limited and drab in comparison to qualitative analysis of
interview materials.
In the case study of Ann, Mitchell (2007
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib1167) ) determined that
Ann started her journey into adulthood (age 21) with a
distinctly insecure attachment of the avoidant
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style. In narrative statements, Ann described a frightening
childhood in which her mother died a
prolonged death from cancer. This was bad enough, but
compounding the trauma was that her father,
previously a source of security, proved incapable of breaking
the painful news to Ann, leaving it to her
grandfather instead. Then, her father withdrew and became
distant, which Ann experienced as even more
devastating than the death of her mother. Ann developed an
avoidant attachment style. She feared
abandonment for most of her life:
This narrative presents a set of rich characters in a plot that
devolves from intimate tenderness to
death, abandonment, and benign neglect. The strong-minded girl
escaped, but in the process a door
was closed that would not open again for nearly 40 years.
(Mitchell, 2007
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib1167) , p. 100)
The door opened gradually after the birth of an adored daughter,
four years of therapy to deal with
attachment concerns, divorce, falling in love again, remarriage,
return to school, and a new career. When
last interviewed, Ann revealed an amazing shift to a secure
attachment style:
At 61, Ann was phasing in retirement and was “much less
stressed, much more easy going.” She was
44. learning foreign languages, doing photography, involved in
local politics, and often with her partner,
family, and friends (p. 113).
The analysis provided by Mitchell (2007
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib1167) ) is full of rich
detail that we cannot recount here. The point of this somewhat
lengthy digression into the case of Ann is
that analyses based on average test scores from large groups of
research participants, whether
longitudinal or cross-sectional, will not capture the depth and
vibrancy available from the qualitative
study of individual lives in transition. Even so, empirical
analyses provide a general framework for
understanding stability and change in personality. Thus, we
review key studies and conclusions below.
Personality Stability and Change in Middle and Late Life
Do people change in personality traits across the life course?
Several researchers have sought to identify
mean-level changes or normative changes that are generalizable
patterns of development found in most
people (Caspi & Roberts, 1999). Most commonly, investigators
use the Big Five model of personality as
their measurement perspective (Goldberg, 1981b
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib605) ). As the reader will
recall, this is the view that personality is best conceived as five
factors labeled neuroticism, extraversion,
openness to experience, agreeableness, and conscientiousness.
Individual reports of developmental trends in the Big Five
factors over the life course often seem
inconclusive or contradictory. In a study of 2,274 participants
in their forties retested after 6 to 9 years,
45. Costa, Herbst, McCrae, and Siegler (2000
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib354) ) found minimal or
no change in mean level of the Big Five factors, even though
popular accounts indicate that midlife is a
time of crisis and turmoil. In contrast, others report that
personality traits continue to transform in middle
and old age, with increases in conscientiousness and
agreeableness, and decreases in some elements of
extraversion (Helson, Kawn, John, & Jones, 2002
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib734) ).
How can we reconcile these contradictory reports? Perhaps the
best approach to this dilemma is a
comprehensive synthesis of all relevant studies by means of
meta-analysis. Meta-analysis is a
sophisticated statistical procedure for combining data from
multiple studies. In this method, results from
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studies using different measurement techniques can be
transformed to a common metric, the effect size,
and then combined for powerful statistical analyses (Cohen,
1988
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib317) ). One type of effect
size is Cohen’s d, which is the mean difference on a variable
between two comparison groups divided by
the standard deviation of the pooled groups on that variable, or
d = (M1 − M2)/sp. While effect sizes exist
theoretically on an infinite range in positive and negative
directions, it is rare in everyday research that
they exceed the bounds of +3.0 to −3.0, a value of 0 indicating
no difference between groups. The beauty of
meta-analysis is that studies using diverse tests, measuring
slightly different constructs, based on varying
scales of measurement, nonetheless can be transformed to the
common metric of effect size and then
combined for comprehensive analysis.
In regard to shifts in Big Five personality factors over the life
course, Roberts, Walton, and Viechtbauer
(2006
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib1373) ) completed
a meta-analysis of 92 longitudinal samples to determine the
patterns of normative change. Their findings
constitute an authoritative synthesis of research in the field.
They sorted the various personality test
results into six categories closely resembling the Big Five
taxonomy of personality traits. Their categories
are effectively identical to the Big Five, except they split
extraversion into two subcategories of social
dominance and social vitality. The six categories they
47. investigated were emotional stability,
conscientiousness, agreeableness, social dominance, social
vitality, and openness to experience. They
summarize their findings as follows:
This study demonstrates that personality traits show a clear
pattern of normative change across the
life course. People become more socially dominant,
conscientious, and emotionally stable mostly in
young adulthood, but in several cases also in middle and old
age. We found that individuals
demonstrated gains in social vitality and openness to experience
early in life and then decreases in
these two trait domains in old age (Roberts et al., 2006
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib1373) , p. 14).
Further, they note that contrary to popular views about
personality development, the biggest shifts occur
not in adolescence, but in young adulthood when social role
expectations are more taxing. Young
adulthood is when most persons leave home, find a career, and
integrate with the community. The authors
caution that their findings are based entirely on Western
samples and generalization to non-Western
cultures therefore is unknown.
Soto, John, Gosling, and Potter (2011
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib1525) ) pursued the
question of age differences in personality traits with an
intriguing and massive cross-sectional research
project. Their sample consisted of an astonishing 1,267,218
individuals (age 10 to 65) who responded to a
Web-based questionnaire on Big Five personality traits. Their
assessment instrument was the Big Five
48. Inventory (BFI), a simple 44-item measure with excellent
psychometric qualities (John, Donahue, &
Kentle, 1991
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib839) ; John,
Naumann, & Soto, 2008
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib840) ). The BFI is freely
available to researchers for noncommercial purposes. The
format of the instrument is depicted in Table
9.4
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/ch09lev1sec5#ch09tab4) . The test
developers isolated two distinctive subscales, called Facet
scales, for each of the Big Five domains.
TABLE 9.4 The BFI Facet Scales: Names and Example Items
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BFI Facet Scale Example ItemsBFI Facet Scale Example Items
Extraversion
Assertiveness 1. Has an assertive personality. 2. Is sometimes
shy, inhibited. (R)
Activity 3. Is full of energy. 4. Generates a lot of enthusiasm.
Agreeableness
Altruism 1. Is helpful and unselfish with others. 2. Is
considerate and kind to almost
everyone.
Compliance 3. Has a forgiving nature. 4. Starts quarrels with
others. (R)
Conscientiousness
Order 1. Tends to be disorganized. (R) 2. Can be somewhat
careless. (R)
Self-Discipline 3. Perseveres until the task is finished. 4. Is
easily distracted. (R)
Neuroticism
Anxiety 1. Worries a lot. 2. Remains calm in tense situations.
(R)
Depression 3. Is depressed, blue. 4. Can be moody.
50. Openness to
Experience
Openness to
Aesthetics
1. Values artistic, aesthetic experiences. 2. Has few artistic
interests. (R)
Openness to Ideas 3. Likes to reflect, play with ideas. 4. Is
curious about many things.
Note: Reverse-keyed items are denoted by (R). The common
stem for all BFI items is “I see myself as someone who . . .”
BFI _ Big Five
Inventory.
Source: Reprinted with permission from Soto, C. J., John, O. P.,
Gosling, S. D., & Potter, J. (2011
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib1525) ). Age differences in personality
traits from 10 to 65: Big Five domains and facets in a large
cross-sectional sample. Journal of Personality and Social
Psychology, 100, 330–348.
Their assessment tool, the BFI, is appropriate for children and
adults of any age with a fifth-grade reading
level. However, for participants younger than 10 and older than
65, sample sizes were too small to provide
highly reliable estimates. The minimum sample size for each
year of age was 922, and at least 422 persons
of each gender were included. Their study is vast and
comprehensive in its conclusions. We need to keep
in mind that cross-sectional age differences may not mirror
51. longitudinal age trends. As discussed above,
cohort effects always could be at play. However, Soto et al.
(2011
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib1525) ) collected their
cross-sectional data over a period of 7 years, and thus were able
to examine for cohort effects, which they
did not find. We summarize here a few essential and remarkable
findings:
Scores for Agreeableness and Conscientiousness take a nosedive
after age 10, reaching their
lowest levels by far in the entire life span at age 13 and then
climbing sharply into young
adulthood at age 20. The popular stereotype that young
teenagers are disagreeable and lacking in
self-discipline rings true in this study.
Scores on Agreeableness, Conscientiousness, and Openness to
Experience all climb gradually or
moderately throughout the entire span of adulthood, from age 20
to 65. Some qualities do appear
to improve indefinitely with age (at least to age 65).
Scores on Extraversion are at their highest level at age 10, drop
sharply until age 15, and then
remain level across the life span. The contribution of the
Activity component (e.g., “Is full of
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energy”) appears to explain the very high scores on
Extraversion at age 10. After age 15 there is
essentially no change in Extra-version scores.
Scores on Neuroticism reveal abrupt gender differences. Women
outscore men, sometimes
dramatically so, at all age levels. For women, scores rise
sharply to their highest levels at age 15–
16 and then decline at a moderate pace for the remainder of the
life span. It appears that the mid-
teen years are especially difficult for girls. For men, scores on
Neuroticism decline moderately
from age 10 to 20, remain level from age 20 to age 50, and then
decline moderately to age 65. The
higher scores for women compared to men document an
established epidemiological trend in
which women are more likely to manifest anxiety and
depression than men (McLean, Asnaani,
Litz, & Hofmann, 2011
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib1108) ).
Women score higher than men at all ages for Agreeableness,
Conscientiousness, and Extraversion.
Gender differences on Openness to Experience are complex, but
at all ages men score higher than
women on the Ideas facet. The interpretation of these gender
differences is unclear.
The literature on age differences and longitudinal trends in Big
Five personality domains is vast. We refer
the reader to Helson and Soto (2005
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib733) ), Lüdtke, Roberts,
Trautwein, and Nagy (2011
53. (http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib956) ), Specht et al.
(2011
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib1529) ), and
Wortman, Lucas, and Donnellan (2012
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib1789) ).
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9.6 THE ASSESSMENT OF MORAL JUDGMENT
The Moral Judgment Scale
Kohlberg has proposed one of the few theories of moral
development that is both comprehensive and
empirically based (Colby, Kohlberg, Gibbs, & Lieberman, 1983
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib322) ; Kohlberg, 1958
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
54. ions/bm02#bm02bib905) , 1981
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib906) , 1984
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib907) ; Kohlberg &
Kramer, 1969
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib909) ).
Although he was more concerned with theory-based problems of
moral development than with the
nuances of standardized measurement, Kohlberg did generate a
method of assessment that is widely used
and intensely debated. We will review the underlying rationale
for his measurement tool and discuss the
psychometric properties of the instrument as well. In addition,
we will take a brief look at a more
objectively based adaptation of Kohlberg’s approach known as
the Defining Issues Test (Rest, 1979
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib1353) ; Rest & Thoma,
1985
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib1355) ).
Stages of Moral Development
Kohlberg’s theory grew out of Piaget’s (1932
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib1291) ) stage theory of
moral development in childhood. Kohlberg extended the stages
into adolescence and adulthood. In order
to explore reasoning about difficult moral issues, he devised a
series of moral dilemmas
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm01#bm01gloss209) . One of the most
famous is the dilemma of Heinz and the druggist:
55. In Europe, a woman was near death from a special kind of
cancer. There was one drug that the
doctors thought might save her. It was a form of radium that a
druggist in the same town had recently
discovered. The drug was expensive to make, but the druggist
was charging ten times what the drug
cost him to make. He paid $200 for the radium and charged
$2000 for a small dose of the drug. The
sick woman’s husband, Heinz, went to everyone he knew to
borrow the money, but he could only get
together about $1000 which is half of what it cost. He told the
druggist that his wife was dying, and
asked him to sell it cheaper or let him pay later. But the
druggist said, “No, I discovered the drug and
I’m going to make money from it.” So Heinz got desperate and
broke into the man’s store to steal the
drug for his wife. (Kohlberg & Elfenbein, 1975
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib908) )
After reading or hearing this story, the respondent is asked a
series of probing questions. The questions
might be as follows: Should Heinz have stolen the drug? What
if Heinz didn’t love his wife? Would that
change anything? What if the person dying was a stranger?
Should Heinz steal the drug anyway? Based on
answers to this and other dilemmas, Kohlberg concluded that
there are three main levels of moral
reasoning, with two substages within each level (Table 9.5
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/ch09lev1sec6#ch09tab5) ). One use of his
measurement instrument, the Moral Judgment Scale, is to
determine a respondent’s stage of moral
reasoning.1
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
57. presented one at a time (Colby, Kohlberg, Gibbs, & others, 1978
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib321) ). In its latest
revision, the scale comes in three versions called Forms A, B,
and C. Scoring is quite complex, based on the
examiner’s judgment of responses in relation to extensive
criteria outlined in a detailed scoring manual
(Colby & Kohlberg, 1987
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib320) ). Although there are
several different dimensions to scoring, the one element most
frequently cited in research studies is the
overall stage of moral reasoning that characterizes a respondent.
TABLE 9.5 Kohlberg’s Levels and Stages of Moral
Development
Level
1:
Preconventional
Stage
1.
Punishment and obedience orientation: The physical
consequences determine what is good or
bad.
Stage
2.
Instrumental relativism orientation: What satisfies one’s own
needs is good.
Level
58. 2:
Conventional
Stage
3.
Interpersonal concordance orientation: What pleases or helps
others is good.
Stage
4.
“Law-and-order” orientation: Maintaining the social order and
doing one’s duty is good.
Level
3:
Postconventional or Principled
Stage
5.
Social contract-legalistic orientation: Values agreed upon by
society determine what is good.
Stage
6.
Universal ethical-principle orientation: What is right is a matter
of conscience derived from
universal principles.
Source: Based on Kohlberg (1984
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
59. ions/bm02#bm02bib907) ).
Critique of the Moral Judgment Scale
Early versions of the Moral Judgment Scale suffered serious
shortcomings of scoring and interpretation.
For example, in his doctoral dissertation, Kohlberg (1958
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib905) ) proposed two
scoring systems: one using the sentence or completed thought as
the unit of scoring, the other relying
upon a global rating of all the subject’s utterances as the unit of
analysis. Neither approach was fully
satisfactory, and early reviews of the scale were justifiably
critical of its reliability and validity (Kurtines
& Greif, 1974
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib933) ).
In response to these criticisms, Kohlberg and his associates
developed a scoring system that is
unparalleled in its clarity, detail, and sophistication (Rest, 1986
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib1354) ). Fortuitously,
since the moral dilemmas of the Moral Judgment Scale have
remained constant over the years, it is
possible to apply the new scoring system to old data. The
capacity to reanalyze old data and compare
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them with new data is invaluable in determining the reliability
and validity of an existing scale. A most
important study in this regard has been published by Kohlberg
and associates (Colby et al., 1983
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib322) ).
This investigation reports the results of using the new scoring
system in a longitudinal study spanning
more than 20 years. The results are impressive and offer strong
support for the reliability and validity of
the instrument. Test–retest correlations for the three forms were
in the high .90s, as were interrater
correlations. Longitudinal scores of subjects tested at three- to
four-year intervals over 20 years revealed
theory-consistent trends. Fifty-six of 58 subjects showed
upward change, with no subjects skipping any
stages. Furthermore, only 6 percent of the 195 comparisons
showed backward shifts between two testing
sessions. The internal consistency of scores was also excellent:
about 70 percent of the scores were at one
stage, and only 2 percent of the scores were spread further than
two adjacent stages. Cronbach’s alpha
was in the mid-.90s for the three forms. These findings have
61. been corroborated by Nisan and Kohlberg
(1982
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib1238) ). Heilbrun
and Georges (1990
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib730) )
also report favorably upon the validity of the Moral Judgment
Scale, insofar as postconventional
development is correlated with higher levels of self-control, as
would be predicted from the fact that
morally mature persons often oppose social pressure or legal
constraints. In sum, the Moral Judgment
Scale is reliable, internally consistent, and possesses a theory-
confirming developmental coherence.
The Defining Issues Test
The Defining Issues Test (DIT) is similar to the Moral Judgment
Scale but incorporates a much simpler and
completely objective scoring format (Rest, 1979
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib1353) , 1986
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib1354) ). The examinee
reads a series of moral dilemmas similar to those designed by
Kohlberg and then chooses a proper action
for each. For example, one dilemma involves a patient dying a
painful death from cancer. In her lucid
moments, she requests an overdose of morphine to hasten her
death. What should the doctor do? Three
options of the following kind are listed:
______He should give the woman a fatal overdose
______Should not give the overdose
______Can’t decide
62. The examinee’s choice does not enter directly into the
determination of the moral judgment score. The
real purpose in forcing a choice is to cause the examinee to
think about the importance of various factors
in making the decision. Following the choice of proper action,
the examinee rates the importance of
several factors on a five-point Likert scale: great, much, some,
little, or no importance. The factors are
distinct for each dilemma. The factors differ in the level of
moral judgment they signify, ranging from
Kohlberg’s stage 1 through stage 6. In the case of the preceding
dilemma, the factors include such matters
as follows:
______Whether the doctor can make it look like an accident
______Can society afford to let people end their lives when
they want to
______Whether the woman’s family favors giving the overdose
or not
These ratings form the basis for generating several quantitative
scores that pertain to the moral judgment
of the examinee. The most widely used score is the P score,
which is a percentage of principled thinking.
Reliability of the P score ranges from .71 to .82 in test–retest
studies (Rest, 1979
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(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib1353) , 1986
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib1354) ). Validity has been
studied by contrasting groups known to differ on principled
thinking. For example, graduate students in
moral philosophy and political science, general college
students, high school seniors, and ninth-grade
students were found to differ appropriately and systematically
on the P score. In longitudinal studies,
significant upward trends were found over six years and four
testings. Recently, Rest has recommended a
new measure of moral judgment, the N2 index, calculated on the
basis of several complex formulas that
use both ranking and rating data. The two indices are highly
correlated in the .90s. Nonetheless, in a
retrospective analysis of previous studies, the N2 index
outperformed the P index by a substantial margin
(Rest, Thoma, Narvaez, & Bebeau, 1997
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib1356) ).
Over 600 articles have been published on the Defining Issues
Test (McCrae, 1985
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
64. ions/bm02#bm02bib1084) ). In general, the
instrument is considered a useful alternative to Kohlberg’s
Moral Judgment Scale, particularly for research
on group differences in moral reasoning. However, reviewers do
note several cautions about the DIT
(Westbrook & Bane, 1992
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib1751) ). First, the test
uses two moral dilemmas from the Vietnam War and is,
therefore, somewhat dated. Many young
examinees have little knowledge of (and perhaps no interest in)
this topic and may find it difficult to
identify with these questions. Another dilemma—the classic
case of whether Heinz should steal a drug to
save his wife’s life—is also of dubious value since it has been
widely publicized and reprinted in college
textbooks. A significant proportion of prospective examinees
are no longer naive about this moral
dilemma.
Richards and Davison (1992
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib1367) ) have pressed the
point that the DIT is biased against conservatively religious
individuals. Certainly, it is well established
that conservative or fundamentalist religious people tend to
score lower than average on the P score of the
Defining Issues Test (Getz, 1984
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib582) ; Richards, 1991
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib1365) ). According to
Richards and Davison (1992
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib1367) ), the reason for
this is that stage 3 and stage 4 items (unintentionally) possess
65. strong theological implications that cause
fundamentalist individuals to endorse the items, thereby
lowering their score on the test. Consider items
that tap stage 4 reasoning, which is the “law and order”
orientation that equates “moral” with doing one’s
duty and maintaining the social order. Whereas nonreligious
persons might support the laws of the land
(and endorse stage 4 items) because they believe that legal
authorities define what is right and moral,
religious minorities such as Mormons believe that supporting
the laws of the land is a theological and
religious obligation that flows directly from articles of faith in
their religion:
While Mormons place a high value on obeying the law and
supporting legal authorities, this value is
due to their theological belief that God has commanded them to
do so, and not because they believe,
as do true Stage 4 thinkers, that the laws of the land or legal
authorities define what is right or moral.
(Richards & Davison, 1992
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib1367) , p. 470)
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67. The AAM is a 41-item measure of
misbehaviors such as copying test answers, downloading term
papers, retrospectively changing test
answers, and so forth. Although these individuals reported an
average (but prolific!) level of academic
misconduct for college students—fully three-fourths admitted to
one or more transgressions—there was
absolutely no relationship between scores on the DIT and scores
the AAM. Certainly, more research is
needed on the connection (or disconnection) between moral
reasoning and moral action.
Another concern about the DIT is the dearth of norms pertinent
to minority groups. Finally, Westbrook
and Bane (1992
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib1751) )
argue that the technical manual for the DIT lacks essential
details needed to evaluate the adequacy of the
test. In spite of the concerns listed here, the DIT is a widely
respected test, particularly for research on
moral reasoning. Thoma (2006
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib1632) ) provides a
thorough review of research on the DIT.
1Even though the Moral Judgment Scale has been widely used
for empirical research, Kohlberg (1981
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib906) , 1984
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib907) ) suggests that its most valuable
application is for the
promotion of self-understanding and the development of moral
reasoning in the individual respondent.
69. The situation is little improved in contemporary times. For
example, except for a few specialty journals,
spiritual and religious topics are virtually absent from the
psychological literature.
Yet researchers have no right to retire from the field, given its
significance to the average person. Consider
these statistics on religious belief in the United States, stable
since 1944 when national polls first came
into use (Hoge, 1996
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib760) ):
Belief in God has remained constant at about 92 to 95 percent
of the population.
Belief in the divinity of Jesus Christ has been endorsed by 75 to
80 percent of adults.
Belief in an afterlife has remained at about 75 percent of the
population.
Comparable statistics are not available worldwide, but it seems
likely that the percentage of believing
individuals (whether Muslim, Buddhist, Hindu, Jew, or other) is
very high. Most people embrace a spiritual
perspective in life, and surely this must have some bearing on
their adjustment, behavior, and outlook.
Unfortunately, the field of psychology, including the specialty
area of testing, largely has maintained an
indifference to this important aspect of human experience.
Worse yet, in many intellectual circles the
endorsement of spiritual or religious sentiments is seen as
evidence of psychopathology. Among others,
Sigmund Freud endorsed a cynical view of religion in his aptly
titled essay, The Future of an Illusion
(1927/1961). Yet for many persons, a connection with the
70. transcendent is essential to meaning in life.
This is especially so in times of extreme duress, as when
personal annihilation knocks at the front door.
Consider the experience of Viktor Frankl (1963
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib535) ), a Nazi death camp
survivor and founding figure of existential psychology. At one
point during World War II he had to
surrender his coat with a cherished manuscript in the pockets in
exchange for the worn-out rags of an
inmate sent to the gas chamber:
Instead of the many pages of my manuscript, I found in a pocket
of the newly acquired coat a single
page torn out of a Hebrew prayer book, which contained the
main Jewish prayer, Shema Yisrael. How
should I have interpreted such a “coincidence” other than as a
challenge to live my thoughts instead of
merely putting them on paper?
In the remainder of this topic, we take the view that spiritual
and religious dimensions to life often serve
constructive purposes and that assessment within these domains
is worthy of additional study.
Challenges and Purposes of Religious and Spiritual Assessment
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Other than personal or scholarly curiosity about religious and
spiritual matters, what might be the
motivation for religious and spiritual assessment? Further, what
is spirituality, and how is it distinguished
from religiousness? It appears evident that some people can be
religious without being spiritual, ghost
walking through religious traditions with no involvement of
heart. But is it possible to be spiritual without
being religious? Before we review specific assessment tools, it
will prove helpful to examine the
distinction between spirituality and religiousness, and to discuss
the reasons for assessment in the first
place.
According to the Yearbook of American and Canadian Churches
(2012
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sect
ions/bm02#bm02bib42) ), total church
membership has declined steadily for many years, even though
some denominations have increased in
popularity. Alongside this general decline in traditional forms
of worship, spiritual practices have
expanded in popularity, as witnessed by the proliferation of
meditation, 12-step, Eastern, yoga, and other
broadly spiritual practices. For example, mindfulness
meditation, with roots in Buddhism, is more popular
than ever (Williams & Penman, 2011). It is recommended for
problems with anxiety, depression, pain,
hyperactivity, sleep, parenting, stress, tinnitus, psoriasis,
Parkinson’s disease—the list goes on and on.
Those who practice mindfulness, for whatever initial purpose,