This paper reports the results of three hypothesis tests conducted using survey data from 51 Harvard undergraduates. The paper tests theories that happiness comes from hard work, pleasure-seeking, and strong social ties. None of the theories received support. Spending time studying did not correlate with happiness. Those reporting more pleasure activities were not happier than those reporting fewer. And having more friends was not associated with greater happiness. The paper concludes that while the theories are not incompatible, the present data did not support any of them in explaining sources of happiness. Larger or alternative studies may be needed.
This document provides a summary of key concepts in survey research and design in psychology. It covers the research process, survey construction, sampling, levels of measurement, and measurement error. Key points include defining the research problem and hypotheses, designing the survey, developing questions, response formats, sampling methods, pretesting the survey, and considering ethical issues. It also discusses types of questions, scales, biases, accuracy of recall, and comparing data collection methods.
Effective Use of Surveys in UX | Triangle UXPA WorkshopAmanda Stockwell
On a scale of 1-10, how much do you love this workshop?
Ok, hopefully that is an obviously bad question, both because it hasn't happened yet and because it has some bias baked right in. But take a quick look around all the surveys floating out in the world, and they often don't seem much better. Surveys can be a powerful tool for a UX researcher, but many of us haven't learned how to get the most out of them. In this workshop we'll cover:
Best use cases for surveys (and when to avoid them)
An overview of question types
Guidelines for writing effective, unbiased survey questions
Tips to increase overall engagement and participation
Hands on practice crafting surveys
Basic survey analysis
· The below items are the Need for Cognition Scale (Cacioppo, Pett.docxalinainglis
· The below items are the Need for Cognition Scale (Cacioppo, Petty, & Kao, 1984). In the dataset, these are items ncs1-18. To get the total score for this scale, ncs3, ncs4, ncs5, ncs7, ncs8, ncs9, ncs12, ncs16, and ncs17 need to be reverse-scored. Then add up items ncs1, 2, 6, 10, 11, 13, 14, 15, and 18 along with the reverse-scored items to get the total score on the measure.
Instructions: For each statement listed below, circle the number that indicates the extent to which you feel it is characteristic of you. For example, if the statement is not at all like you, circle number 1 under “Extremely Uncharacteristic,” or if you really can’t decide if the statement is or is not characteristic of you, circle number 3 under “Uncertain.”
Extremely Uncharacteristic
Somewhat Uncharacteristic
Uncertain
Somewhat Characteristic
Extremely Characteristic
1. I would prefer complex to simple problems.
1
2
3
4
5
2. I like to have the responsibility of handling a situation that requires a lot of thinking.
1
2
3
4
5
3. Thinking is not my idea of fun.
1
2
3
4
5
4. I would rather do something that requires little thought than something that is sure to challenge my thinking abilities.
1
2
3
4
5
5. I try to anticipate and avoid situations where there is likely a chance I will have to think in depth about something.
1
2
3
4
5
6. I find satisfaction in deliberating hard and for long hours.
1
2
3
4
5
7. I only think as hard as I have to.
1
2
3
4
5
8. I prefer to think about small, daily projects to long-term ones.
1
2
3
4
5
9. I like tasks that require little thought once I’ve learned them.
1
2
3
4
5
10. The idea of relying on thought to make my way to the top appeals to me.
1
2
3
4
5
11. I really enjoy a task that involves coming up with new solutions to problems.
1
2
3
4
5
12. Learning new ways to think doesn’t excite me very much.
1
2
3
4
5
13. I prefer my life to be filled with puzzles that I must solve.
1
2
3
4
5
14. The notion of thinking abstractly is appealing to me.
1
2
3
4
5
15. I would prefer a task that is intellectual, difficult, and important to one that is somewhat important but does not require much thought.
1
2
3
4
5
16. I feel relief rather than satisfaction after completing a task that required a lot of mental effort.
1
2
3
4
5
17. It’s enough for me that something gets the job done; I don’t care how or why it works.
1
2
3
4
5
18. I usually end up deliberating about issues even when they do not affect me personally.
1
2
3
4
5
Participant Number ____________
· Next is the General Self-Efficacy Scale items (Schwarzer & Jerusalem, 1995). In the dataset, these are items gse1-10. To get the total score for this scale, you just sum together all 10 items into one total score.
For each statement below, please indicate to what extent the statement is true of you.
Not at all true
1
Hardly true
2
Moderately true
3
Exactly true
4
1. I can always manage to solve difficult problems if I try hard enough.
2. If someone opposes me, I can find the.
Leaders Self-Insight 3.1. T–P Leadership Questionnaire An .docxsmile790243
Leader's Self-Insight 3.1. T–P Leadership Questionnaire: An
Assessment of Style
Instructions: The following items describe aspects of leadership
behavior. Assume you are the appointed leader of a student group and
feel the pressure for performance improvements to succeed. Respond to
each item according to the way you would most likely act in this pressure
situation. Indicate whether each item below is Mostly False or Mostly
True for you as a work-group leader.
Mos
tly
Fals
e
Mos
tly
Tru
e
1 I would hold members personally
accountable for their performance.
2 I would assign members to specific roles
and tasks.
3 I would ask the members to work harder.
4 I would check on people to know how they
are doing.
5 I would focus more on execution than on
being pleasant with members.
6 I would try to make members' work more
pleasant.
Scoring and Interpretation
The T–P Leadership Questionnaire is scored as follows: Your T score
represents task orientation and is the number of Mostly True answers for
questions 1–5. Your P score represents your people or relationship
orientation and is the number of Mostly True answers for questions 6–
10. A score of 4 or 5 would be considered high for either T or P. A score
of 0 or 1 would be considered low. T = _ _ _. P = _ _ _.
Some leaders focus on people needs, leaving task concerns to followers.
Other leaders focus on task details with the expectation that followers
will carry out instructions. Depending on the situation, both approaches
may be effective. The important issue is the ability to identify relevant
dimensions of the situation and behave accordingly. Through this
questionnaire, you can identify your relative emphasis on the two
dimensions of task orientation (T) and people orientation (P). These are
not opposite approaches, and an individual can rate high or low on either
or both.
What is your leadership orientation? Compare your results from this
assignment to your result from the quiz in Leader's Self-Insight 2.2 in
Chapter 2. What would you consider an ideal leader situation for your
style?
7 I would focus on maintaining a pleasant
atmosphere on the team.
8 I would let members do their work the way
they think best.
9 I would be concerned with people's
personal feelings and welfare.
10 I would go out of my way to be helpful to
members.
Source: Based on the T–P Leadership Questionnaire as published in “Toward a
Particularistic Approach to Leadership Style: Some Findings,” by T. J.
Sergiovanni, R. Metzcus, and L. Burden, American Educational Research Journal
6, no. 1 (1969), pp. 62–79.
Leader's Self-Insight 3.2. Are You Ready?
Instructions: A leader's style can be contingent upon the readiness level
of followers. Think of yourself working in your current or former job.
Answer the following questions based on how you are on that job.
Please answer whether each item is Mostly False or Mostly True for you
in that job.
Mos
tly
Fals
e
Mos
tly
Tru
e
...
CDEV 103 Child Growth and Development .docxtarifarmarie
CDEV 103 Child Growth and Development
Child Interview Project Packet Template
(Adapted from the work of Dr. Ann Hussmann. Revised January 2017)
Save this document to your desktop and use it as a template for this project.
It is a WORD document. The fields will expand as you type.
1. Background Information
IMPORTANT: Add any additional questions that you may find helpful in writing your summary and conclusion, or delete questions if you find them in appropriate. If you delete a question be sure to explain why you deleted it. You may want to gather this information from the parent or guardian.
Date, time and place of the interview
Child’s name
Age in years and months (for example, 5 years, 7 months)
Ethnicity/ cultural background
Number of siblings
Family structure (Who lives in the child’s home?)
Parent’s occupations or socioeconomic status
Additional information that you deem as important
2. Interview Questions
Print this out and write in your answers during your interview with the child. Type the answers into this section before you submit your final report.Add any questions that you believe will help you with your summary.
Physical Development
What is your favorite food?
What is the healthiest thing you eat?
What does a person need to do to be healthy?
What is the least healthy thing you eat? How often to you get to eat it?
Do you exercise? Do you like it?
What is your favorite outside game or activity?
Do you like water? How much water do you drink?
Do you think that you are too fat or too skinny or just right?
What is your bed time? Is it hard for you to fall asleep at night?
Is it hard for you to wake up in the morning? If yes, why?
Cognitive Development
School
What is your favorite subject in school? Why?
What is your least favorite subject in school? Why?
Do you like to read? What kinds of thigs do you like to read?
Do you like to write? What kinds of things to you like to write about?
Do you like math? Why or why not?
Do you like to play games? What kinds of games?
Do you like to play games that are easy for you or that are challenging?
What does your teacher like best about you?
Problem Solving
If you do not know the answer to something, what do you do?
What is the biggest problem in the world? What should be done about it?
Social and Emotional Development
Friendship
Do you have any friends?
What is the best thing about your friend?
Is there anything you don’t like about your friend?
If your friend did something wrong, would you tell on him/her?
Bullying (If the answer is no – skip this section.)
Has a bully ever bothered you or someone you know at school? What did he/she say and do?
What did you do?
Did anyone help you? Who was it? What did they do?
Popularity
What does it mean to be popular?
Are you popular? Why or why not?
Is being popular a good thing?
.
Personalized medicine - putting the 'Mind' insideHoward Moskowitz
The document discusses using vignettes and surveys to understand different mindsets and what messaging resonates with different groups. It provides examples of studies conducted to understand the perspectives of teens facing hospitals and teen girls with eating problems. The studies identified 3 distinct segments for each group based on their responses. For teens in hospitals, the segments were focused on staff always smiling, checking in on patients, and making patients feel special vs speaking honestly, seeming human, and communicating for future vs developing long-term bonds. For teen girls, the segments identified were "control seekers", "aware but don't care", and "low self-esteem". The surveys analyzed which statements best described each segment to understand what drives different emotional responses.
This document provides sample questions from an e-book that prepares gifted children for intelligence and qualification tests. It includes 3 sample questions each from sections on vocabulary, verbal comprehension, conceptual relations, shapes, arithmetic word problems, series, and matrices. The questions demonstrate the types of questions children may encounter on tests for gifted programs and aim to help children excel and maximize their potential through thorough preparation and practice.
This document provides a summary of key concepts in survey research and design in psychology. It covers the research process, survey construction, sampling, levels of measurement, and measurement error. Key points include defining the research problem and hypotheses, designing the survey, developing questions, response formats, sampling methods, pretesting the survey, and considering ethical issues. It also discusses types of questions, scales, biases, accuracy of recall, and comparing data collection methods.
Effective Use of Surveys in UX | Triangle UXPA WorkshopAmanda Stockwell
On a scale of 1-10, how much do you love this workshop?
Ok, hopefully that is an obviously bad question, both because it hasn't happened yet and because it has some bias baked right in. But take a quick look around all the surveys floating out in the world, and they often don't seem much better. Surveys can be a powerful tool for a UX researcher, but many of us haven't learned how to get the most out of them. In this workshop we'll cover:
Best use cases for surveys (and when to avoid them)
An overview of question types
Guidelines for writing effective, unbiased survey questions
Tips to increase overall engagement and participation
Hands on practice crafting surveys
Basic survey analysis
· The below items are the Need for Cognition Scale (Cacioppo, Pett.docxalinainglis
· The below items are the Need for Cognition Scale (Cacioppo, Petty, & Kao, 1984). In the dataset, these are items ncs1-18. To get the total score for this scale, ncs3, ncs4, ncs5, ncs7, ncs8, ncs9, ncs12, ncs16, and ncs17 need to be reverse-scored. Then add up items ncs1, 2, 6, 10, 11, 13, 14, 15, and 18 along with the reverse-scored items to get the total score on the measure.
Instructions: For each statement listed below, circle the number that indicates the extent to which you feel it is characteristic of you. For example, if the statement is not at all like you, circle number 1 under “Extremely Uncharacteristic,” or if you really can’t decide if the statement is or is not characteristic of you, circle number 3 under “Uncertain.”
Extremely Uncharacteristic
Somewhat Uncharacteristic
Uncertain
Somewhat Characteristic
Extremely Characteristic
1. I would prefer complex to simple problems.
1
2
3
4
5
2. I like to have the responsibility of handling a situation that requires a lot of thinking.
1
2
3
4
5
3. Thinking is not my idea of fun.
1
2
3
4
5
4. I would rather do something that requires little thought than something that is sure to challenge my thinking abilities.
1
2
3
4
5
5. I try to anticipate and avoid situations where there is likely a chance I will have to think in depth about something.
1
2
3
4
5
6. I find satisfaction in deliberating hard and for long hours.
1
2
3
4
5
7. I only think as hard as I have to.
1
2
3
4
5
8. I prefer to think about small, daily projects to long-term ones.
1
2
3
4
5
9. I like tasks that require little thought once I’ve learned them.
1
2
3
4
5
10. The idea of relying on thought to make my way to the top appeals to me.
1
2
3
4
5
11. I really enjoy a task that involves coming up with new solutions to problems.
1
2
3
4
5
12. Learning new ways to think doesn’t excite me very much.
1
2
3
4
5
13. I prefer my life to be filled with puzzles that I must solve.
1
2
3
4
5
14. The notion of thinking abstractly is appealing to me.
1
2
3
4
5
15. I would prefer a task that is intellectual, difficult, and important to one that is somewhat important but does not require much thought.
1
2
3
4
5
16. I feel relief rather than satisfaction after completing a task that required a lot of mental effort.
1
2
3
4
5
17. It’s enough for me that something gets the job done; I don’t care how or why it works.
1
2
3
4
5
18. I usually end up deliberating about issues even when they do not affect me personally.
1
2
3
4
5
Participant Number ____________
· Next is the General Self-Efficacy Scale items (Schwarzer & Jerusalem, 1995). In the dataset, these are items gse1-10. To get the total score for this scale, you just sum together all 10 items into one total score.
For each statement below, please indicate to what extent the statement is true of you.
Not at all true
1
Hardly true
2
Moderately true
3
Exactly true
4
1. I can always manage to solve difficult problems if I try hard enough.
2. If someone opposes me, I can find the.
Leaders Self-Insight 3.1. T–P Leadership Questionnaire An .docxsmile790243
Leader's Self-Insight 3.1. T–P Leadership Questionnaire: An
Assessment of Style
Instructions: The following items describe aspects of leadership
behavior. Assume you are the appointed leader of a student group and
feel the pressure for performance improvements to succeed. Respond to
each item according to the way you would most likely act in this pressure
situation. Indicate whether each item below is Mostly False or Mostly
True for you as a work-group leader.
Mos
tly
Fals
e
Mos
tly
Tru
e
1 I would hold members personally
accountable for their performance.
2 I would assign members to specific roles
and tasks.
3 I would ask the members to work harder.
4 I would check on people to know how they
are doing.
5 I would focus more on execution than on
being pleasant with members.
6 I would try to make members' work more
pleasant.
Scoring and Interpretation
The T–P Leadership Questionnaire is scored as follows: Your T score
represents task orientation and is the number of Mostly True answers for
questions 1–5. Your P score represents your people or relationship
orientation and is the number of Mostly True answers for questions 6–
10. A score of 4 or 5 would be considered high for either T or P. A score
of 0 or 1 would be considered low. T = _ _ _. P = _ _ _.
Some leaders focus on people needs, leaving task concerns to followers.
Other leaders focus on task details with the expectation that followers
will carry out instructions. Depending on the situation, both approaches
may be effective. The important issue is the ability to identify relevant
dimensions of the situation and behave accordingly. Through this
questionnaire, you can identify your relative emphasis on the two
dimensions of task orientation (T) and people orientation (P). These are
not opposite approaches, and an individual can rate high or low on either
or both.
What is your leadership orientation? Compare your results from this
assignment to your result from the quiz in Leader's Self-Insight 2.2 in
Chapter 2. What would you consider an ideal leader situation for your
style?
7 I would focus on maintaining a pleasant
atmosphere on the team.
8 I would let members do their work the way
they think best.
9 I would be concerned with people's
personal feelings and welfare.
10 I would go out of my way to be helpful to
members.
Source: Based on the T–P Leadership Questionnaire as published in “Toward a
Particularistic Approach to Leadership Style: Some Findings,” by T. J.
Sergiovanni, R. Metzcus, and L. Burden, American Educational Research Journal
6, no. 1 (1969), pp. 62–79.
Leader's Self-Insight 3.2. Are You Ready?
Instructions: A leader's style can be contingent upon the readiness level
of followers. Think of yourself working in your current or former job.
Answer the following questions based on how you are on that job.
Please answer whether each item is Mostly False or Mostly True for you
in that job.
Mos
tly
Fals
e
Mos
tly
Tru
e
...
CDEV 103 Child Growth and Development .docxtarifarmarie
CDEV 103 Child Growth and Development
Child Interview Project Packet Template
(Adapted from the work of Dr. Ann Hussmann. Revised January 2017)
Save this document to your desktop and use it as a template for this project.
It is a WORD document. The fields will expand as you type.
1. Background Information
IMPORTANT: Add any additional questions that you may find helpful in writing your summary and conclusion, or delete questions if you find them in appropriate. If you delete a question be sure to explain why you deleted it. You may want to gather this information from the parent or guardian.
Date, time and place of the interview
Child’s name
Age in years and months (for example, 5 years, 7 months)
Ethnicity/ cultural background
Number of siblings
Family structure (Who lives in the child’s home?)
Parent’s occupations or socioeconomic status
Additional information that you deem as important
2. Interview Questions
Print this out and write in your answers during your interview with the child. Type the answers into this section before you submit your final report.Add any questions that you believe will help you with your summary.
Physical Development
What is your favorite food?
What is the healthiest thing you eat?
What does a person need to do to be healthy?
What is the least healthy thing you eat? How often to you get to eat it?
Do you exercise? Do you like it?
What is your favorite outside game or activity?
Do you like water? How much water do you drink?
Do you think that you are too fat or too skinny or just right?
What is your bed time? Is it hard for you to fall asleep at night?
Is it hard for you to wake up in the morning? If yes, why?
Cognitive Development
School
What is your favorite subject in school? Why?
What is your least favorite subject in school? Why?
Do you like to read? What kinds of thigs do you like to read?
Do you like to write? What kinds of things to you like to write about?
Do you like math? Why or why not?
Do you like to play games? What kinds of games?
Do you like to play games that are easy for you or that are challenging?
What does your teacher like best about you?
Problem Solving
If you do not know the answer to something, what do you do?
What is the biggest problem in the world? What should be done about it?
Social and Emotional Development
Friendship
Do you have any friends?
What is the best thing about your friend?
Is there anything you don’t like about your friend?
If your friend did something wrong, would you tell on him/her?
Bullying (If the answer is no – skip this section.)
Has a bully ever bothered you or someone you know at school? What did he/she say and do?
What did you do?
Did anyone help you? Who was it? What did they do?
Popularity
What does it mean to be popular?
Are you popular? Why or why not?
Is being popular a good thing?
.
Personalized medicine - putting the 'Mind' insideHoward Moskowitz
The document discusses using vignettes and surveys to understand different mindsets and what messaging resonates with different groups. It provides examples of studies conducted to understand the perspectives of teens facing hospitals and teen girls with eating problems. The studies identified 3 distinct segments for each group based on their responses. For teens in hospitals, the segments were focused on staff always smiling, checking in on patients, and making patients feel special vs speaking honestly, seeming human, and communicating for future vs developing long-term bonds. For teen girls, the segments identified were "control seekers", "aware but don't care", and "low self-esteem". The surveys analyzed which statements best described each segment to understand what drives different emotional responses.
This document provides sample questions from an e-book that prepares gifted children for intelligence and qualification tests. It includes 3 sample questions each from sections on vocabulary, verbal comprehension, conceptual relations, shapes, arithmetic word problems, series, and matrices. The questions demonstrate the types of questions children may encounter on tests for gifted programs and aim to help children excel and maximize their potential through thorough preparation and practice.
Assignment InstructionsCounselors have the responsibility of knsimisterchristen
The document provides instructions for a multi-part counseling ethics assignment. It explains that students pursuing licensure as a licensed professional counselor should evaluate the American Counseling Association (ACA) Code of Ethics as well as their state's rules and regulations.
The assignment has two parts: 1) Students must rewrite each section of their professional code(s) of ethics in their own words, providing an example for understanding. 2) Students must identify the specific license and state they are pursuing and compare the national code to their state's licensing standards, noting three similarities and three differences.
This document discusses research methods for conducting surveys. It covers topics such as sampling, developing research questions, planning a survey, question types, and analyzing results. Some key points include:
- Sampling involves selecting a subset of a population to study. There are probability/random sampling methods and non-probability/convenience sampling methods.
- When planning a survey, researchers should consider who the respondents will be, what information they want to learn, and how to effectively collect that information.
- Questions should be clear, avoid bias and ambiguity, and not be leading. Common question types include closed-ended, open-ended, and scales.
- Analyzing results includes calculating the margin of error to determine accuracy based
F ProjHOSPITAL INPATIENT P & L20162017Variance Variance Per DC 20.docxmecklenburgstrelitzh
This document provides information about conducting a single-sample z-test to compare the average test score of 10th grade math students in Section 6 of a local high school to the average score of all 10th grade math students across the state. It includes the steps to calculate the z-score, find the corresponding probability using a z-table, and determine if the difference is statistically significant at the 0.05 level.
A tool presented at the Helping the Helpers workshop at LiveOn NY's 26th Annual Conference on the Transformation of Aging. The focus of the workshop was on how to combat and manage stress for those in the helping professions. This tool helps individuals assess their current quality of life as it relates to their work.
This document discusses statistical concepts like inferential statistics, normal distributions, z-scores, t-scores, standardization, and correlations. Some key points covered include:
1. Inferential statistics helps determine if observations from a sample represent the population. It assumes the sample is similar to the population and follows a normal distribution.
2. Z-scores and t-scores are used to standardize scores from different distributions to allow comparisons. Standardization converts scores to distance from the mean in standard deviation units.
3. Scatter plots show relationships between two variables and can suggest correlations. A line of best fit indicates the direction of the relationship, whether positive or negative. Covariance and correlation coefficients measure the strength
This survey aims to understand students' perspectives on safety, health and support at school. It guarantees confidentiality and notes that respondents do not have to answer all questions. It then asks about the respondent's academic performance, future plans, living situation, health, experiences at school including bullying, stress levels, activities, and spiritual beliefs to help evaluate how to better support students.
1. A good questionnaire must demonstrate validity, reliability, and discrimination. Discrimination means that people with different scores on the questionnaire should differ in meaningful ways on the underlying construct being measured.
2. Validity refers to whether the questionnaire accurately measures what it intends to measure. This includes content validity, criterion validity, and factorial validity. Reliability means the questionnaire produces consistent results under the same conditions.
3. The document provides examples to illustrate discrimination and discusses strategies for establishing validity and reliability, including factor analysis and Cronbach's alpha. It emphasizes that designing a good questionnaire takes significant time and effort.
Dr. Pedro L. Martinez discusses measures of central tendency and variability that can be used to summarize data from different courses. Measures of central tendency like the mean, median, and mode describe typical scores, while measures of variability like the range and standard deviation describe how spread out the scores are. For example, the researcher surveyed students in three courses and found differences in the average study hours between courses. However, more analysis is needed to determine if these differences are statistically significant or just due to chance, since the researcher would need to generalize from the sample to the overall student population.
Manhattan Elite Prep's article on Practical GMAT Test Prep Questions as featured in MBA Intelligence, May 2013. Manhattan Elite Prep offers GMAT, SAT, GRE, LSAT, TOEFL, MCAT preparation class, course, tutoring & tips. Also offers MBA, Graduate School, law school & college admissions consulting, language, computer and career training. Call 888-215-6269 or visit http://www.manhattaneliteprep.com/
IV.A.2 Am I A Deliberate Decision MakerIndicate to what extent.docxpriestmanmable
IV.A.2 Am I A Deliberate Decision Maker?
Indicate to what extent the following statements describe you when you make decisions.
1 = to a very little extent
2 = to a little extent
3 = somewhat
4 = to a large extent
5 = to a very large extent
1. I jump into things without thinking.
1 = to a very little extent
2 = to a little extent
3 = somewhat
4 = to a large extent
5 = to a very large extent
2. I make rash decisions.
1 = to a very little extent
2 = to a little extent
3 = somewhat
4 = to a large extent
5 = to a very large extent
3. I like to act on a whim.
1 = to a very little extent
2 = to a little extent
3 = somewhat
4 = to a large extent
5 = to a very large extent
4. I rush into things.
1 = to a very little extent
2 = to a little extent
3 = somewhat
4 = to a large extent
5 = to a very large extent
5. I don’t know why I do some of the things I do.
1 = to a very little extent
2 = to a little extent
3 = somewhat
4 = to a large extent
5 = to a very large extent
6. I act quickly without thinking.
1 = to a very little extent
2 = to a little extent
3 = somewhat
4 = to a large extent
5 = to a very large extent
7. I choose my words with care.
1 = to a very little extent
2 = to a little extent
3 = somewhat
4 = to a large extent
5 = to a very large extent
Source: Based on L.R. Goldberg, J.A. Johnson, H.W. Eber, R. Hogan, M.C. Ashton, C. R. Cloninger, and H.G. Gough, “The International Personality Item Pool and the Future of Public-Domain Personality Measures,” Journal of Research in Personality, 2006, 40, 84-96.
ANALYSIS
Scoring Key
To score the measure, first reverse-code items 1, 2, 3, 4, 5, and 6 so that 1=5, 2=4, 3=3, 4=2, and 5=1. Then, compute the sum of the 7 items. Scores will range from 7 to 35.
Your score is:______
Analysis and Interpretation
People differ in how they make decisions. Some people prefer to collect information, carefully weigh alternatives, and then select the best option, while others prefer to make a choice as quickly as possible.
This scale assesses how deliberate you are when making decisions. If you scored at or above 28, you tend to be quite deliberate. If you scored at or below 14, you tend to be rash. Scores between 14 and 27 reveal a more blended style of decision making.
How should decisions be made? The rational model states that individuals should define the problem, identify what criteria are relevant for making the decision and weigh those criteria according to importance, develop alternatives, and finally evaluate and select the best alternative. Though this sounds like an arduous process, research has shown that the rational model tends to result in better decisions.
If you tend to make decisions on a whim, you may want to be especially careful in auction settings, such as those found on the Web site eBay. The time pressures involved, along with the emotional arousal that comes with bidding, can result in “auction fever” and suboptimal decisions. Put si ...
Chamberlain College of NursingNR 305 Health AssessmentDisc.docxcravennichole326
Chamberlain College of Nursing NR 305 Health Assessment
Discharge Teaching Plan:
Guidelines and Grading RubricPurpose
In addition to the information presented in the week 2 introduction threaded discussion for Red Yoder, our elderly patient male patient, the student will read an assigned case study and write a discharge teaching plan utilizing the information gained from both sources.Course Outcomes
This assignment enables the student to meet the following course outcomes:
CO #1: Utilize prior knowledge of theories and principles of nursing and related disciplines to explain expected client behaviors, while differentiating between normal findings, variations, and abnormalities. (PO #1)
CO #3: Utilize effective communication when performing a health assessment. (PO #3)
CO #4: Identify teaching/learning needs from the health history of an individual. (PO #2)
CO #5: Explore the professional responsibilities involved in conducting a comprehensive health assessment and providing appropriate documentation. (PO #6)
Points
This assignment is worth a total of 100 points.
Due Date
The completed Discharge Teaching Plan form is to be submitted to the Dropbox by 11:59 p.m. MT Sunday of Week 2. Post questions to the weekly Q & A Forum. Contact your instructor if you need additional assistance. See the Course Policies regarding late assignments. Failure to submit your assignment to the Dropbox on time may result in a deduction of points.Directions
1. Review the initial information presented regarding Mr. Red Yoder, whom you met in week 2 threaded discussion. Read the Discharge Teaching Plan Case Study located in Doc Sharing. Take notes and highlight important points that are important to consider when developing a discharge teaching plan.
2. Use Microsoft Word 2010 (or later) to fill in the Discharge Teaching Plan form, which is located in Doc Sharing. This assignment is to be completed with a maximum of 6 pages. You may bullet point your responses.
3. Use scholarly writing including correct English grammar, syntax and sentence structure when writing in complete sentences.
4. Submit the assignment to the Discharge Teaching Plan Dropbox by Sunday, 11:59 p.m. MT, by the end of Week 2. Please post questions about this assignment to the weekly Q & A Forums so that the entire class may view the answers.Grading Criteria
(Bulleted points you will need to address in your responses)
Category
Points
%
Description
Special/ age related needs
10
10%
· Are there any special needs regarding Mr. Yoder’s case?
· Does Mr. Yoder’s age present a problem?
· What are the risks of a readmission for Mr. Yoder?
· What measures might be put into place in an attempt to prevent a readmission?
Cognitive issues
12
12%
· What is Mr. Yoder’s cognitive status in your opinion?
· What available assessment tool might you use to assess Mr. Yoder’s cognitive ability?
· Does the fact that Mr. Yoder mentioned: “I have not checked the bandage in a few days” concern you?
Physical barriers
10
1 ...
IGNOU MSCCFT and PGDCFT Exam Question Pattern: MCFT003 Counselling and Family...PsychoTech Services
Study smart! The most important topics for your IGNOU exam are in this document.
We analyzed the examination pattern for IGNOU’s PGDCFT and MSCCFT courses – taking into account every single question of every exam of every single subject to generate these very useful, high-quality insights. Forget about 10 years papers – study smart using FIHC’s IGNOU Exam Question Pattern!
35878 Topic Discussion5Number of Pages 1 (Double Spaced).docxrhetttrevannion
35878 Topic: Discussion5
Number of Pages: 1 (Double Spaced)
Number of sources: 1
Writing Style: APA
Type of document: Essay
Academic Level:Master
Category: Psychology
Language Style: English (U.S.)
Order Instructions: Attached
I will attach the instruction
Please follow them carefully
General Business Page 9
Unit 4
Due Wed 12/12
800-1,000 words / these will be turned into slides and added to your key assignment.
Study the following document: Methods for Managing Differences. Assume this communication strategy has been recommended by your employer for mediation when working with potential and existing business clients and partners.
Consider that there are basically two distinct types of cultures. One type is more cooperative, and the other is more competitive. It has been discovered that there are some conflicts occurring between some of the key players who need to come to agreement on specific critical areas of the deal for it to move forward. The top management would really like this deal to happen.
Imagine being in this situation, and create the scenario as you go through the process using the methods approach from above.
· Describe the steps you would take and any considerations along the way.
· How would you use the recommended method when working with individuals who exhibit a generally competitive culture?
· How would you use the recommended method when working with individuals who exhibit a generally cooperative culture?
· Would this cultural factor change the way you apply this method for managing differences? Why or why not? Explain.
Create Section 4 of your Key Assignment presentation: Global Negotiations. Refer to Unit 1 Discussion Board 2 for a description of this section. Submit a draft of your entire presentation for your instructor to review.
Discussion 2: Discuss, elaborate and give example on the topic below. Please use only the reference I attach. Please be careful with grammar and spelling. No running head Please.
Author: Jackson, S.L. (2017). Statistics Plain and Simple (4th ed.): Cengage Learning
Topic
Review this week’s course materials and learning activities, and reflect on your learning so far this week. Respond to one or more of the following prompts in one to two paragraphs:
1. Provide citation and reference to the material(s) you discuss. Describe what you found interesting regarding this topic, and why.
2. Describe how you will apply that learning in your daily life, including your work life.
3. Describe what may be unclear to you, and what you would like to learn.
Reference:
Module 9: The Single-Sample z Test
The z Test: What It Is and What It Does
The Sampling Distribution
The Standard Error of the Mean
Calculations for the One-Tailed z Test
Interpreting the One-Tailed z Test
Calculations for the Two-Tailed z Test
Interpreting the Two-Tailed z Test
Statistical Power
Assumptions and Appropriate Use of the z Test
Confidence Intervals Based on the z Distribution
Review of Key Term.
Inferring or describing - practice problemsKen Plummer
The document presents 5 practice problems that differentiate between inferring and describing. The problems involve analyzing census data to determine education levels, surveying parents to gauge satisfaction with school counseling, identifying common blood pressure readings in a dataset, examining census data on foreign language use, and generalizing reading comprehension test results from a sample of students to an entire school district.
The document describes how to use SPSS software to analyze survey data. It discusses the main SPSS windows, how to enter data and work with variables, performing descriptive statistics, correlations between variables, and creating scatter plots. Sample survey data is entered for 10 participants collecting information like age, gender, employment status and confidence in learning SPSS. Descriptive statistics are calculated and a correlation run to examine the relationship between age and confidence, with the results plotted in a scatter plot.
HUDDAR RESEARCH TOOL. SKILL DEV D 19 B ED SPL ED.pptAsmitaHuddar
Amateur researchers may not find tool construction challenging till they give it a careful serious thought to the process and the choices it involves. The presentation intends to draw attention to several nitty-gritties of tool construction with ample examples and task based interactions. With reference to research into social science, it facilitates deep diving into principles of developing a tool with high validity. It highlights the need for careful wording as against casual use.
Please fill the attached Self-Assessment Surveys (TWO) and calcula.docxARIV4
Please fill the attached Self-Assessment Surveys (TWO) and calculate your score according to the instruction after each survey. These are personal assessments and I want you to be as honest as possible, rather than worry about what I am going to think.
1. AM I A DELIBERATE DECISION MAKER?
Indicate to what extent the following statements describe you when you make decisions.
1 = to a very little extent; 2 = to a little extent; 3 = somewhat; 4 = to a large extent; 5 = to a very large extent
1
2
3
4
5
1. I jump into things without thinking.
2. I make rash decisions.
3. I like to act on a whim.
4. I rush into things.
5. I don’t know why I do some of the things I do.
6. I act quickly without thinking.
7. I choose my words with care.
Instructions:
To score the measure, first reverse-code items 1, 2, 3, 4, 5, and 6. So that 1=5, 2=4, 3=3, 4=2, and 5=1. Then compute the sum of the 7 items. Scores will range from 7 to 35.
Interpretation
People differ in how they make decisions. Some people prefer to collect information, carefully weigh alternatives, and then select the best option, while others prefer to make a choice as quickly as possible.
This scale assesses how deliberate you are when making decisions. If you scored at or above 28, you tend to be quite deliberate. If you scored at or below 14, you tend to be rash. Scores between 14 and 27 reveal a more blended style of decision making.
How should decisions be made? The rational model states that individuals should define the problem, identify what criteria are relevant to making the decision and weigh those criteria according to importance, develop alternatives, and finally evaluate and select the best alternative. Though this sounds like an arduous process, research has shown that the rational model tends to result in better decisions.
Interestingly, personality is related to a person’s decision-making style. Individuals who are deliberate and decisive tend to be high in emotional stability and high in conscientiousness, while individuals who are more impulsive tend to be low on these two traits. Thus, while your decision-making style is likely to be somewhat stable, following the rational model should help you to avoid making rash decisions.
2. HOW CREATIVE AM I?
Review the 30 adjectives that follow. Being honest and forthright with your answers, identify only those items that accurately describe you.
1. Affected
2. Capable
3. Cautious
4. Clever
5. Commonplace
6. Confident
7. Conservative
8. Conventional
9. Dissatisfied
10. Egotistical
11. Honest
12. Humorous
13. Individualistic
14. Informal
15. Insightful
16. Intelligent
17. Inventive
18. Mannerly
19. Narrow Interests
20. Original
21. Reflective
22. Resourceful
23. Self-confident
24. Sexy
25. Sincere
26. Snobbish
27. Submissive
28. Suspicious
29. Unconventional
30. Wide Interests
Instructions:
The score was calculated by adding 1 point if you descr.
Please fill the attached Self-Assessment Surveys (TWO) and calcula.docxstilliegeorgiana
Please fill the attached Self-Assessment Surveys (TWO) and calculate your score according to the instruction after each survey. These are personal assessments and I want you to be as honest as possible, rather than worry about what I am going to think.
1. AM I A DELIBERATE DECISION MAKER?
Indicate to what extent the following statements describe you when you make decisions.
1 = to a very little extent; 2 = to a little extent; 3 = somewhat; 4 = to a large extent; 5 = to a very large extent
1
2
3
4
5
1. I jump into things without thinking.
2. I make rash decisions.
3. I like to act on a whim.
4. I rush into things.
5. I don’t know why I do some of the things I do.
6. I act quickly without thinking.
7. I choose my words with care.
Instructions:
To score the measure, first reverse-code items 1, 2, 3, 4, 5, and 6. So that 1=5, 2=4, 3=3, 4=2, and 5=1. Then compute the sum of the 7 items. Scores will range from 7 to 35.
Interpretation
People differ in how they make decisions. Some people prefer to collect information, carefully weigh alternatives, and then select the best option, while others prefer to make a choice as quickly as possible.
This scale assesses how deliberate you are when making decisions. If you scored at or above 28, you tend to be quite deliberate. If you scored at or below 14, you tend to be rash. Scores between 14 and 27 reveal a more blended style of decision making.
How should decisions be made? The rational model states that individuals should define the problem, identify what criteria are relevant to making the decision and weigh those criteria according to importance, develop alternatives, and finally evaluate and select the best alternative. Though this sounds like an arduous process, research has shown that the rational model tends to result in better decisions.
Interestingly, personality is related to a person’s decision-making style. Individuals who are deliberate and decisive tend to be high in emotional stability and high in conscientiousness, while individuals who are more impulsive tend to be low on these two traits. Thus, while your decision-making style is likely to be somewhat stable, following the rational model should help you to avoid making rash decisions.
2. HOW CREATIVE AM I?
Review the 30 adjectives that follow. Being honest and forthright with your answers, identify only those items that accurately describe you.
1. Affected
2. Capable
3. Cautious
4. Clever
5. Commonplace
6. Confident
7. Conservative
8. Conventional
9. Dissatisfied
10. Egotistical
11. Honest
12. Humorous
13. Individualistic
14. Informal
15. Insightful
16. Intelligent
17. Inventive
18. Mannerly
19. Narrow Interests
20. Original
21. Reflective
22. Resourceful
23. Self-confident
24. Sexy
25. Sincere
26. Snobbish
27. Submissive
28. Suspicious
29. Unconventional
30. Wide Interests
Instructions:
The score was calculated by adding 1 point if you descr ...
Please readRobert Geraci, Russia Minorities and Empire,” in .docxTatianaMajor22
Please read:
Robert Geraci, “Russia: Minorities and Empire,” in Abbott Gleason, ed., A Companion to Russian History (Oxford: Wiley-Blackwell, 2009), 243-260.
And discuss:
How does Geraci portray the legacy of the early Russian history for the make-up of 18-19th century Russia?
Please read: Leonard Victor Rutgers, “Roman Policy Towards the Jews: Expulsions from the City of Rome during the First Century C.E.,” in Classical Antiquity, Vol. 13, No. 1 (Apr., 1994), pp. 56-74.
And discuss: Rutgers surveys the different reasons historians have given for the expulsion of the Jews from Rome in the first century C.E. Who place did Jews have in Roman society at this time? Were they expelled because of their religious practices, or because they were ‘unruly’ as Rutgers argues? If so, what caused them to act in this way? What kind of historical evidence does the author use?
There are 2 essay, each one should write at least 300-350 words and plus one reference page.
MLA format. Must use quote( “ ”) for every source you use from website. And put (author, page number) behind quote.
Roman Policy towards the Jews: Expulsions from the City of Rome during the First Century
C.E.
Author(s): Leonard Victor Rutgers
Source: Classical Antiquity, Vol. 13, No. 1 (Apr., 1994), pp. 56-74
Published by: University of California Press
Stable URL: http://www.jstor.org/stable/25011005 .
Accessed: 26/08/2011 13:35
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at .
http://www.jstor.org/page/info/about/policies/terms.jsp
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of
content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms
of scholarship. For more information about JSTOR, please contact [email protected]
University of California Press is collaborating with JSTOR to digitize, preserve and extend access to Classical
Antiquity.
http://www.jstor.org
http://www.jstor.org/action/showPublisher?publisherCode=ucal
http://www.jstor.org/stable/25011005?origin=JSTOR-pdf
http://www.jstor.org/page/info/about/policies/terms.jsp
LEONARD VICTOR RUTGERS
Roman Policy towards the Jews:
Expulsions from the City of Rome
during the First Century c. E.
Tant de causes secretes se melent souvent a la cause apparente, tant de ressorts
inconnus servent a persecuter un homme, qu'il est impossible de demeler dans les
siecles posterieures la source cachee des malheurs des hommes les plus consider
ables, a plus forte raison celle du supplice d'un particulier qui ne pouvait etre
connu que par ceux de son parti.
-Voltaire, Traite sur la tolerance (1763)
IN THIS ARTICLE I want to discuss the evidence for expulsions of Jews from
the city of Rome in the first century C.E. Scholars have long been interested in the
reasons underlying these expulsions. Because the anci.
Ford VS ChevroletThere are many reasons that make the Chevy.docxTatianaMajor22
Ford VS Chevrolet
There are many reasons that make the Chevy’s and Ford’s motors two most common trucks. Studies reveal that that they are the most popular vehicles on sales today. It is because they are powerful, versatile and reasonably priced. They also come in a wide variety of configurations and styles. However, many buyers and sellers have questioned themselves on the better vehicle compared to the other in terms of quality, Wi-Fi, price ranges, value, and costs. To compare and contrast on this subject, let us take an example of two vehicles each from each company to facilitate comparison.
Ford offers the full-size track with automatic high-beam control, automatic parallel parking and power-retractable running boards. Fords are elegant, and they are mostly aluminum making them save weight and bolster gas mileage. None of these features are offered Chevy’s. Chevrolets have outstanding quality. They are mostly comprised of steel, for instance, the Chevrolet Silverado. This makes them good for rough roads and difficult terrains.
Fords have employed the use of up to date Wi-Fi technology. Ford intends to provide the Ford Sync, which will provide robust connections for occupants. Latest Chevrolet brands Malibu utilize the 4G LTE Wi-Fi Technology that provides rich in-vehicle experiences. This technology is powerful compared to Ford Sync, and is used for connecting devices and executing few remote operations within the car.
From the value and cost standpoint, Ford can consume a little more, and its payload capacity is a little higher. Additionally, its mileage is too better. The prices vary from nation to nation. Chevrolet seems to be a little cheaper, and reasonably priced going for $33,044, which is slightly less than Ford, but the differences are not serious to propel buyers towards one truck leaving the other
Technophiles are likely to put their preferences on Ford to Chevrolet. On overall, Fords have many features as compared Chevy’s. However, they may be hard to maintain. Compared to Fords, Chevrolets are reliable and cheaper. However, the two brands are equally good performers. It is, therefore, prudent to pick what one thinks would fit his or her usage and preference and personal style
Ethical Systems, Research Paper, Spring 2015, Douglas Green, Page 1 of 1
Ethical
Systems/Final
Research
Paper
2,000
words
minimum,
double-‐spaced
Final
Draft
Due:
Tuesday,
April
28,
12:00
pm
(afternoon)
Please
email
your
final
research
paper
to
me
via
MS
Word
attachment
AND
by
cutting/pasting
the
entire
document
into
the
body
of
your
email.
IF
YOU
DO
NOT
RECEIVE
A
CONFIRMATION
EMAIL
BACK,
I
DID
NOT
RECEIVE
YOUR
ESSAY
AND
YOU
WILL
LOSE
ALL
CREDIT
FOR
THIS
REQUIREMENT.
NO
LATE
WORK
WILL
BE
ACCEPTED…
PERIOD!
.
More Related Content
Similar to Page 1 of 13Psyc-E1900 Start of Block Default
Assignment InstructionsCounselors have the responsibility of knsimisterchristen
The document provides instructions for a multi-part counseling ethics assignment. It explains that students pursuing licensure as a licensed professional counselor should evaluate the American Counseling Association (ACA) Code of Ethics as well as their state's rules and regulations.
The assignment has two parts: 1) Students must rewrite each section of their professional code(s) of ethics in their own words, providing an example for understanding. 2) Students must identify the specific license and state they are pursuing and compare the national code to their state's licensing standards, noting three similarities and three differences.
This document discusses research methods for conducting surveys. It covers topics such as sampling, developing research questions, planning a survey, question types, and analyzing results. Some key points include:
- Sampling involves selecting a subset of a population to study. There are probability/random sampling methods and non-probability/convenience sampling methods.
- When planning a survey, researchers should consider who the respondents will be, what information they want to learn, and how to effectively collect that information.
- Questions should be clear, avoid bias and ambiguity, and not be leading. Common question types include closed-ended, open-ended, and scales.
- Analyzing results includes calculating the margin of error to determine accuracy based
F ProjHOSPITAL INPATIENT P & L20162017Variance Variance Per DC 20.docxmecklenburgstrelitzh
This document provides information about conducting a single-sample z-test to compare the average test score of 10th grade math students in Section 6 of a local high school to the average score of all 10th grade math students across the state. It includes the steps to calculate the z-score, find the corresponding probability using a z-table, and determine if the difference is statistically significant at the 0.05 level.
A tool presented at the Helping the Helpers workshop at LiveOn NY's 26th Annual Conference on the Transformation of Aging. The focus of the workshop was on how to combat and manage stress for those in the helping professions. This tool helps individuals assess their current quality of life as it relates to their work.
This document discusses statistical concepts like inferential statistics, normal distributions, z-scores, t-scores, standardization, and correlations. Some key points covered include:
1. Inferential statistics helps determine if observations from a sample represent the population. It assumes the sample is similar to the population and follows a normal distribution.
2. Z-scores and t-scores are used to standardize scores from different distributions to allow comparisons. Standardization converts scores to distance from the mean in standard deviation units.
3. Scatter plots show relationships between two variables and can suggest correlations. A line of best fit indicates the direction of the relationship, whether positive or negative. Covariance and correlation coefficients measure the strength
This survey aims to understand students' perspectives on safety, health and support at school. It guarantees confidentiality and notes that respondents do not have to answer all questions. It then asks about the respondent's academic performance, future plans, living situation, health, experiences at school including bullying, stress levels, activities, and spiritual beliefs to help evaluate how to better support students.
1. A good questionnaire must demonstrate validity, reliability, and discrimination. Discrimination means that people with different scores on the questionnaire should differ in meaningful ways on the underlying construct being measured.
2. Validity refers to whether the questionnaire accurately measures what it intends to measure. This includes content validity, criterion validity, and factorial validity. Reliability means the questionnaire produces consistent results under the same conditions.
3. The document provides examples to illustrate discrimination and discusses strategies for establishing validity and reliability, including factor analysis and Cronbach's alpha. It emphasizes that designing a good questionnaire takes significant time and effort.
Dr. Pedro L. Martinez discusses measures of central tendency and variability that can be used to summarize data from different courses. Measures of central tendency like the mean, median, and mode describe typical scores, while measures of variability like the range and standard deviation describe how spread out the scores are. For example, the researcher surveyed students in three courses and found differences in the average study hours between courses. However, more analysis is needed to determine if these differences are statistically significant or just due to chance, since the researcher would need to generalize from the sample to the overall student population.
Manhattan Elite Prep's article on Practical GMAT Test Prep Questions as featured in MBA Intelligence, May 2013. Manhattan Elite Prep offers GMAT, SAT, GRE, LSAT, TOEFL, MCAT preparation class, course, tutoring & tips. Also offers MBA, Graduate School, law school & college admissions consulting, language, computer and career training. Call 888-215-6269 or visit http://www.manhattaneliteprep.com/
IV.A.2 Am I A Deliberate Decision MakerIndicate to what extent.docxpriestmanmable
IV.A.2 Am I A Deliberate Decision Maker?
Indicate to what extent the following statements describe you when you make decisions.
1 = to a very little extent
2 = to a little extent
3 = somewhat
4 = to a large extent
5 = to a very large extent
1. I jump into things without thinking.
1 = to a very little extent
2 = to a little extent
3 = somewhat
4 = to a large extent
5 = to a very large extent
2. I make rash decisions.
1 = to a very little extent
2 = to a little extent
3 = somewhat
4 = to a large extent
5 = to a very large extent
3. I like to act on a whim.
1 = to a very little extent
2 = to a little extent
3 = somewhat
4 = to a large extent
5 = to a very large extent
4. I rush into things.
1 = to a very little extent
2 = to a little extent
3 = somewhat
4 = to a large extent
5 = to a very large extent
5. I don’t know why I do some of the things I do.
1 = to a very little extent
2 = to a little extent
3 = somewhat
4 = to a large extent
5 = to a very large extent
6. I act quickly without thinking.
1 = to a very little extent
2 = to a little extent
3 = somewhat
4 = to a large extent
5 = to a very large extent
7. I choose my words with care.
1 = to a very little extent
2 = to a little extent
3 = somewhat
4 = to a large extent
5 = to a very large extent
Source: Based on L.R. Goldberg, J.A. Johnson, H.W. Eber, R. Hogan, M.C. Ashton, C. R. Cloninger, and H.G. Gough, “The International Personality Item Pool and the Future of Public-Domain Personality Measures,” Journal of Research in Personality, 2006, 40, 84-96.
ANALYSIS
Scoring Key
To score the measure, first reverse-code items 1, 2, 3, 4, 5, and 6 so that 1=5, 2=4, 3=3, 4=2, and 5=1. Then, compute the sum of the 7 items. Scores will range from 7 to 35.
Your score is:______
Analysis and Interpretation
People differ in how they make decisions. Some people prefer to collect information, carefully weigh alternatives, and then select the best option, while others prefer to make a choice as quickly as possible.
This scale assesses how deliberate you are when making decisions. If you scored at or above 28, you tend to be quite deliberate. If you scored at or below 14, you tend to be rash. Scores between 14 and 27 reveal a more blended style of decision making.
How should decisions be made? The rational model states that individuals should define the problem, identify what criteria are relevant for making the decision and weigh those criteria according to importance, develop alternatives, and finally evaluate and select the best alternative. Though this sounds like an arduous process, research has shown that the rational model tends to result in better decisions.
If you tend to make decisions on a whim, you may want to be especially careful in auction settings, such as those found on the Web site eBay. The time pressures involved, along with the emotional arousal that comes with bidding, can result in “auction fever” and suboptimal decisions. Put si ...
Chamberlain College of NursingNR 305 Health AssessmentDisc.docxcravennichole326
Chamberlain College of Nursing NR 305 Health Assessment
Discharge Teaching Plan:
Guidelines and Grading RubricPurpose
In addition to the information presented in the week 2 introduction threaded discussion for Red Yoder, our elderly patient male patient, the student will read an assigned case study and write a discharge teaching plan utilizing the information gained from both sources.Course Outcomes
This assignment enables the student to meet the following course outcomes:
CO #1: Utilize prior knowledge of theories and principles of nursing and related disciplines to explain expected client behaviors, while differentiating between normal findings, variations, and abnormalities. (PO #1)
CO #3: Utilize effective communication when performing a health assessment. (PO #3)
CO #4: Identify teaching/learning needs from the health history of an individual. (PO #2)
CO #5: Explore the professional responsibilities involved in conducting a comprehensive health assessment and providing appropriate documentation. (PO #6)
Points
This assignment is worth a total of 100 points.
Due Date
The completed Discharge Teaching Plan form is to be submitted to the Dropbox by 11:59 p.m. MT Sunday of Week 2. Post questions to the weekly Q & A Forum. Contact your instructor if you need additional assistance. See the Course Policies regarding late assignments. Failure to submit your assignment to the Dropbox on time may result in a deduction of points.Directions
1. Review the initial information presented regarding Mr. Red Yoder, whom you met in week 2 threaded discussion. Read the Discharge Teaching Plan Case Study located in Doc Sharing. Take notes and highlight important points that are important to consider when developing a discharge teaching plan.
2. Use Microsoft Word 2010 (or later) to fill in the Discharge Teaching Plan form, which is located in Doc Sharing. This assignment is to be completed with a maximum of 6 pages. You may bullet point your responses.
3. Use scholarly writing including correct English grammar, syntax and sentence structure when writing in complete sentences.
4. Submit the assignment to the Discharge Teaching Plan Dropbox by Sunday, 11:59 p.m. MT, by the end of Week 2. Please post questions about this assignment to the weekly Q & A Forums so that the entire class may view the answers.Grading Criteria
(Bulleted points you will need to address in your responses)
Category
Points
%
Description
Special/ age related needs
10
10%
· Are there any special needs regarding Mr. Yoder’s case?
· Does Mr. Yoder’s age present a problem?
· What are the risks of a readmission for Mr. Yoder?
· What measures might be put into place in an attempt to prevent a readmission?
Cognitive issues
12
12%
· What is Mr. Yoder’s cognitive status in your opinion?
· What available assessment tool might you use to assess Mr. Yoder’s cognitive ability?
· Does the fact that Mr. Yoder mentioned: “I have not checked the bandage in a few days” concern you?
Physical barriers
10
1 ...
IGNOU MSCCFT and PGDCFT Exam Question Pattern: MCFT003 Counselling and Family...PsychoTech Services
Study smart! The most important topics for your IGNOU exam are in this document.
We analyzed the examination pattern for IGNOU’s PGDCFT and MSCCFT courses – taking into account every single question of every exam of every single subject to generate these very useful, high-quality insights. Forget about 10 years papers – study smart using FIHC’s IGNOU Exam Question Pattern!
35878 Topic Discussion5Number of Pages 1 (Double Spaced).docxrhetttrevannion
35878 Topic: Discussion5
Number of Pages: 1 (Double Spaced)
Number of sources: 1
Writing Style: APA
Type of document: Essay
Academic Level:Master
Category: Psychology
Language Style: English (U.S.)
Order Instructions: Attached
I will attach the instruction
Please follow them carefully
General Business Page 9
Unit 4
Due Wed 12/12
800-1,000 words / these will be turned into slides and added to your key assignment.
Study the following document: Methods for Managing Differences. Assume this communication strategy has been recommended by your employer for mediation when working with potential and existing business clients and partners.
Consider that there are basically two distinct types of cultures. One type is more cooperative, and the other is more competitive. It has been discovered that there are some conflicts occurring between some of the key players who need to come to agreement on specific critical areas of the deal for it to move forward. The top management would really like this deal to happen.
Imagine being in this situation, and create the scenario as you go through the process using the methods approach from above.
· Describe the steps you would take and any considerations along the way.
· How would you use the recommended method when working with individuals who exhibit a generally competitive culture?
· How would you use the recommended method when working with individuals who exhibit a generally cooperative culture?
· Would this cultural factor change the way you apply this method for managing differences? Why or why not? Explain.
Create Section 4 of your Key Assignment presentation: Global Negotiations. Refer to Unit 1 Discussion Board 2 for a description of this section. Submit a draft of your entire presentation for your instructor to review.
Discussion 2: Discuss, elaborate and give example on the topic below. Please use only the reference I attach. Please be careful with grammar and spelling. No running head Please.
Author: Jackson, S.L. (2017). Statistics Plain and Simple (4th ed.): Cengage Learning
Topic
Review this week’s course materials and learning activities, and reflect on your learning so far this week. Respond to one or more of the following prompts in one to two paragraphs:
1. Provide citation and reference to the material(s) you discuss. Describe what you found interesting regarding this topic, and why.
2. Describe how you will apply that learning in your daily life, including your work life.
3. Describe what may be unclear to you, and what you would like to learn.
Reference:
Module 9: The Single-Sample z Test
The z Test: What It Is and What It Does
The Sampling Distribution
The Standard Error of the Mean
Calculations for the One-Tailed z Test
Interpreting the One-Tailed z Test
Calculations for the Two-Tailed z Test
Interpreting the Two-Tailed z Test
Statistical Power
Assumptions and Appropriate Use of the z Test
Confidence Intervals Based on the z Distribution
Review of Key Term.
Inferring or describing - practice problemsKen Plummer
The document presents 5 practice problems that differentiate between inferring and describing. The problems involve analyzing census data to determine education levels, surveying parents to gauge satisfaction with school counseling, identifying common blood pressure readings in a dataset, examining census data on foreign language use, and generalizing reading comprehension test results from a sample of students to an entire school district.
The document describes how to use SPSS software to analyze survey data. It discusses the main SPSS windows, how to enter data and work with variables, performing descriptive statistics, correlations between variables, and creating scatter plots. Sample survey data is entered for 10 participants collecting information like age, gender, employment status and confidence in learning SPSS. Descriptive statistics are calculated and a correlation run to examine the relationship between age and confidence, with the results plotted in a scatter plot.
HUDDAR RESEARCH TOOL. SKILL DEV D 19 B ED SPL ED.pptAsmitaHuddar
Amateur researchers may not find tool construction challenging till they give it a careful serious thought to the process and the choices it involves. The presentation intends to draw attention to several nitty-gritties of tool construction with ample examples and task based interactions. With reference to research into social science, it facilitates deep diving into principles of developing a tool with high validity. It highlights the need for careful wording as against casual use.
Please fill the attached Self-Assessment Surveys (TWO) and calcula.docxARIV4
Please fill the attached Self-Assessment Surveys (TWO) and calculate your score according to the instruction after each survey. These are personal assessments and I want you to be as honest as possible, rather than worry about what I am going to think.
1. AM I A DELIBERATE DECISION MAKER?
Indicate to what extent the following statements describe you when you make decisions.
1 = to a very little extent; 2 = to a little extent; 3 = somewhat; 4 = to a large extent; 5 = to a very large extent
1
2
3
4
5
1. I jump into things without thinking.
2. I make rash decisions.
3. I like to act on a whim.
4. I rush into things.
5. I don’t know why I do some of the things I do.
6. I act quickly without thinking.
7. I choose my words with care.
Instructions:
To score the measure, first reverse-code items 1, 2, 3, 4, 5, and 6. So that 1=5, 2=4, 3=3, 4=2, and 5=1. Then compute the sum of the 7 items. Scores will range from 7 to 35.
Interpretation
People differ in how they make decisions. Some people prefer to collect information, carefully weigh alternatives, and then select the best option, while others prefer to make a choice as quickly as possible.
This scale assesses how deliberate you are when making decisions. If you scored at or above 28, you tend to be quite deliberate. If you scored at or below 14, you tend to be rash. Scores between 14 and 27 reveal a more blended style of decision making.
How should decisions be made? The rational model states that individuals should define the problem, identify what criteria are relevant to making the decision and weigh those criteria according to importance, develop alternatives, and finally evaluate and select the best alternative. Though this sounds like an arduous process, research has shown that the rational model tends to result in better decisions.
Interestingly, personality is related to a person’s decision-making style. Individuals who are deliberate and decisive tend to be high in emotional stability and high in conscientiousness, while individuals who are more impulsive tend to be low on these two traits. Thus, while your decision-making style is likely to be somewhat stable, following the rational model should help you to avoid making rash decisions.
2. HOW CREATIVE AM I?
Review the 30 adjectives that follow. Being honest and forthright with your answers, identify only those items that accurately describe you.
1. Affected
2. Capable
3. Cautious
4. Clever
5. Commonplace
6. Confident
7. Conservative
8. Conventional
9. Dissatisfied
10. Egotistical
11. Honest
12. Humorous
13. Individualistic
14. Informal
15. Insightful
16. Intelligent
17. Inventive
18. Mannerly
19. Narrow Interests
20. Original
21. Reflective
22. Resourceful
23. Self-confident
24. Sexy
25. Sincere
26. Snobbish
27. Submissive
28. Suspicious
29. Unconventional
30. Wide Interests
Instructions:
The score was calculated by adding 1 point if you descr.
Please fill the attached Self-Assessment Surveys (TWO) and calcula.docxstilliegeorgiana
Please fill the attached Self-Assessment Surveys (TWO) and calculate your score according to the instruction after each survey. These are personal assessments and I want you to be as honest as possible, rather than worry about what I am going to think.
1. AM I A DELIBERATE DECISION MAKER?
Indicate to what extent the following statements describe you when you make decisions.
1 = to a very little extent; 2 = to a little extent; 3 = somewhat; 4 = to a large extent; 5 = to a very large extent
1
2
3
4
5
1. I jump into things without thinking.
2. I make rash decisions.
3. I like to act on a whim.
4. I rush into things.
5. I don’t know why I do some of the things I do.
6. I act quickly without thinking.
7. I choose my words with care.
Instructions:
To score the measure, first reverse-code items 1, 2, 3, 4, 5, and 6. So that 1=5, 2=4, 3=3, 4=2, and 5=1. Then compute the sum of the 7 items. Scores will range from 7 to 35.
Interpretation
People differ in how they make decisions. Some people prefer to collect information, carefully weigh alternatives, and then select the best option, while others prefer to make a choice as quickly as possible.
This scale assesses how deliberate you are when making decisions. If you scored at or above 28, you tend to be quite deliberate. If you scored at or below 14, you tend to be rash. Scores between 14 and 27 reveal a more blended style of decision making.
How should decisions be made? The rational model states that individuals should define the problem, identify what criteria are relevant to making the decision and weigh those criteria according to importance, develop alternatives, and finally evaluate and select the best alternative. Though this sounds like an arduous process, research has shown that the rational model tends to result in better decisions.
Interestingly, personality is related to a person’s decision-making style. Individuals who are deliberate and decisive tend to be high in emotional stability and high in conscientiousness, while individuals who are more impulsive tend to be low on these two traits. Thus, while your decision-making style is likely to be somewhat stable, following the rational model should help you to avoid making rash decisions.
2. HOW CREATIVE AM I?
Review the 30 adjectives that follow. Being honest and forthright with your answers, identify only those items that accurately describe you.
1. Affected
2. Capable
3. Cautious
4. Clever
5. Commonplace
6. Confident
7. Conservative
8. Conventional
9. Dissatisfied
10. Egotistical
11. Honest
12. Humorous
13. Individualistic
14. Informal
15. Insightful
16. Intelligent
17. Inventive
18. Mannerly
19. Narrow Interests
20. Original
21. Reflective
22. Resourceful
23. Self-confident
24. Sexy
25. Sincere
26. Snobbish
27. Submissive
28. Suspicious
29. Unconventional
30. Wide Interests
Instructions:
The score was calculated by adding 1 point if you descr ...
Similar to Page 1 of 13Psyc-E1900 Start of Block Default (20)
Please readRobert Geraci, Russia Minorities and Empire,” in .docxTatianaMajor22
Please read:
Robert Geraci, “Russia: Minorities and Empire,” in Abbott Gleason, ed., A Companion to Russian History (Oxford: Wiley-Blackwell, 2009), 243-260.
And discuss:
How does Geraci portray the legacy of the early Russian history for the make-up of 18-19th century Russia?
Please read: Leonard Victor Rutgers, “Roman Policy Towards the Jews: Expulsions from the City of Rome during the First Century C.E.,” in Classical Antiquity, Vol. 13, No. 1 (Apr., 1994), pp. 56-74.
And discuss: Rutgers surveys the different reasons historians have given for the expulsion of the Jews from Rome in the first century C.E. Who place did Jews have in Roman society at this time? Were they expelled because of their religious practices, or because they were ‘unruly’ as Rutgers argues? If so, what caused them to act in this way? What kind of historical evidence does the author use?
There are 2 essay, each one should write at least 300-350 words and plus one reference page.
MLA format. Must use quote( “ ”) for every source you use from website. And put (author, page number) behind quote.
Roman Policy towards the Jews: Expulsions from the City of Rome during the First Century
C.E.
Author(s): Leonard Victor Rutgers
Source: Classical Antiquity, Vol. 13, No. 1 (Apr., 1994), pp. 56-74
Published by: University of California Press
Stable URL: http://www.jstor.org/stable/25011005 .
Accessed: 26/08/2011 13:35
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at .
http://www.jstor.org/page/info/about/policies/terms.jsp
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of
content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms
of scholarship. For more information about JSTOR, please contact [email protected]
University of California Press is collaborating with JSTOR to digitize, preserve and extend access to Classical
Antiquity.
http://www.jstor.org
http://www.jstor.org/action/showPublisher?publisherCode=ucal
http://www.jstor.org/stable/25011005?origin=JSTOR-pdf
http://www.jstor.org/page/info/about/policies/terms.jsp
LEONARD VICTOR RUTGERS
Roman Policy towards the Jews:
Expulsions from the City of Rome
during the First Century c. E.
Tant de causes secretes se melent souvent a la cause apparente, tant de ressorts
inconnus servent a persecuter un homme, qu'il est impossible de demeler dans les
siecles posterieures la source cachee des malheurs des hommes les plus consider
ables, a plus forte raison celle du supplice d'un particulier qui ne pouvait etre
connu que par ceux de son parti.
-Voltaire, Traite sur la tolerance (1763)
IN THIS ARTICLE I want to discuss the evidence for expulsions of Jews from
the city of Rome in the first century C.E. Scholars have long been interested in the
reasons underlying these expulsions. Because the anci.
Ford VS ChevroletThere are many reasons that make the Chevy.docxTatianaMajor22
Ford VS Chevrolet
There are many reasons that make the Chevy’s and Ford’s motors two most common trucks. Studies reveal that that they are the most popular vehicles on sales today. It is because they are powerful, versatile and reasonably priced. They also come in a wide variety of configurations and styles. However, many buyers and sellers have questioned themselves on the better vehicle compared to the other in terms of quality, Wi-Fi, price ranges, value, and costs. To compare and contrast on this subject, let us take an example of two vehicles each from each company to facilitate comparison.
Ford offers the full-size track with automatic high-beam control, automatic parallel parking and power-retractable running boards. Fords are elegant, and they are mostly aluminum making them save weight and bolster gas mileage. None of these features are offered Chevy’s. Chevrolets have outstanding quality. They are mostly comprised of steel, for instance, the Chevrolet Silverado. This makes them good for rough roads and difficult terrains.
Fords have employed the use of up to date Wi-Fi technology. Ford intends to provide the Ford Sync, which will provide robust connections for occupants. Latest Chevrolet brands Malibu utilize the 4G LTE Wi-Fi Technology that provides rich in-vehicle experiences. This technology is powerful compared to Ford Sync, and is used for connecting devices and executing few remote operations within the car.
From the value and cost standpoint, Ford can consume a little more, and its payload capacity is a little higher. Additionally, its mileage is too better. The prices vary from nation to nation. Chevrolet seems to be a little cheaper, and reasonably priced going for $33,044, which is slightly less than Ford, but the differences are not serious to propel buyers towards one truck leaving the other
Technophiles are likely to put their preferences on Ford to Chevrolet. On overall, Fords have many features as compared Chevy’s. However, they may be hard to maintain. Compared to Fords, Chevrolets are reliable and cheaper. However, the two brands are equally good performers. It is, therefore, prudent to pick what one thinks would fit his or her usage and preference and personal style
Ethical Systems, Research Paper, Spring 2015, Douglas Green, Page 1 of 1
Ethical
Systems/Final
Research
Paper
2,000
words
minimum,
double-‐spaced
Final
Draft
Due:
Tuesday,
April
28,
12:00
pm
(afternoon)
Please
email
your
final
research
paper
to
me
via
MS
Word
attachment
AND
by
cutting/pasting
the
entire
document
into
the
body
of
your
email.
IF
YOU
DO
NOT
RECEIVE
A
CONFIRMATION
EMAIL
BACK,
I
DID
NOT
RECEIVE
YOUR
ESSAY
AND
YOU
WILL
LOSE
ALL
CREDIT
FOR
THIS
REQUIREMENT.
NO
LATE
WORK
WILL
BE
ACCEPTED…
PERIOD!
.
Fairness and Discipline Weve all been disciplined at one.docxTatianaMajor22
Fairness and Discipline
We've all been disciplined at one time or another by a parent or a teacher. What disciplinary experiences have you had as a child that took a non-punitive approach?
I need paragraph or half page with reference
.
Appendix 12A Statement of Cash Flows—Direct MethodLEARNING .docxTatianaMajor22
Appendix 12A
Statement of Cash Flows—Direct Method
LEARNING OBJECTIVE
6
Prepare a statement of cash flows using the direct method.
To explain and illustrate the direct method, we will use the transactions of Computer Services Company for 2014, to prepare a statement of cash flows. Illustration 12A-1 presents information related to 2014 for Computer Services Company.
To prepare a statement of cash flows under the direct approach, we will apply the three steps outlined in Illustration 12-4.
Illustration 12A-1
Comparative balance sheets, income statement, and additional information for Computer Services Company
STEP 1: OPERATING ACTIVITIES
DETERMINE NET CASH PROVIDED/USED BY OPERATING ACTIVITIES BY CONVERTING NET INCOME FROM AN ACCRUAL BASIS TO A CASH BASIS
Under the direct method, companies compute net cash provided by operating activities by adjusting each item in the income statement from the accrual basis to the cash basis. To simplify and condense the operating activities section, companies report only major classes of operating cash receipts and cash payments. For these major classes, the difference between cash receipts and cash payments is the net cash provided by operating activities. These relationships are as shown in Illustration 12A-2.
Illustration 12A-2
Major classes of cash receipts and payments
An efficient way to apply the direct method is to analyze the items reported in the income statement in the order in which they are listed. We then determine cash receipts and cash payments related to these revenues and expenses. The following pages present the adjustments required to prepare a statement of cash flows for Computer Services Company using the direct approach.
CASH RECEIPTS FROM CUSTOMERS.
The income statement for Computer Services Company reported sales revenue from customers of $507,000. How much of that was cash receipts? To answer that, companies need to consider the change in accounts receivable during the year. When accounts receivable increase during the year, revenues on an accrual basis are higher than cash receipts from customers. Operations led to revenues, but not all of these revenues resulted in cash receipts.
To determine the amount of cash receipts, the company deducts from sales revenue the increase in accounts receivable. On the other hand, there may be a decrease in accounts receivable. That would occur if cash receipts from customers exceeded sales revenue. In that case, the company adds to sales revenue the decrease in accounts receivable. For Computer Services Company, accounts receivable decreased $10,000. Thus, cash receipts from customers were $517,000, computed as shown in Illustration 12A-3.
Illustration 12A-3
Computation of cash receipts from customers
Computer Services can also determine cash receipts from customers from an analysis of the Accounts Receivable account, as shown in Illustration 12A-4.
Illustration 12A-4
Analysis of Accounts Receivable
Illustration.
Effects of StressProvide a 1-page description of a stressful .docxTatianaMajor22
Effects of Stress
Provide a 1-page description of a stressful event currently occurring in your life.
Discuss I am married work a full time job as an occupational therapy assistant am taking two courses
Have to take care of a home feed the animals attend to laundry
Think of my pateitns worry about their well being and what I can do for them ( I bring home my patients issues)
Constantly doing paper work for work such as documentation for billing
I feel like I have no free time for me some days I don’t even eat dinner or lunch because I don’t have time to make anything or am just too tired to cook
On top of this I am married and married ppl do argue and my husband am I have been bunting heads on finances.
Then, referring to information you learned throughout this course, address the following:
· What physiological changes occur in the brain due to the stress response?
· What emotional and cognitive effects might occur due to this stressful situation?
· Would the above changes (physiological, cognitive, or emotional) be any different if the same stress were being experienced by a person of the opposite sex or someone much older or younger than you?
· If the situation continues, how might your physical health be affected?
· What three behavioral strategies would you implement to reduce the effects of this stressor? Describe each strategy. Explain how each behavior could cause changes in brain physiology (e.g., exercise can raise serotonin levels).
· If you were encouraging an adult client to make the above changes, what ethical considerations would you have to keep in mind? How would you address those ethical considerations?
In addition to citing the online course and the text, you are also required to cite a minimum of four scholarly sources. For reputable web sources, look for .gov or .edu sites as opposed to .com sites. Please do not use Wikipedia.
Your paper should be double-spaced, in 12-point Times New Roman font, and with normal 1-inch margins; written in APA style; and free of typographical and grammatical errors. It should include a title page with a running head, an abstract, and a reference page.
The body of the paper should be at least 6 pages in length total
not including the reference or title page
Assignment 1 Grading Criteria
Maximum Points
Described a stressful event.
20
Explained the physiological changes that occur in the brain due to the stress response.
36
Explained the emotional and cognitive effects that may occur due to this stressful situation.
32
Analyzed potential differences in physiological, cognitive, and emotional responses in someone of a different age or sex.
32
Discussed the physical health risks.
28
Provided three behavioral strategies to reduce the effects of the stressor and explained how each could cause changes in brain physiology.
40
Analyzed ethical considerations in implementing behavioral strategies and offered suggestions for addressing these.
40
Integrated at least two scholarly references .
Design Factors NotesCIO’s Office 5 People IT Chief’s Offi.docxTatianaMajor22
Design Factors
Notes
CIO’s Office
5 People
IT Chief’s Office
5 People
LAN/WAN Maint.
20 People
Reception
4 People
Telecommunications
20 People
LAN Management
50 People
Server Room A
2 Person
Server Room B
4 Person
Equipment:
Patch Cable
Computer to Wall
Patch Cable
LAN Room
Cable Trays/Runs
Horizontal Runs
Cisco Border Router
Research: Attached to 5 Floor Switches
Server Room A
10 Servers
Server Room B
10 Servers
Computers
One Per Person
Standard floor (first floor) Lesson 2 Project Plan info
Design Factors
Notes
CIO’s Office
5 People
IT Chief’s Office
5 People
LAN/WAN Maint.
20 People
Reception
4 People
Telecommunications
20 People
LAN Management
50 People
Server Room A
2 Person
Server Room B
4 Person
Equipment:
Patch Cable
Computer to Wall
Patch Cable
LAN Room
Cable Trays/Runs
Horizontal Runs
Cisco Border Router
Research: Attached to 5 Floor Switches
Server Room A
10 Servers
Server Room B
10 Servers
Computers
One Per Person
Basement floor
Design Factors
Notes
Vertical Riser Run
On Outside Wall of LAN Room on Each Floor.
Fiber-Optic Multimode
Riser Runs: Backbone
SC Connectors
Fiber-Optic Cable
Cisco Catalyst: Switch: WS-C3750G-24PS-S: 24 Ports
Leave a Minimum of four ports free on each switch
Color Laser Printer
Minimum of One per Room or One per 20 people
Vertical Riser Run
On Outside Wall of LAN Room on Each Floor and Server RM B on this floor.
Fiber-Optic Multimode
Riser Runs: Backbone
SC Connectors
Fiber-Optic Cable
Cable Trays/Runs
Horizontal Runs
Horizontal Runs
Leave a Minimum of four ports free on each switch
Applicataion
U.S. Minimum Requirement Ranges
Space per Employee - 1997
Two people, such as a supervisor and an employee, can meet in an office with a table or desk between them
60" to 72" x 90" to 126:/5.78m2 to 11.7m2
280Sq. Ft./26.0m2
Worker has a primary desk plus a return
60" to 72"x60"to 84"/5.78 to 7.8m2
193Sq. Ft./17.9m2
Executive office - three to four people can meet around a desk
105 to 130"x96 to 123"/9.75 to 11.4 m2
142Sq. Ft./13.2m2
Basic workstation such as a call center
42" to 52" x 60" to 72"/3.9 to 6.7 m2
114Sq. Ft./10.6 m2
NT1310: Project
Page 1
PRO JECT D ESC RIPT ION
As the project manager for the Cable Planning team, you will manage the creation of the cable plan for
the new building that will be built, with construction set to begin in six weeks.
The deliverables for the entire Cable Plan will consist of an Executive Summary, a PowerPoint
Presentation and an Excel Spreadsheet. You will develop different parts of each of these in three parts.
The final organization should contain these elements:
The Executive Summary:
o Project Introduction
o Standards and Codes
Cable Standards and Codes
Building Standards and Codes
o Project Materials
o Copper Cable, Tools, and Test Equipment
o Fiber-Optic Cable, Tools, and Test Equipment
o Fiber-Optic Design Considerations
o Basement Server Comp.
Question 12.5 pointsSaveThe OSU studies concluded that le.docxTatianaMajor22
The document contains questions about leadership, motivation, communication, groups/teams, and decision making. The questions assess knowledge of topics like situational leadership theory, Maslow's hierarchy of needs, organizational communication barriers, stages of team development, and group decision making techniques like brainstorming.
Case Study 1 Questions1. What is the allocated budget .docxTatianaMajor22
Case Study 1 Questions:
1. What is the allocated budget ? $250,000
2. Where does the server room located? Currently, there is no server room
3. What is the number of users with PCs inside each existing site?
Currently there are
4. What is the current cabling used in each location? (cat5e or cat6) Current cabling does not meet the company’s current and future needs
5. Do want us to upgrade token Ring or use a completely new Ethernet network What is your recommendation and why?
6. regarding the ordering system , it is not clear what the we should do , do you want to talk about how to connect the system to the network or how to built the ordering online system because it is more software engineering than networking . Talk about the kind of network (hardware) you recommend based on the business requirements
7. all the sites should have access to our servers in the main branch? yes
8. Regarding the order software, do you need more details about the way it works or just about its connection with the network? Your solution should be from a network point of view
9. Distances are given in Meters or feet? feet
10. Shipment is done by truck, or ships? Currently, only trucking
11. In Dimebox branch, where are administration offices located? See Business goals # 4
12. What is the current network connectivity status? How many devices are currently on the network? How they are physically laid out? Is cabling running all over the floor, hidden in walls or threaded through the ceiling? What are the switches used and its speed? Currently, only the office is networked (token ring) NOVELL
13. What is the minimum Internet speed wanted? See Business Goals on page 2 – I only can tell you what we need the network for, you must tell me what we need to meet the business needs
14. Will the corporation provide wireless access? If yes will it be in all department and buildings? Wireless access would be helpful if we can justify the cost
15. Are there phones in offices? yes
16. What is the internet speed available now? What speed do you want for future? Internet access is through time warner cable company which is not very reliable
17. Do employees access their emails outside the company? yes
18. Do you have plans for future expansion? We like to increase our customer base by 20% over the next year
REMEMBER, you are the IT expert, I’m only a business person who must rely on your expertise.
Network Design and Performance
Case Study
Dooma-Flochies, Inc. with headquarters located on Podunk Road in Trumansburg, NY, is the sole manufacturer of Dooma-Flochies (big surprise). They currently have a manufacturing facility in, Lake Ridge, NY (across Cayuga Lake) on Cayuga Dr. and have recently diversified by purchasing a company, This-N-That, on Industry Ave. in, Dime Box Texas. This-N-That is the sole competitor of Domma-Flochies with their product Thinga-Ma-Jigs. This acquisition gives Dooma-Flochies, Inc a monopoly in this mark.
Behavior in OrganizationsIntercultural Communications Exercise .docxTatianaMajor22
Behavior in Organizations
Intercultural Communications Exercise Response Paper –
Week 5
The most overt cultural differences, such as greeting rituals and name format, can be overcome most easily. The underlying, intangible differences are very difficult to overcome. In this case, the underlying cultural differences are
· Assumptions about the purpose of the event (is the party strictly for fun and for relationship building, or are their business matters to take care of?).
· Assumptions about the purpose and the nature of business relationship.
· Assumptions about power and leadership relationships (who makes the decisions and how?).
· Response styles (verbal and nonverbal signals of agreement, disagreement, politeness, etc.).
Many (though not all) cultural differences can be overcome if you carefully observe other people, think creatively, remain flexible, and remember that your own culture is not inherently superior to others.
The Scenario
Three corporations are planning a joint venture to sponsor an international concert tour. The corporations are Decibel, an agency representing the musicians (from the US, Britain, and Japan); Images, a marketing firm which will handle sales of tickets, snacks and beverages, clothing, and CDs; and Event, a special events company which will hire the ushers, concessionaires, and security officers; print the programs; and clean up the arenas after the shows. The companies come from three different cultures: Blue, Green, and Red. Each has specific cultural traits, customs, and practices.
You are a manager in one of these companies. You will attend the opening cocktail party in Perth, Australia the evening before a 3-day meeting during which the three companies will negotiate the details of the partnership. Your management team includes a Vice President and a number of other managers.
During the 3-day meeting, the companies have the following goals:
Decibel
· As high a royalty rate as possible on sales of T-shirts, videos, and CDs
· Aggressive marketing and advertising to increase attendance and sales
· Good security, both before and during the show Image
Image
· Well known bands that will be easy to market
· As much income as possible from the concerts
· Smoothly functioning event so that publicity from early concerts is positive
Event
· Bands that are not likely to provoke stampedes, riots, or other antisocial behavior
· Bands that are reliable and will show up on time, ready to play
· As much income as possible from the concerts
The cultures that are assigned to the various companies are:
BLUE CULTURE
Image (Marketing Company)
Beliefs, Values, and Attitudes that Underlie This Culture’s Communication
Believe that fate and luck control most things.
Believe in feelings more than reasoning.
An authoritarian leader makes the ultimate decisions.
Nonverbal Traits of This Culture
Treat time as something that is unimportant. It is not a commodity that can be lost.
Conversation distance is close (about 15 inches, face-.
Discussion Question Comparison of Theories on Anxiety Disord.docxTatianaMajor22
Discussion Question:
Comparison of Theories on Anxiety Disorders
There are numerous theories that attempt to explain the development and manifestation of psychological disorders. Some researchers hold that certain disorders result from learned behaviors (behavioral theory), while other researchers believe that there is a genetic or biological basis to psychological disorders (medical model), while still others hold that psychological disorders stem from unresolved unconscious conflict (psychoanalytic theory). How would each of these theoretical viewpoints explain anxiety disorders? Does one explain the development and manifestation of anxiety disorders better than the others?
200- 400 words please
Three min resources with
in text citations and examples
you can use the following as a module reference
cite as university 2014
Anxiety Disorders
Anxiety disorders such as panic disorder, specific phobias, and social anxiety disorder feature a heightened autonomic nervous system response that is above and beyond what would be considered normal when faced with the object or situation that the person reacts to. For example, a person with a specific phobia of spiders (called arachnophobia) experiences a heightened autonomic response when confronted with a spider (or even an image of a spider). This anxiety response must result in significant distress or impairment. In general, anxiety disorders have been linked to underactive gamma-aminobutyric acid (GABA) in the brain, resulting in overexcitability of the amygdala and the anterior cingulate cortex. Additionally, genetic research shows that anxiety disorders demonstrate a clear pattern of genetic predisposition
Charles Darwin's Perspective
We talked about Charles Darwin when discussing evolution and natural selection. Darwin was also very interested in emotions. One of his books published in 1872,The Expression of Emotions in Man and Animals, was devoted to this topic.
Darwin believed that emotions play an important role in the survival of the species and result from evolutionary processes in the same way as other behaviors and psychological functions. Darwin's writing on this topic also prompted psychologists to study animal behavior as a way to better understand human behavior.
James–Lange Theory of Emotions
Modern theories of emotion can be traced to William James and Carl Lange (Pinel, 2011). William James was a renowned Harvard psychologist who is sometimes called the father of American psychology. Carl Lange was a Danish physician. James and Lange formulated the same theory of emotions independently at about the same time (1884). As a result, it is called the James–Lange theory of emotions. This theory reversed the commonsensical notion that emotions are automatic responses to events around us. Instead, it proposes that emotions are the brain's interpretation of physiological responses to emotionally provocative stimuli.
Cannon–Bard Theory of Emotions
In 1915, Harvard physiologist Walt.
I have always liked Dustin Hoffmans style of acting, in this mov.docxTatianaMajor22
I have always liked Dustin Hoffman's style of acting, in this movie he takes on a sexually deprived young male just out of college, and has never been with a female, and is duped by horny older woman that feels neglected. Dustin Hoffman takes the characters form of a young male, goofy, respectful virgin and intelligent male, missing something but not really sure at the beginning till Ann Bancroft coaxes him with seduction to fulfill her own needs. In an other movie called "The life of Little Big Man" he plays almost the same character but as a white child raised by the Native Americans and a wise old chief that deeply care and loves him as his own, and Fay Dunaway plays a Holy rollers wife that is older and sexually deprived and feeling neglected by her husband and also she goes through major changes in her life from devoted wife, to a honey bell/ house hooker, whats funny Dustin Hoffman is a awesome actor but has to have his surrounding characters bring his character to life. The Graduate was Dustin Hoffman's first big movie of his career.
I actually liked movie "Little Big man" way better due to he went through major changes in his life, from being a Native boy warrior, captured by Yankees, meets Fay Dunaway who loves to give baths, to finding his sister who teaches him to be a gunslinger and then returns to his Grand Father to be a native again and tells his blind Grand Father the world of the white man is a crazy one, then his see the Psyho Col. Custer and gets his revenge by telling Custer the truth. The movie Little Big Man makes you laugh, teaches you things about people and survial and cry at times... its a must see...
Although a stray away from the Benjamin Braddock written about in the novel The Graduate, Dustin Hoffman does an awesome job with this character on film. When you first meet Ben he is at a party that his parents are throwing in his academic honor upon his graduation from school and return home. The whole night, Hoffman stumbles though various conversations and tries to coyly escape from the festivities. Small things such as this Hoffman did a great job at, conveying the hesitance and crisis that Ben was going through as a graduate. There are multiple times in the movie he hardly expresses anything at all, yet it clearly shows you that Ben is having a very hard time internally with everything going on. Even through his relationships with Mrs. Robinson and her daughter Elaine you see the young man struggling with himself through either failed attempts at affection or lack thereof.
.
Is obedience to the law sufficient to ensure ethical behavior Wh.docxTatianaMajor22
Is obedience to the law sufficient to ensure ethical behavior? Why, or why not? Support your answer with at least three reasons that justify your position.
100 words
Discuss the differences between an attitude and a behavior. Provide 4 substantive reasons why it is important for organizations to monitor and mitigate employee behavior that is either beneficial or detrimental to the organization's goals and existence.
150 words
.
If you are using the Blackboard Mobile Learn IOS App, please clic.docxTatianaMajor22
If you are using the Blackboard Mobile Learn IOS App, please click "View in Browser." V BUS 520Week 9 Assignment 4 Paper
I need the paper as soon as possible
Students, please view the "Submit a Clickable Rubric Assignment" in the Student Center.
Instructors, training on how to grade is within the Instructor Center.
Assignment 4: Leadership Style: What Do People Do When They Are Leading?
Due Week 9 and worth 100 points
Choose one (1) of the following CEOs for this assignment: Larry Page (Google), Tony Hsieh (Zappos), Gary Kelly (Southwest Airlines), Meg Whitman (Hewlett Packard), Ursula Burns (Xerox), Terri Kelly (W.L. Gore), Ellen Kullman (DuPont), or Bob McDonald (Procter & Gamble). Use the Internet to investigate the leadership style and effectiveness of the selected CEO. (Note: Just choose one that is easier for you to right about.) It does not matter to me which CEO you pick
Write a five to six (5-6) page paper in which you:
1. Provide a brief (one [1] paragraph) background of the CEO.
2. Analyze the CEO’s leadership style and philosophy, and how the CEO’s leadership style aligns with the culture.
3. Examine the CEO’s personal and organizational values.
4. Evaluate how the values of the CEO are likely to influence ethical behavior within the organization.
5. Determine the CEO’s three (3) greatest strengths and three (3) greatest weaknesses.
6. Select the quality that you believe contributes most to this leader’s success. Support your reasoning.
7. Assess how communication and collaboration, and power and politics influence group (i.e., the organization’s) dynamics.
8. Use at least five (5) quality academic resources in this assignment. Note: Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
· Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
· Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
· Analyze the formation and dynamics of group behavior and work teams, including the application of power in groups.
· Outline various individual and group decision-making processes and key factors affecting these processes.
· Examine the primary conflict levels within organization and the process for negotiating resolutions.
· Examine how power and influence empower and affect office politics, political interpretations, and political behavior.
· Use technology and information resources to research issues in organizational behavior.
· Write clearly and concisely about organizational behavior using proper writing mechanics.
Click here.
Is the proliferation of social media and communication devices a .docxTatianaMajor22
Social media and communication devices have both benefits and drawbacks for society. While they allow easy connection with others and access to information, overuse can negatively impact relationships and mental health. Overall, moderation is key to reap the upsides of technology while avoiding the downsides.
MATH 107 FINAL EXAMINATIONMULTIPLE CHOICE1. Deter.docxTatianaMajor22
The document contains a 30-question math exam covering topics like functions, graphs, equations, inequalities, logarithms, and other math concepts. It includes multiple choice, short answer, and show work questions assessing skills like domain and range, solving equations, graphing, composites, inverses, lines, maximizing profit, and more. Students must demonstrate mathematical reasoning and problem-solving abilities.
If the CIO is to be valued as a strategic actor, how can he bring.docxTatianaMajor22
If the CIO is to be valued as a strategic actor, how can he bring to the table the ethos of alignment, bound to the demands of process strategic planning to move IT to the forefront of the organization's future? Is there a lack of information on strategic planning? Nope. I think the process of planning is poorly understood, and rarely endorsed. The reasons are simple enough. Planning requires a commitment of resources (time, talent, money); it requires insight; it requires a total immersion in the corporate culture. While organizations do plan, planning is invariably attached to the budget process. It is typically here that the CIO lays out his/her vision for the coming year Now a few years ago authors began writing on the value of aligning IT purpose to organizational purpose. They wrote at a time when enterprise architectural planning was fairly new, and enterprise resource management was on the lips of every executive. My view is that alignment is a natural process driven by the availability of the tools to accomplish it. Twenty years ago making sense of IT was more about processing power, and database management. We are in a new age of IT, and it is the computer that is the network, not the network as an independent self-contained exchange of information. If you will spend some time reviewing the basic materials I provided on strategic planning and alignment, we can begin our discussions for the course. Again, here is the problem I would like for us to tackle: If the CIO is to be valued as a strategic actor, how can he bring to the table the ethos of alignment, bound to the demands of process strategic planning to move IT to the forefront of the organization's future? Most of the articles I bundled together for this week are replete with tables and charts. These can be a heavy read. Your approach should be to review these articles for the "big ideas" or lessons that are take away. I think these studies are significant enough that we will conclude our first week with an understanding of the roles between executive leaders, and how they see Information Technology playing a role in shaping a business strategy.
Read the articles to answer the question. Please No Plagerism or verbatim but you are allowed to quote from the article.
Achieving and Sustaining
Business-IT Alignment
Jerry Luftman
Tom Brier
I
n recent decades, billions of dollars have been invested in intormation tech-
nology (IT). A key concern of business executives is alignment—applying IT
in an appropriate and timely way and in harmony with business strategies,
goals, and needs. This issue addresses both how IT is aligned with the busi-
ness and how the business should be aligned with IT Frustratingly, organizations
seem to find it difficult or impossible to harness the power of information tech-
nology for their own long-term benefit, even though there is worldwide evi-
dence that IT has the power to transform whole industries and markets.' How
can companies.
I am showing below the proof of breakeven, which is fixed costs .docxTatianaMajor22
I am showing below the proof of breakeven, which is fixed costs/ contribution margin.
We start with the definition of breakeven and proceed using elementary algebra to derive the formula. Breakeven is a number and is created by knowing fixed and variable costs, and the retail sales price. It is thus not a point of discussion but is based on the assumptions of these variables.
Proof of Breakeven
Definition of BreakevenVolume: Total Revenue = Total Expenses
Definition
1.Total Revenue = Total Expenses
Breakdown of Definition
2. Retail Price * Volume = Fixed Expenses + Variable Expenses
Further Analysis
3. Retail Price * Volume = Fixed Expenses + (Volume * Unit Variable Expenses)
Subtract (Volume * Unit Variable Expenses) from both sides
4. Fixed Expenses = (Retail Price * Volume) — (Volume * Unit Variable Expenses)
Factor
5. Fixed Expenses = Volume * (Retail Price – Unit Variable Expenses)
Divide both sides by (Retail Price – Unit Variable Expenses)
6. Volume = Fixed Expenses
(Retail Price – Unit Variable Expenses)
Substitution based on Definition
7. Since (Retail Price — Unit Variable Expenses) is called Contribution Margin,
Therefore:
Breakeven Volume = Fixed Expenses / Contribution Margin
NAME_________________________________________________ DATE ____________
1. Explain some of the economic, social, and political considerations involved in changing the tax law.
2. Explain the difference between a Partnership, a Limited Liability Partnership (LLP) and a Limited Liability Company (LLC). In each structure who has liability?
3. How is “control” defined for purposes of Section 351 of the IRS Code?
4. What are the advantages and disadvantages of using debt in a firm’s capital structure?
5. Under what circumstances is a corporation’s assumption of liabilities considered boot in a Section 351exchange?
6. What are the tax consequences for the transferor and transferee when property is transferred to a newly created corporation in an exchange qualifying as nontaxable under Section 351?
7. Why are corporations allowed a dividend-received deduction? What dividends qualify for this special deduction?
8. Provide 3 examples of a Constructive Dividend. Are these Constructive Dividends taxable?
9. Discuss the tax consequences of a new Partnership Formation and give details to gain and losses and basis?
10. Provide 2 similarities and 2 differences when comparing Sections 351 and 721 of the IRS Code.
11. What is the difference between inside and outside basis with a partnership?
12. ABC Partnership distributes $12,000 of taxable income to partner Bob and $24,000 of tax-exempt income to Partner Bob. As a result of these two distributions, how does Bob’s basis change?
13. On January 1, Katie pays $2,000 for a 10% capital, profits, and loss interest in a partnership.
Examine the way in which death and dying are viewed at different .docxTatianaMajor22
Examine the way in which death and dying are viewed at different points in human development.
Using only my text as a reference:
Berger, K.S. (2011). The developing person through the life span (8th ed.).
I need 3 detailed PowerPoint slide with very detailed speaker notes. There must be detailed speaker notes on each slide. The 4th slide will be the reference.
.
Karimi 1 Big Picture Blog Post First Draft College .docxTatianaMajor22
Karimi 1
Big Picture Blog Post First Draft
College Girls in Media
Sogand Karimi
Media and Hollywood movies have affected and influenced society’s perception on
female college students. Due to Hollywood movies and media, society mostly recognizes the
negative stereotypes of a college women. Saran Donahoo, an associate professor and education
administration of Southern Illinois University, once said, “The messages in these films
consistently emphasized college as a place where young women come to have fun, engage in
romances with young men, experiment with sex and alcohol, face dilemmas regarding body
image, and encounter difficulties in associating with other college women.” In this essay I will
be talking about the recurring stereotypes and themes portrayed in three hollywood movies,
Spring Breakers, The house bunny and Legally Blond and how these stereotypes affect our
society.
The movie Spring Breakers is about four college girls who are bored with their daily
routines and want to escape on a spring break vacation to Florida. After realizing they don’t have
enough money, they rub a local diner with fake guns and ski masks. They break the laws in order
to get down to Florida, just to break more rules and laws once they’re there. During the film, you
will notice a lot of partying, drugs and sexual activity. The four girls wear bikinis for majority of
the film and are overly sexual. These are some common themes and stereotypes seen in all three
movies. Media and movies like spring breakers have made it a norm to constantly want to party,
get drunk and have sex as a college woman. In an article by Heather Long, she mentions how the
movie can even be seen as supporting rape culture. She believes because of these stereotypes
always being shown in media, it is contributing to the “girls asking for it” excuse when it comes
to rape cases with young girls. Long also said “...never mind the fact that thousands of college
students are spending their spring break not on a beach, but volunteering with groups like Habitat
for Humanity and the United Way, especially after Hurricanes Katrina and Sandy.” THIS shows
how media only displays one side of a certain group or story. Even though not all college girls
like to party and lay on a beach naked for spring break, that’s what media likes to portray. Not
only does this give the wrong message to our society but it influences bigger issues like rape, as
the author mentioned.
http://www.huffingtonpost.com/2010/03/10/alternative-spring-break_n_494028.html
http://www.huffingtonpost.com/2010/03/10/alternative-spring-break_n_494028.html
Karimi 2
The movie House bunny. The House bunny is a movie about an ex playmate or girlfriend
if Hugh Hefner that gets kicked out of the Playboy Mansion due to her aging. She then becomes
a mother of an unpopular sorority with girls that are bit geeky, and unusual compared to other
girls on campus. The story.
Please try not to use hard words Thank youWeek 3Individual.docxTatianaMajor22
Please try not to use hard words Thank you
Week 3
Individual
Problems and Goals Case Study
Select one of the following three case studies in Ch. 6 of The Helping Process:
· Case Susanna
· Case James and Samantha
· Case Alicia and Montford
Identify three to five problems in the case study you have selected.
Write a 500- to 700-word paperthatincludes the following:
· A problem-solving strategy and a goal for each problem
· The services, resources, and supports the client may need and why
· A description of how goals are measurable and realistically attainable for the client
Here is the case studies
Exercise 3: Careful Assessment
The following case studies are about Susanna, James, Samantha, Alicia, and Montford, all
homeless children attending school. The principal of the school has asked you to conduct
an assessment of these children and provide initial recommendations.
Before you begin this exercise, go to the website that accompanies this book: www.
wadsworth.com/counseling/mcclam, Chapter Three, Link 1, to read more about homeless
families and children.
Susanna
Susanna is 15 years old. Th e city where she lives has four schools: two elementary, one
middle, and one high school. Th ere are about 1,500 students enrolled in the city/county
school district and about 450 in the local high school that Susanna is attending. For the
past six months, Susanna has been living with her boyfriend and his parents. Prior to this,
she left her mother’s home and lived on the streets. She is pregnant and her boyfriend’s
parents want her to move out of their home. Her father lives in a town with his girlfriend,
about 50 miles from the city. Her mother lives outside the city with Susanna’s baby brother.
Right now Susanna’s mother is receiving child support for the two children. Susanna wants
to have a portion of the child support so that she can find a place of her own to live. Her
mother says that the only way that Susanna can have access to that money is to move back
home. Susanna refuses to move back in with her mother.
You receive a call from the behavior specialist at Susanna’s high school. Susanna’s
mother is at the school demanding that Susanna be withdrawn from school. Susanna’s
mother indicates that Susanna will be moving in with her and will be enrolling in another
school district.
Currently Susanna is not doing very well in school. She misses school and she tells the
helper it is because she is tired and that she does not have good food to eat. She has not told
the helper that she is looking for a place to live. Right now she is failing two of her classes
and she has one B and two Ds. Her boyfriend has missed a lot of school, too.
James and Samantha
James is 10 years old and he has a sister, Samantha, who is 8. At the beginning of the
school year, both of the children were attending Boone Elementary School. Both children
live with their aunt and uncle; their parents are in prison. In the middle of the scho.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
1. Page 1 of 13
Psyc-E1900
Start of Block: Default Question Block
Q35
This survey should take about 5 minutes. Your answers are
anonymous, but if there are any
questions you don't feel comfortable answering, simply skip
them.
ImaginaryFriend
Did you have an imaginary friend as a kid?
o Yes (1)
o Maybe (0)
o No (-1)
Display This Question:
2. If Did you have an imaginary friend as a kid? = Yes
ImaginaryFriendAge
How old were you when you stopped having an imaginary
friend?
_____________________________________________________
___________
Page 2 of 13
Ghosts
How much do you agree with the following statement?
"Ghosts are real."
o Strongly agree (1)
o Agree (2)
o Somewhat agree (3)
o Neither agree nor disagree (4)
o Somewhat disagree (5)
o Disagree (6)
o Strongly disagree (7)
3. God
How much do you agree with the following statement?
"There is a god."
o Strongly agree (1)
o Agree (2)
o Somewhat agree (3)
o Neither agree nor disagree (4)
o Somewhat disagree (5)
o Disagree (6)
o Strongly disagree (7)
Page 3 of 13
UFO
How much do you agree with the following statement?
"Extraterrestrial aliens have already visited earth."
o Strongly agree (1)
o Agree (2)
o Somewhat agree (3)
o Neither agree nor disagree (4)
o Somewhat disagree (5)
o Disagree (6)
o Strongly disagree (7)
4. SETI
How much do you agree with the following statement?
"It is likely that there is life in the universe besides planet
Earth."
o Strongly agree (1)
o Agree (2)
o Somewhat agree (3)
o Neither agree nor disagree (4)
o Somewhat disagree (5)
o Disagree (6)
o Strongly disagree (7)
Page 4 of 13
GMOs
How much do you agree with the following statement?
"GMOs are dangerous and need to be banned."
o Strongly agree (1)
o Agree (2)
o Somewhat agree (3)
o Neither agree nor disagree (4)
o Somewhat disagree (5)
o Disagree (6)
5. o Strongly disagree (7)
MoreAttractive
Thinking of 100 people your same sex and age, how many of
them do you think you are more
attractive than?
_____________________________________________________
___________
Page 5 of 13
AttractiveConfident
On a scale of 1-7, how confident are you regarding your
response to the previous question?
(You indicated you were more attractive than
${MoreAttractive/ChoiceTextEntryValue} of 100
people of your same sex and age.)
o 1 - Not at all Confident (1)
o 2 (2)
o 3 (3)
o 4 - Moderately Confident (4)
o 5 (5)
6. o 6 (6)
o 7 - Completely Confident (7)
Stronger
Thinking of 100 people your same sex and age, how many of
them do you think you are
stronger than?
_____________________________________________________
___________
Page 6 of 13
StrongerConfident
On a scale of 1-7, how confident are you regarding your
response to the previous
question? (You indicated you were stronger than
${Stronger/ChoiceTextEntryValue} of 100
people of your same sex and age.)
o 1 - Not at all Confident (1)
o 2 (2)
o 3 (3)
o 4 - Moderately Confident (4)
7. o 5 (5)
o 6 (6)
o 7 - Completely Confident (7)
Smarter
Thinking of 100 people your same sex and age, how many of
them do you think you are
smarter than?
_____________________________________________________
___________
Page 7 of 13
SmarterConfident
On a scale of 1-7, how confident are you regarding your
response to the previous
question? (You indicated you were smarter than
${Smarter/ChoiceTextEntryValue} of 100
people of your same sex and age.)
o 1 - Not at all Confident (1)
o 2 (2)
o 3 (3)
8. o 4 - Moderately Confident (4)
o 5 (5)
o 6 (6)
o 7 - Completely Confident (7)
HogwartsHouse
What's your Hogwarts house (be honest)?
o Ravenclaw (1)
o Hufflepuff (2)
o Gryffendor (3)
o Slytherin (4)
o What's a Hogwarts house? (5)
Page 8 of 13
Computer
What are you?
o Mac (1)
o PC (2)
o Other (3)
9. Phone
What are you?
o Iphone (1)
o Android (2)
o Other (3)
o None - I roll phoneless (4)
Page 9 of 13
nastyFood
Which of these foods is the nastiest?
o Eggs (1)
o Celery (2)
o Anchovies (3)
o Mayonnaise (4)
o Brussel Sprouts (5)
o Blue Cheese (6)
o Liver (7)
o Mushrooms (8)
o Cilantro (9)
10. Superpower
What super power would you most want?
o Telepathy (1)
o Teleportation (2)
o Invisibility (3)
o Mind Control (4)
o Healing (5)
o Flying (6)
o Super Strength (7)
Page 10 of 13
Age
How old are you (in years)
_____________________________________________________
___________
Raised
Where were you raised?
11. o The Northeast (New England & Mid-Atlantic) (1)
o The South (2)
o The Mid-West / Central US (3)
o The West (Pacific & Northwest) (4)
o The South West (5)
o Outside the US (6)
Page 11 of 13
Religious
On a 1 to 7 scale, 1 means 'not at all' and 7 means 'extremely',
how religious are you?
o 1 (1)
o 2 (2)
o 3 (3)
o 4 (4)
o 5 (5)
o 6 (6)
o 7 (7)
Conservative
On a 1 to 7 scale, 1 means 'not at all' and 7 means 'extremely',
how much do you identify as a
12. political conservative?
o 1 (1)
o 2 (2)
o 3 (3)
o 4 (4)
o 5 (5)
o 6 (6)
o 7 (7)
Page 12 of 13
Liberal
On a 1 to 7 scale, 1 means 'not at all' and 7 means 'extremely',
how much do you identify as a
political liberal?
o 1 (1)
o 2 (2)
o 3 (3)
o 4 (4)
o 5 (5)
o 6 (6)
o 7 (7)
13. PartyID
Which political party do you identify with the most?
o Democratic (1)
o Republican (2)
o Libertarian (3)
o Green (4)
o Independent (5)
o None of the above (6)
Page 13 of 13
BoredOrScared
Which is worse?
o Being bored (1)
o Being scared (2)
Kids
How many children would you like to have?
_____________________________________________________
___________
14. StudierOrPartier
Be honest, no judgement, which are you:
o Studier (1)
o Partier (2)
End of Block: Default Question Block
10/25/21, 3:39 PM Final Paper
https://canvas.harvard.edu/courses/94405/assignments/522576
1/2
Final Paper
Due Dec 12 by 7:59 pm EST Points 15 Submitting a file upload
File Types doc, dox, rtf, and pdf
Final Paper Rubric
Start Assignment
Perform 3 different hypothesis tests using the course dataset and
write a 4-5 page paper, double spaced, reporting the
15. results. The hypothesis tests can involve the same item
analyzed in different ways (different kinds of tests) or they
could be tests of different items altogether.
Papers should have:
A theoretical introduction. What is the theory? What are the
constructs? How are the constructs operationalized?
What are the predictions?
A full reporting of the results of (at least) the required number
of analyses including descriptive statistics, inferential
statistics, effect sizes, & confidence intervals. Graphs are
optional and not necessary. Do not copy and paste
SPSS output to report statistics; write them out like in the
example 'report your findings' sections given in lecture.
A brief conclusion. How do your results inform your theory?
Suggest next steps.
No joint papers are accepted. You can work together in
discussing your papers, but everyone must turn in their own
paper reflective of their own work.
You do not need to cite external sources if you are not drawing
on anyone else's theory or findings. However, if you
are, you should cite those sources.
Papers do not have to be formatted in strict APA style, but have
sensible and consistent formatting. See the sample
paper for reference.
If you are interested, you can view a Sample Final Paper as an
example
https://canvas.harvard.edu/courses/24936/files/329832/downloa
d?wrap=1
https://canvas.harvard.edu/courses/94405/files/13447639?wrap=
16. 1
https://canvas.harvard.edu/courses/94405/files/13447639/downl
oad?download_frd=1
10/25/21, 3:39 PM Final Paper
https://canvas.harvard.edu/courses/94405/assignments/522576
2/2
Total Points: 15
Criteria Ratings Pts
3 pts
3 pts
3 pts
6 pts
First
Hypothesis
Test
3 pts
Test was appropriate for question;
stats reported correctly & completely;
effect described in plain language
2 pts
1
shortcoming
from full
credit
17. 1 pts
2 short
comings
from full
credit
0 pts
No test, or it was inappropriate,
stats not reported correctly AND
effect not described in plain
language
Second
Hypothesis
Test
3 pts
Test was appropriate for question;
stats reported correctly & completely;
effect described in plain language
2 pts
1
shortcoming
from full
credit
1 pts
2
shortcomings
from full
credit
0 pts
No test, or it was
18. inappropriate, stats not
reported correctly AND effect
not described in plain
language
(Third
Hypothesis
Test)
3 pts
Test was appropriate for question;
stats reported correctly & completely;
effect described in plain language
2 pts
1
shortcoming
from full
credit
1 pts
2
shortcomings
from full
credit
0 pts
No test, or it was
inappropriate, stats not
reported correctly AND effect
not described in plain
language
Writing in
general
19. 6 pts
Full Marks
Paper
consistently
and clearly
formatted,
writing is
clear, no
spelling or
grammatical
mistakes,
narrative is
coherent
5 pts
1
shortcoming
1 problem
issue from
that list
4 pts
2
shortcomings
2 problem
issues from
that list
3 pts
3
shortcomings
3 problem
issues from
that list
2 pts
20. 4
shortcomings
moderate
issues across
all items
1 pts
5
shortcomings
major issues
across all
items
0 pts
No
Marks
paper
not on
topic
or not
turned
in
Jane Student
Psych 1900
Final Project
What makes you happy?
Common wisdom is full of suggestions about what makes people
happy. From the
21. Puritan tradition it is suggested that hard work is the secret to a
happy life. A more Bacchanalian
sentiment suggests that all work and no play make Jack a dull
boy, and that rather than work, it is
the direct pursuit of leisure and pleasure that is the not-so-
secret secret to happiness. Recent
psychological and anthropological work has characterized the
human ecology as especially and
complexly social in comparison to the rest of the animal
kingdom, suggesting that part of our
niche may be the cultivation of close friendships to help buffer
the hardships of life (Dunbar,
1998). From this perspective it can be predicted that happiness
may lie in the richness of our
social connections. While these theories are not mutually
incompatible, they do make different
predictions and can thus be independently supported or
contradicted by data.
To test these predictions a paper-and-pencil survey was
administered to 51 Harvard
undergraduates enrolled in an introductory statistics course.
Pursuit of ‘hard work’ was
operationalized as a self-report of the number of hours spent
studying on a weekly basis. The
22. pursuit of leisure and pleasure was operationalized as the self-
reported number of alcoholic
drinks consumed per week and the number of hours spent
watching television per week. The
two hedonic measures were individually z-transformed and
these transformed values were
averaged within a participant to compute a composite ‘pleasure’
score for each participant.
‘Social ties’ was operationalized as the self-reported number of
friends the participant had.
Finally, ‘happiness’ was operationalized as the endorsement of
the 1-7 Likert scale item “I am
happy in life” anchored at 1 (strongly disagree) and 7 (strongly
agree).
No support was found in these data for the Puritan hypothesis.
The relationship
between hours spent studying (M=15.37, SD=10.53) and self-
rated happiness (M=5.94,
SD=0.77) was assessed with a Pearson’s correlation, and no
significant effect was observed. The
number of hours Harvard Undergrads spend studying is not
significantly related to their self-
23. reported happiness, r(50)=.085, p>.05, two-tailed, 95% CI
[0.36, -0.20].
The Bacchanalian hypothesis was also not supported. To
compare high and low pleasure
groups, the data were split at the median for composite
‘pleasure’ (Me = -0.108). The difference
in happiness between the high pleasure group (M=6.04,
SD=0.68) was not significantly different
than the low pleasure group (M=5.79, SD=0.83), t(47)=1.148,
p>.05, 95% CI [-0.187, 0.683],
d=.33.
No support was found in these data for the social ties
hypothesis, either. The data for
‘social ties’ were dichotomized into low friends (5 or less) and
high friends (6 or more) groups,
and the data for happiness were dichotomized into less happy
(rated 5 or less) and more happy
(rated 6 or more) groups. These data were then analyzed with a
chi-square test of independence,
and no significant relationship between social ties and
happiness was observed, χ2(1,
n=51)=0.22, p>.05. Were a significant effect observed, the size
of the effect would be very
small, =0.065.
24. The results of this study fail to support three broad theories of
the sources of happiness:
hard work, pleasurable experience, and social connection. It is
possible that other
operationalizations of these variables would have yielded more
positive results, or that a higher
powered study would have revealed true effects that were too
small to observe with this sample.
However, given the present data none of the theories in question
received any support from this
study. What causes happiness remains a mystery.
Works Cited
Dunbar, R. I. M. (1998), The social brain hypothesis. Evol.
Anthropol., 6: 178–190.
Page 1 of 13
Psyc-E1900
Start of Block: Default Question Block
25. Q35
This survey should take about 5 minutes. Your answers are
anonymous, but if there are any
questions you don't feel comfortable answering, simply skip
them.
ImaginaryFriend
Did you have an imaginary friend as a kid?
o Yes (1)
o Maybe (0)
o No (-1)
Display This Question:
If Did you have an imaginary friend as a kid? = Yes
ImaginaryFriendAge
How old were you when you stopped having an imaginary
friend?
_____________________________________________________
___________
26. Page 2 of 13
Ghosts
How much do you agree with the following statement?
"Ghosts are real."
o Strongly agree (1)
o Agree (2)
o Somewhat agree (3)
o Neither agree nor disagree (4)
o Somewhat disagree (5)
o Disagree (6)
o Strongly disagree (7)
God
How much do you agree with the following statement?
"There is a god."
o Strongly agree (1)
o Agree (2)
o Somewhat agree (3)
o Neither agree nor disagree (4)
o Somewhat disagree (5)
o Disagree (6)
o Strongly disagree (7)
27. Page 3 of 13
UFO
How much do you agree with the following statement?
"Extraterrestrial aliens have already visited earth."
o Strongly agree (1)
o Agree (2)
o Somewhat agree (3)
o Neither agree nor disagree (4)
o Somewhat disagree (5)
o Disagree (6)
o Strongly disagree (7)
SETI
How much do you agree with the following statement?
"It is likely that there is life in the universe besides planet
Earth."
o Strongly agree (1)
o Agree (2)
o Somewhat agree (3)
o Neither agree nor disagree (4)
o Somewhat disagree (5)
o Disagree (6)
28. o Strongly disagree (7)
Page 4 of 13
GMOs
How much do you agree with the following statement?
"GMOs are dangerous and need to be banned."
o Strongly agree (1)
o Agree (2)
o Somewhat agree (3)
o Neither agree nor disagree (4)
o Somewhat disagree (5)
o Disagree (6)
o Strongly disagree (7)
MoreAttractive
Thinking of 100 people your same sex and age, how many of
them do you think you are more
attractive than?
_____________________________________________________
___________
29. Page 5 of 13
AttractiveConfident
On a scale of 1-7, how confident are you regarding your
response to the previous question?
(You indicated you were more attractive than
${MoreAttractive/ChoiceTextEntryValue} of 100
people of your same sex and age.)
o 1 - Not at all Confident (1)
o 2 (2)
o 3 (3)
o 4 - Moderately Confident (4)
o 5 (5)
o 6 (6)
o 7 - Completely Confident (7)
Stronger
Thinking of 100 people your same sex and age, how many of
them do you think you are
stronger than?
_____________________________________________________
___________
30. Page 6 of 13
StrongerConfident
On a scale of 1-7, how confident are you regarding your
response to the previous
question? (You indicated you were stronger than
${Stronger/ChoiceTextEntryValue} of 100
people of your same sex and age.)
o 1 - Not at all Confident (1)
o 2 (2)
o 3 (3)
o 4 - Moderately Confident (4)
o 5 (5)
o 6 (6)
o 7 - Completely Confident (7)
Smarter
Thinking of 100 people your same sex and age, how many of
them do you think you are
smarter than?
_____________________________________________________
31. ___________
Page 7 of 13
SmarterConfident
On a scale of 1-7, how confident are you regarding your
response to the previous
question? (You indicated you were smarter than
${Smarter/ChoiceTextEntryValue} of 100
people of your same sex and age.)
o 1 - Not at all Confident (1)
o 2 (2)
o 3 (3)
o 4 - Moderately Confident (4)
o 5 (5)
o 6 (6)
o 7 - Completely Confident (7)
HogwartsHouse
What's your Hogwarts house (be honest)?
o Ravenclaw (1)
o Hufflepuff (2)
32. o Gryffendor (3)
o Slytherin (4)
o What's a Hogwarts house? (5)
Page 8 of 13
Computer
What are you?
o Mac (1)
o PC (2)
o Other (3)
Phone
What are you?
o Iphone (1)
o Android (2)
o Other (3)
o None - I roll phoneless (4)
33. Page 9 of 13
nastyFood
Which of these foods is the nastiest?
o Eggs (1)
o Celery (2)
o Anchovies (3)
o Mayonnaise (4)
o Brussel Sprouts (5)
o Blue Cheese (6)
o Liver (7)
o Mushrooms (8)
o Cilantro (9)
Superpower
What super power would you most want?
o Telepathy (1)
o Teleportation (2)
o Invisibility (3)
o Mind Control (4)
o Healing (5)
o Flying (6)
o Super Strength (7)
34. Page 10 of 13
Age
How old are you (in years)
_____________________________________________________
___________
Raised
Where were you raised?
o The Northeast (New England & Mid-Atlantic) (1)
o The South (2)
o The Mid-West / Central US (3)
o The West (Pacific & Northwest) (4)
o The South West (5)
o Outside the US (6)
35. Page 11 of 13
Religious
On a 1 to 7 scale, 1 means 'not at all' and 7 means 'extremely',
how religious are you?
o 1 (1)
o 2 (2)
o 3 (3)
o 4 (4)
o 5 (5)
o 6 (6)
o 7 (7)
Conservative
On a 1 to 7 scale, 1 means 'not at all' and 7 means 'extremely',
how much do you identify as a
political conservative?
o 1 (1)
o 2 (2)
o 3 (3)
o 4 (4)
o 5 (5)
o 6 (6)
o 7 (7)
36. Page 12 of 13
Liberal
On a 1 to 7 scale, 1 means 'not at all' and 7 means 'extremely',
how much do you identify as a
political liberal?
o 1 (1)
o 2 (2)
o 3 (3)
o 4 (4)
o 5 (5)
o 6 (6)
o 7 (7)
PartyID
Which political party do you identify with the most?
o Democratic (1)
o Republican (2)
o Libertarian (3)
o Green (4)
o Independent (5)
o None of the above (6)
37. Page 13 of 13
BoredOrScared
Which is worse?
o Being bored (1)
o Being scared (2)
Kids
How many children would you like to have?
_____________________________________________________
___________
StudierOrPartier
Be honest, no judgement, which are you:
o Studier (1)
o Partier (2)
End of Block: Default Question Block
38. Data Set to UseParticipantDuration (in
seconds)ImaginaryFriendImaginaryFriendAgeGhostsGodUFOSE
TIGMOsMoreAttractiveAttractiveConfidentStrongerStrongerCo
nfidentSmarterSmarterConfidentHogwartsHouseComputerPhone
nastyFoodSuperpowerAgeRaisedReligiousConservativeLiberalP
artyIDBoredOrScaredKidsStudierOrPartier11701777627754122
72117122320-
11133450660580641165306662220133121163175150430430351
12539674462214327-
14142407504504227557141152711103221250640640622171251
32351026261-1556276537046023226232311612217499-
1212156043047542117229632512218717-
1322149064559543117631654451329239-
15642470130260252196386114422110554157772670470685632
132311126121211433-
17174180780780752216306663525112880-
14244680670770653174326526622113166-
17772780450475552174415177321114768-
16731540240290412174471124521115264-
16142412126152116187042712801504204211273363161221171
068-
16622475520185411172446135120118172173421560480490442
192332216113119921-14164704704114544642624220400-
13362325330435421175291354322121357162514402402502533
72423344520222210-
15542360450370551136371144322123102816344615496696613
175431111124124268-
153434606306606311744364445220125196-
17174440140140111171343524622126281-
14262283570375553131396534510127255-
13141430470460451195432126120128335154311750450440452
17231132511012917702521340460430442244232113110130373