Projective Tests
Rorschach Inkblot Test
3
4
6
Thematic Apperception Test (TAT)
Look at the picture. Your task is to write a complete story about the picture you see above. This should be an imaginative story with a beginning, middle, and an end. Try to portray who the people might be, what they are feeling, thinking, and wishing. Try to tell what led to the situation depicted in the picture and how everything will turn out in the end.
18
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Objectives Unacceptable Below Average Acceptable Above Average Exemplary Score
0 Points 20 Points
Student did not make any
post in the discussion board
Student posts were on time
0 Points 5 Points 10 Points 15 Points 20 Points
No reference to any course
reading
Makes reference to
assigned readings; attempts
to cite the source
Makes references to course
and/or outside reading
material but citations do not
conform to an acceptable
citation format
Refers to and properly cites
in APA format course and/or
outside reading in initial
posting only
Refers to and properly cites
in APA format either course
materials or external
readings in initial posts and
responses
0 Points 5 Points 10 Points 15 Points 20 Points
No postings for which to
evaluate language and
grammar
Poorly written initial posting
and responses including
frequent spelling, structure,
and/or grammar errors
Communicates in friendly,
courteous, and helpful
manner with some spelling,
grammatical, and/or
structural errors
Contributes valuable
information with minor
grammatical or structural
errors
No spelling, structure, or
grammar errors in any
posting; Contributes to
discussion with clear,
concise comments
0 Points 5 Points 10 Points 15 Points 20 Points
No initial posting
Response was not on topic,
the message was unrelated
to assignment, and post was
less than 150 words
The initial posting did not
adequately address the
question posed in the forum;
superficial thought and
preparation
Initial posting demonstrates
sincere reflection and
answers most aspects of the
forum; full development
Initial posting reveals a solid
understanding of all aspects
of the task; uses factually
and relevand information;
and the length of the posting
is at least 150 words
0 Points 5 Points 10 Points 15 Points 20 Points
Student did not participate in
this forum
Student participated on but
did not respond to other
student posts
Student participated but only
responded to one
Student participated and
commented on two other
student's posts
Student actively
participated, responded to at
least two other students'
posts, and replied to other
st.
Cognitive Psychology.Research on Cognitive Psychology and Inte.docxmonicafrancis71118
Cognitive Psychology.
Research on Cognitive Psychology and Intelligence Quotient.
Student’s Name
Instructor’s Name
Course Code
Date
INTRODUCTION.
Cognitive psychology is a branch of psychology that entails studying mental processes such as an individual’s creativity, perception and thinking. Robert Sternberg defines Intelligence as a form of cognitive ability that enables one to learn from experience, the ability to reason well, the ability to remember significant information and cope with the day to day needs of life. Sternberg, R. J., & Mio, J. S. (2009). Intelligence Quotient is a score obtained from a set of standardized tests meant to assess the levels of human intelligence
Research shows that IQ may be related either to the speed of conduction of neural impulses or to the efficiency of the neural circuitry. Locate scholarly research on IQ related to any or all of these factors and briefly summarize the information.
The ‘efficiency of the neuralcircuitry’ school of thought has been expressed in the Neural Efficiency Theory. This theory illustrates a sort of negative correlation between brain activity under cognitive load and especially on intelligence Quotient. The theory is inspired by the activities of the white matter and myelin in the brain. The white matter in the brain is composed of neuronal fibers that are generally coated with myelin-a form of electrical insulation. Matlin, M. W. (2013). In the recent times, myelin has attracted greater importance in regard to addressing psychiatric disorders such as depression and schizophrenia. Myelin is said to influence the normal cognitive functions, activities such as learning and the Intelligence Quotient levels. Myelin has been used in neural impulse studies because of the fact that it affects information processing the velocity and synchrony of impulse conduction between distant cortical regions.
Testing Intelligence Quotient is made possible by the situation presented in the brain whereby there is an existence of limited processing activity in some brain areas and rather adequate processing activities on some more task-relevant areas of brain and body in general. This approach has given way to the invention of electroencephalogram technique used in studying performance of different memory tasks, in measuring velocity of nerve conduction. This is significant as it is used to measure individual’s speed of processing information.
Explain processing time theories. Do you think they accurately reflect the aspects of intelligence? Why or why not?
Processing time theories has expounded on the study of cognitive development. The proponents of the theory argue that human beings naturally process the information available to them rather than just responding to stimuli. Reisberg, D. (2013). The ‘Processing time’ idea is exhibited in light of four activities namely; the process of giving attention to events in the surrounding environment, encoding relevant information and creating a relatio.
Amanda WattenburgThursdayJul 26 at 724pmManage Discussioncheryllwashburn
Amanda Wattenburg
ThursdayJul 26 at 7:24pm
Manage Discussion Entry
Link to screen cast-o-matic:
https://screencast-o-matic.com/watch/cFitVbFMms (Links to an external site.)Links to an external site.
Script:
A brief introduction
Studying cognitive functioning is important as these processes impact individual’s behavior and emotions (Heeramun-Aubeeluck et al., 2015). Various factors can impact cognitive functioning. A disorder known to impact cognition is psychosis. Thus, it is essential to examine psychosis and how these psychotic experiences effect cognitive functioning over time.
Devise a specific research question related to the topic you chose in Week One.
How does psychosis effect cognitive functioning over time in patients who have experienced first-episode psychosis?
Explain the importance of the topic and research question.
Psychosis is a mental state in which individuals experience a loss of touch with reality(Boychuk, Lysaght, & Stuart, 2018). Psychosis may lead to additional occurrences or may indicate signs of a mental health disorder. It is important to examine the cognitive impairment that is caused as a result of psychotic episodes. In addition, this would unfold information that may lead to the importance of treating psychosis when the first signs are noticed in hopes of decreasing the chances of psychosis leading to a mental disorder.
A brief literature review
Zaytseva, Korsokava, Agius, & Gurovich (2013) and Bora & Murray (2014) discovered altered cognitive functioning exists prior to onset or before the prodrome stage. In addition, Bohus & Miclutia (2014) indicate that cognitive functioning at first-episode psychosis was not as strong. Thus, it can be concluded that cognitive functioning impairment occurs prior to first-episode onset however, there is varying research that indicates the impact on cognitive functioning as time goes on. Popolo, Vinci, & Balbi (2010) conducted a year-long study on neurocognitive functioning amongst children and adolescent patients with first-episode psychosis. Cognitive impairment is indicated in early psychosis onset thus the study focused on examining cognitive impairments. Several cognitive assessments were given to patients and the results were evaluated. The results of the cognitive assessments indicated that adolescents with first-episode psychosis (FEP) have neurocognitive impairments. In addition, psychotic patient’s cognitive deficiencies do not decline over the course of the psychotic disorder. However, according to the article
Neurocognitive functioning before and after the first psychotic episode: does psychosis result in cognitive deterioration? (2010)
, the results indicated that there is no decline in cognitive functioning during the first psychotic episode. This indicates a gap in research of the effect psychotic episodes has on cognitive functioning.
Evaluate published research studies on your topic found during your work on the Weeks One, Two, and ...
Use the Capella library to locate two psychology research articles.docxdickonsondorris
Use the Capella library to locate two psychology research articles: a quantitative methods article and a qualitative methods article. These do not need to be on the same topic, but if you have a research topic in mind for your proposal (see Assessment 5), you may wish to pick something similar for this assessment. Read each article carefully.
Then, in a 2–3-page assessment, address the following elements:
1 Summarize the research question and hypothesis, the research methods, and the overall findings.
2 Compare the research methodologies used in each study. In what ways are the methodologies similar? In what ways are they different? (Be sure to use the technical psychological terms we are studying.)
3 Describe the sample and sample size for each study. Which one used a larger sample and why? How were participants selected?
4 Describe the data collection process for each study. What methods were used to collect the data? Surveys? Observations? Interviews? Be specific and discuss the instruments or measures fully—what do they measure? How is the test designed?
5 Summarize the data analysis process for each study. How was the data analyzed? Were statistics used? Were interviews coded?
6 In conclusion, craft 1–2 paragraphs explaining how these two articles illustrate the main differences between quantitative and qualitative research.
Additional Requirements
· Written communication: Written communication should be free of errors that detract from the overall message.
· APA formatting: Your assessment should be formatted according to APA (6th ed.) style and formatting.
· Length: A typical response will be 2–3 typed and double-spaced pages.
Font and font size: Times New Roman, 12 point.
Research Methods
There are many different types of research studies, and the type of study that is done depends very much on the research question. Some studies demand strictly numerical data, such as a comparison of GPA among different college majors or weight loss among different types of eating programs. Others require more in-depth data, like interview responses. Such studies might include the lived experience of people that have been through a terrorist attack or understanding the experience of being physically disabled on a college campus. While there are a number of different types of studies that can be done, all of them fall under two basic categories: quantitative and qualitative.
Quantitative Research
Quantitative research deals with numerical data. This means that any topic you study in a quantitative study must be quantifiable—grades, weight, height, depression, and intelligence are all things that can be quantified on some scale of measurement. Quantitative data is often considered hard data—numbers are seen as concrete, irrefutable evidence, but we have to take into account a number of factors that could impact such data. Errors in measurement and recording of such data, as well as the influence of other factors outside those in the study, make for ...
05995 Topic Discussion 3Number of Pages 2 (Double Spaced).docxoswald1horne84988
05995 Topic: Discussion 3
Number of Pages: 2 (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
Discussion: Answer each question accordingly. Discuss, elaborate and give example on each question. Please use on the module chapter 7 and 8 as reference or sources. The Author of the Modules is (Cohen, R. J., Swerdlik, M. E, & Sturman, E. D. (2018). Psychological testing and assessment: An introduction to tests and measurement (9th ed.). New York, NY: McGraw-Hill).
Questions:
1.Of the major factors that affect a test's utility (psychometric soundness, cost, benefit), which is most important and why? 175 words
2.What are the differences between norm-referenced and criterion-referenced tests? What are some of the pros and cons of each, and when would each test be more appropriate?175 words
3.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: 175 words
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.
05993 Topic: Discussion 1
Number of Pages: 2 (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
Discussion: Answer each question accordingly. Discuss, elaborate and give example on each question. Please use on the module chapter 7 and 8 as reference or sources. The Author of the Modules is (Cohen, R. J., Swerdlik, M. E, & Sturman, E. D. (2018). Psychological testing and assessment: An introduction to tests and measurement (9th ed.). New York, NY: McGraw-Hill).
Questions:
1.Of the major factors that affect a test's utility (psychometric soundness, cost, benefit), which is most important and why? 175 words
2.What are the differences between norm-referenced and criterion-referenced tests? What are some of the pros and cons of each, and when would each test be more appropriate?175 words
3.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: 175 words
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.
Module Chapter 8 p655 wk3
C H A P T E R 8
Test Development
All tests are not created equal. The creation of a goo.
Order #163040071 why risk factors of cardiovascular diseases are mjack60216
This document outlines a research proposal to study why cardiovascular disease risk factors are more prevalent among Hispanics in Florida. The proposal includes an introduction discussing relevant background literature, hypothesized significance and importance of the study, a proposed methodology involving collecting data on Hispanics and a control group, and an expected timeline and budget. The proposal would analyze risk factors like high cholesterol, blood pressure, obesity, diabetes, and smoking among Hispanics and potential causes like a lack of risk awareness.
The document discusses the Stroop color-word interference test. It is a neuropsychological test used to measure selective attention and cognitive flexibility. It involves naming the ink color of words describing colors, with the goal being to ignore the word meaning and focus only on the ink color. Performance is measured by comparing response times on congruent versus incongruent trials, with longer response times on incongruent trials indicating poorer cognitive inhibition. The test is discussed as having applications in evaluating executive functioning and neurological conditions.
The document summarizes a study investigating the relationship between mental agility and physical activity in elderly populations. Eighteen residents aged 72-79 at a retirement community completed an IQ test and rated their exercise activity. The researchers found a statistically significant correlation of .31 between IQ scores and activity ratings. However, the summary identifies several threats to the validity of the researchers' conclusion that physical activity causes higher mental agility, including the small convenience sample, lack of control variables, and measurement error in the variables.
Psychological tests were developed to assist in understanding human behavior and making important decisions in an objective manner. Tests provide standardized samples of behavior that can be used to infer underlying traits and make comparisons to norms. This allows for decisions to be made with less bias than relying solely on subjective human judgment. Tests quantify results to precisely describe behaviors and allow for clearer communication than qualitative descriptions alone.
Cognitive Psychology.Research on Cognitive Psychology and Inte.docxmonicafrancis71118
Cognitive Psychology.
Research on Cognitive Psychology and Intelligence Quotient.
Student’s Name
Instructor’s Name
Course Code
Date
INTRODUCTION.
Cognitive psychology is a branch of psychology that entails studying mental processes such as an individual’s creativity, perception and thinking. Robert Sternberg defines Intelligence as a form of cognitive ability that enables one to learn from experience, the ability to reason well, the ability to remember significant information and cope with the day to day needs of life. Sternberg, R. J., & Mio, J. S. (2009). Intelligence Quotient is a score obtained from a set of standardized tests meant to assess the levels of human intelligence
Research shows that IQ may be related either to the speed of conduction of neural impulses or to the efficiency of the neural circuitry. Locate scholarly research on IQ related to any or all of these factors and briefly summarize the information.
The ‘efficiency of the neuralcircuitry’ school of thought has been expressed in the Neural Efficiency Theory. This theory illustrates a sort of negative correlation between brain activity under cognitive load and especially on intelligence Quotient. The theory is inspired by the activities of the white matter and myelin in the brain. The white matter in the brain is composed of neuronal fibers that are generally coated with myelin-a form of electrical insulation. Matlin, M. W. (2013). In the recent times, myelin has attracted greater importance in regard to addressing psychiatric disorders such as depression and schizophrenia. Myelin is said to influence the normal cognitive functions, activities such as learning and the Intelligence Quotient levels. Myelin has been used in neural impulse studies because of the fact that it affects information processing the velocity and synchrony of impulse conduction between distant cortical regions.
Testing Intelligence Quotient is made possible by the situation presented in the brain whereby there is an existence of limited processing activity in some brain areas and rather adequate processing activities on some more task-relevant areas of brain and body in general. This approach has given way to the invention of electroencephalogram technique used in studying performance of different memory tasks, in measuring velocity of nerve conduction. This is significant as it is used to measure individual’s speed of processing information.
Explain processing time theories. Do you think they accurately reflect the aspects of intelligence? Why or why not?
Processing time theories has expounded on the study of cognitive development. The proponents of the theory argue that human beings naturally process the information available to them rather than just responding to stimuli. Reisberg, D. (2013). The ‘Processing time’ idea is exhibited in light of four activities namely; the process of giving attention to events in the surrounding environment, encoding relevant information and creating a relatio.
Amanda WattenburgThursdayJul 26 at 724pmManage Discussioncheryllwashburn
Amanda Wattenburg
ThursdayJul 26 at 7:24pm
Manage Discussion Entry
Link to screen cast-o-matic:
https://screencast-o-matic.com/watch/cFitVbFMms (Links to an external site.)Links to an external site.
Script:
A brief introduction
Studying cognitive functioning is important as these processes impact individual’s behavior and emotions (Heeramun-Aubeeluck et al., 2015). Various factors can impact cognitive functioning. A disorder known to impact cognition is psychosis. Thus, it is essential to examine psychosis and how these psychotic experiences effect cognitive functioning over time.
Devise a specific research question related to the topic you chose in Week One.
How does psychosis effect cognitive functioning over time in patients who have experienced first-episode psychosis?
Explain the importance of the topic and research question.
Psychosis is a mental state in which individuals experience a loss of touch with reality(Boychuk, Lysaght, & Stuart, 2018). Psychosis may lead to additional occurrences or may indicate signs of a mental health disorder. It is important to examine the cognitive impairment that is caused as a result of psychotic episodes. In addition, this would unfold information that may lead to the importance of treating psychosis when the first signs are noticed in hopes of decreasing the chances of psychosis leading to a mental disorder.
A brief literature review
Zaytseva, Korsokava, Agius, & Gurovich (2013) and Bora & Murray (2014) discovered altered cognitive functioning exists prior to onset or before the prodrome stage. In addition, Bohus & Miclutia (2014) indicate that cognitive functioning at first-episode psychosis was not as strong. Thus, it can be concluded that cognitive functioning impairment occurs prior to first-episode onset however, there is varying research that indicates the impact on cognitive functioning as time goes on. Popolo, Vinci, & Balbi (2010) conducted a year-long study on neurocognitive functioning amongst children and adolescent patients with first-episode psychosis. Cognitive impairment is indicated in early psychosis onset thus the study focused on examining cognitive impairments. Several cognitive assessments were given to patients and the results were evaluated. The results of the cognitive assessments indicated that adolescents with first-episode psychosis (FEP) have neurocognitive impairments. In addition, psychotic patient’s cognitive deficiencies do not decline over the course of the psychotic disorder. However, according to the article
Neurocognitive functioning before and after the first psychotic episode: does psychosis result in cognitive deterioration? (2010)
, the results indicated that there is no decline in cognitive functioning during the first psychotic episode. This indicates a gap in research of the effect psychotic episodes has on cognitive functioning.
Evaluate published research studies on your topic found during your work on the Weeks One, Two, and ...
Use the Capella library to locate two psychology research articles.docxdickonsondorris
Use the Capella library to locate two psychology research articles: a quantitative methods article and a qualitative methods article. These do not need to be on the same topic, but if you have a research topic in mind for your proposal (see Assessment 5), you may wish to pick something similar for this assessment. Read each article carefully.
Then, in a 2–3-page assessment, address the following elements:
1 Summarize the research question and hypothesis, the research methods, and the overall findings.
2 Compare the research methodologies used in each study. In what ways are the methodologies similar? In what ways are they different? (Be sure to use the technical psychological terms we are studying.)
3 Describe the sample and sample size for each study. Which one used a larger sample and why? How were participants selected?
4 Describe the data collection process for each study. What methods were used to collect the data? Surveys? Observations? Interviews? Be specific and discuss the instruments or measures fully—what do they measure? How is the test designed?
5 Summarize the data analysis process for each study. How was the data analyzed? Were statistics used? Were interviews coded?
6 In conclusion, craft 1–2 paragraphs explaining how these two articles illustrate the main differences between quantitative and qualitative research.
Additional Requirements
· Written communication: Written communication should be free of errors that detract from the overall message.
· APA formatting: Your assessment should be formatted according to APA (6th ed.) style and formatting.
· Length: A typical response will be 2–3 typed and double-spaced pages.
Font and font size: Times New Roman, 12 point.
Research Methods
There are many different types of research studies, and the type of study that is done depends very much on the research question. Some studies demand strictly numerical data, such as a comparison of GPA among different college majors or weight loss among different types of eating programs. Others require more in-depth data, like interview responses. Such studies might include the lived experience of people that have been through a terrorist attack or understanding the experience of being physically disabled on a college campus. While there are a number of different types of studies that can be done, all of them fall under two basic categories: quantitative and qualitative.
Quantitative Research
Quantitative research deals with numerical data. This means that any topic you study in a quantitative study must be quantifiable—grades, weight, height, depression, and intelligence are all things that can be quantified on some scale of measurement. Quantitative data is often considered hard data—numbers are seen as concrete, irrefutable evidence, but we have to take into account a number of factors that could impact such data. Errors in measurement and recording of such data, as well as the influence of other factors outside those in the study, make for ...
05995 Topic Discussion 3Number of Pages 2 (Double Spaced).docxoswald1horne84988
05995 Topic: Discussion 3
Number of Pages: 2 (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
Discussion: Answer each question accordingly. Discuss, elaborate and give example on each question. Please use on the module chapter 7 and 8 as reference or sources. The Author of the Modules is (Cohen, R. J., Swerdlik, M. E, & Sturman, E. D. (2018). Psychological testing and assessment: An introduction to tests and measurement (9th ed.). New York, NY: McGraw-Hill).
Questions:
1.Of the major factors that affect a test's utility (psychometric soundness, cost, benefit), which is most important and why? 175 words
2.What are the differences between norm-referenced and criterion-referenced tests? What are some of the pros and cons of each, and when would each test be more appropriate?175 words
3.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: 175 words
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.
05993 Topic: Discussion 1
Number of Pages: 2 (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
Discussion: Answer each question accordingly. Discuss, elaborate and give example on each question. Please use on the module chapter 7 and 8 as reference or sources. The Author of the Modules is (Cohen, R. J., Swerdlik, M. E, & Sturman, E. D. (2018). Psychological testing and assessment: An introduction to tests and measurement (9th ed.). New York, NY: McGraw-Hill).
Questions:
1.Of the major factors that affect a test's utility (psychometric soundness, cost, benefit), which is most important and why? 175 words
2.What are the differences between norm-referenced and criterion-referenced tests? What are some of the pros and cons of each, and when would each test be more appropriate?175 words
3.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: 175 words
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.
Module Chapter 8 p655 wk3
C H A P T E R 8
Test Development
All tests are not created equal. The creation of a goo.
Order #163040071 why risk factors of cardiovascular diseases are mjack60216
This document outlines a research proposal to study why cardiovascular disease risk factors are more prevalent among Hispanics in Florida. The proposal includes an introduction discussing relevant background literature, hypothesized significance and importance of the study, a proposed methodology involving collecting data on Hispanics and a control group, and an expected timeline and budget. The proposal would analyze risk factors like high cholesterol, blood pressure, obesity, diabetes, and smoking among Hispanics and potential causes like a lack of risk awareness.
The document discusses the Stroop color-word interference test. It is a neuropsychological test used to measure selective attention and cognitive flexibility. It involves naming the ink color of words describing colors, with the goal being to ignore the word meaning and focus only on the ink color. Performance is measured by comparing response times on congruent versus incongruent trials, with longer response times on incongruent trials indicating poorer cognitive inhibition. The test is discussed as having applications in evaluating executive functioning and neurological conditions.
The document summarizes a study investigating the relationship between mental agility and physical activity in elderly populations. Eighteen residents aged 72-79 at a retirement community completed an IQ test and rated their exercise activity. The researchers found a statistically significant correlation of .31 between IQ scores and activity ratings. However, the summary identifies several threats to the validity of the researchers' conclusion that physical activity causes higher mental agility, including the small convenience sample, lack of control variables, and measurement error in the variables.
Psychological tests were developed to assist in understanding human behavior and making important decisions in an objective manner. Tests provide standardized samples of behavior that can be used to infer underlying traits and make comparisons to norms. This allows for decisions to be made with less bias than relying solely on subjective human judgment. Tests quantify results to precisely describe behaviors and allow for clearer communication than qualitative descriptions alone.
This document discusses research questions and hypotheses. It provides guidance on formulating research questions and hypotheses for quantitative and qualitative studies. Some key points covered include: developing initial research questions and refining them through literature reviews and pilot studies; types of research questions such as descriptive, correlational, predictive, and causal questions; characteristics of good hypotheses such as being clear, testable, and consistent with existing knowledge; and criteria for developing hypotheses such as simplicity, specificity, and ability to be verified. The document also outlines steps for formulating hypotheses.
A Guide to Conducting a Meta-Analysis.pdfTina Gabel
This document provides guidance on conducting a meta-analysis. It discusses the advantages of meta-analysis over narrative literature reviews, including that meta-analyses systematically combine results across studies and account for differences in study characteristics. It recommends including at least 20-30 studies for a meta-analysis to draw reliable conclusions. The document outlines the steps for selecting studies through systematic searches of databases, extracting common effect sizes, and using statistical models to analyze and summarize the data in a meta-analysis.
This document discusses different dimensions for characterizing research projects, including topic, novelty, technology, scope, mode, methods, ideology, politics, and utility. It provides examples of different types of projects that fall under each dimension, such as observational vs. interventionist studies. The document emphasizes that research projects can be understood as existing in a multidimensional space defined by these dimensions, and that considering all relevant dimensions is important for designing and conducting a high-quality project.
This document summarizes a paper on neuroeconomics studies. It discusses how neuroeconomics has the potential to fundamentally change economics by studying human decision-making at the neurological level. Neuroeconomics experiments use brain imaging techniques to measure brain activity during economic decisions and correlate it with behavior. This can provide insights into phenomena like trust that are difficult to capture in traditional economic models. The document outlines some of the tools and methods used in neuroeconomics research, including experimental designs, brain imaging technologies, and manipulating brain states to infer causation. It argues that neuroeconomics takes a more inductive and interdisciplinary approach compared to traditional deductive economics.
Feedback for Professor on week 1 discussionMental health and illalisondakintxt
Feedback for Professor on week 1 discussion
Mental health and illness are always a question for individuals in the criminal justice system, regardless of their age. Understanding mental health and how that might impact decision making and criminal behavior are important questions. But you need to look at the alignment of your Research Problem / Purpose / Question. These should all be different ways of saying the same thing. So, if you are talking about mental illness and rehabilitation in one, you should be talking about illness and rehabilitation in all of them. Please work on this alignment for both the quantitative research design and the qualitative research design for Week 2.
Week 1 discussion question
Specific Program of Study and Area of Concentration
My major and program of study is PhD in Forensic Psychology with a concentration in victimology. My career interest is to work with juveniles that are charged with serious and violent murderers. Working with juveniles that has committed serious and violent crimes has always been a fascination of mine, the fascination stems from my interest in understanding their thought process and thinking, their social background, their environmental background and any mental health diagnosis.
Social Problem
The social problem with juvenile murderers is that behavioral problems and mental health diagnosis are often grossly overlooked.
Quantitative Research Problem
The Scholarly community does not know the proper therapeutic therapies to apply to these child murderers instead of putting them in prison.
Quantitative Research Purpose
The purpose of this quantitative research is developing a research study that will be implemented into juvenile prisons, to better rehabilitate these children instead of further damaging them, implementing programs that will better prepare them for future release.
Quantitative Research Question
The quantitative research question is as follows; What is the relationship of a diagnosed mental illness and juveniles that commit serious and violent murders.
Qualitative Research Problem
The scholarly community does not know that behavioral problems and mental illnesses may result in children becoming serious violent murders. The qualitative research problem is does diagnosed mental health diagnoses contribute to juveniles becoming murderers.
Qualitative Research Purpose
The purpose of this qualitative study is to correlate previous studies of juvenile murderers and mental health illnesses. As a result, strategic rehabilitation programs will help in reintegrated back into society.
Qualitative Research Question
In this qualitative research the question will be posed as, are their early signs of mental health diagnoses that will detect juvenile murders, and can detecting these early signs reduce the number of juvenile murderers?
Please review the previous questions and revised as needed. Please keep layout as is and the assignmen ...
College of Doctoral StudiesExpanded Comparison.docxjoyjonna282
College of Doctoral Studies
Expanded Comparison Matrix
Article 1
Article 2
Article 3
Title/Author(s)
Individual and Situational Predictors of Workplace Bullying: Why Do Perpetrators Engage in Bullying of Others?
Hauge, Skogstad, & Einarsen, (2009)
Does Trait Anger, Trait Anxiety or Organizational Position Moderate the Relationship Between Exposure to Negative Acts and Self-Labeling as a Victim of Workplace Bullying?
Vie & Einarsenm, (2010)
Developmental stage of performance in reasoning about school bullying.
Joaquim, (2014)
Persistent GCU library link
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Purpose of the study
What is the author’s rationale for selecting this topic? Does he build a strong case?
The purpose of the study is to examine why perpetrators bully co-workers.
The assumption has been that stressful workplace conditions lead to bullying. Less research has been devoted to why perpetrators engage in bullying. This study addresses a gap in the literature by exploring individual and situational variables that contribute to bullying in the workplace.
Yes, the researchers provide a strong justification for their research, identifying what has been studied and what needs to be studied (a gap in the literature).
The aim of this study was to examine whether the relationship between exposure to negative acts and self-labeling as a victim of bullying was moderated by trait anger and trait anxiety or by the target’s organizational position.
The assumption has been that self-labeling does not bare a relationship with anger, anxiety or position. Previous research has been conducted to prove that the above factors are directly correlated with the study. This study is to be used as a conjecture to previous studies.
The research somewhat builds a strong justification for their research. Their main goal was to disprove a method that has been justified in the past.
The purpose of the study is to determine, at what cognitive developmental stages ) do urban
High school and middle school students reason about bullying.
The assumption being that students are between primary and formal cognitive developmental stages.
Which level of cognition plays a role in school bullying.
Research Question(s)
What question(s) does the author present?
What individual and situational variables predict bullying of others in the workplace?
Specifically, they administered a survey asking respondents to indicate whether they had exposed others to bullying in their workplace during t ...
For my final project I am choosing the environmental influences on.docxrhetttrevannion
For my final project I am choosing the environmental influences on personality particularly about childhood experiences and their effect on an individual’s personalities. I am contrasting childhood experiences that are caused by their environment to the effect on their personality, I will use the correlation research method. A questionnaire will be used in order to obtain the information I would need. This method would admit me to have a larger sample base, have a better image of the relationship, and numerous variables providing for better research circumstances down the road. The disadvantage to this technique would be, I would not have a personal relationship from those apart of the study and this could cause a lack of dishonesty. Second, establishing a questionnaire that was both dependable and accurate could be an issue. Lastly, I would only get a view at what those in the group went through.
Ethically, I would run into a problem of confidentiality and making sure all of the questionnaires were kept secret and those taking them were offered secrecy. Anyone who take part in the activity would be able to eliminate themselves from the research if they wanted to and if they left the documents it would be destroyed. I would maintain their best interest and would be real and honest with them regarding what the study is being used for and why it was being done. Still, because there isn’t a personal relationship but just general on this could be difficult to prove and cause doubt and that could be an ethical crisis.
References:
APA Ethical Principles of Psychologists and Code of Conduct (2017) (PDF, 272KB)
APA Manual (Publication manual of the American Psychological Association). (2010). Washington, DC: American Psychological Association.
Cervone, D. (2019). Personality theory and research (14th ed.). Danvers, MA: John Wiley &sons.
1
PSY 216 LITERATURE REVIEW TEMPLATE 7
PSY 216 Literature Review Template
Student Name
Institution Affiliation
Course Number and Name
Submission Date
Article One
What is the title of the article? Provide a citation for the article in APA format.
Birth Order Effects on Personality and Various Achievement within Families.
Paulhus, D.L., Trapnell, P.D.,& Chen, D. (1999). Birth Order Effects on Personality and various Achievement within Families. Psychology Science, 10(6), 482-488.
What is the purpose of the article, and how does the purpose relate to personality development?
The main objective of this research article is generally to investigate on the effect of character and diverse achievements that occur due to confinement order.
What is the hypothesis of the study? In other words, what claims do the authors make in the article?
Throughout the literature review reading, it is clear that firstborn mostly stayed nominated as attaining and contentious. Concurrent, most children, born later, were profoundly stated to be most insubordinate and courteous.
What variables (factors) are being looked .
This document discusses conceptual problems in statistics, testing, and experimentation in cognitive psychology. It identifies three main sources of variability in psychological data: (1) participant interest and motivation, (2) individual differences, and (3) potentially stochastic cognitive mechanisms. Addressing this variability poses challenges for developing normative and descriptive models of cognition and for making inferences from group-level data to individuals. The document also discusses approaches like individual differences research and modeling heterogeneous groups to help address these challenges.
INVITED EDITORIAL Lets Do It Again A Call for Replications TatianaMajor22
INVITED EDITORIAL: Let's Do It Again: A Call for Replications
in Psi Chi J o u rn a l o f Psychological Research
J o h n E. E d lu n d
R o c h e s te r In s titu te o fT e c h n o lo g y
S
c ie n c e is said to b e su ffe rin g fro m a crisis
o f r e p li c a b i li t y ( I o a n n i d is , 2 0 0 5 ). T h is
crisis o c c u rs w h e n s c ie n tific s tu d ie s fail
to b e s u p p o r te d by s u b s e q u e n t re s e a r c h . T h e
challenges posed by th e replication crisis address
the fundam ental n atu re o f science an d the p ublic’s
u n d e r s t a n d i n g o f it. N u m e r o u s c o n t r i b u t i n g
reasons for th e rep licatio n crisis have b e e n n o ted
in c lu d in g d a ta fa lsific a tio n (S te e n , 2 0 1 1 ), th e
pressures o f ten u re an d p ro m o tio n (Varian, 1998),
questionable research practices (Simmons, Nelson,
& Sim onsohn, 2011), th e tendency o f jo u rn a ls to
w ant to publish particularly novel papers (Steen,
2011), and the p reference for publishing significant
results (de W inter & H appee, 2013). T hese factors
all in c re a se th e o d d s o f in a c c u ra te in fo rm a tio n
b e in g p u b lish e d , w hich in tu rn is in c o rp o r a te d
in to tex ts, as h a p p e n e d w ith th e d e ta ils o f th e
original investigation in th e Kitty G enovese case,
which led to th e fam ous bystander apathy studies
(Griggs, 2015). T he p rim ary goal o f this editorial is
to briefly discuss th e factors th at have co n trib u ted
to th e re p lic atio n crisis, tech n iq u e s em ployed by
various jo u rn a ls in th e field to deal with the crisis,
and how Psi Chi Journal o f Psychological Research (PCf)
is responding.
Build U p to th e R eplication Crisis
Perhaps th e biggest indication o f the psychological
re p lic atio n crisis was a series o f p ap e rs th a t were
com pletely fabricated by several differen t authors
(L e v elt C o m m itte e , 2 0 1 2 ). In th e s e cases, th e
au th o rs in question were discovered to have com
pletely fabricated th e ir d ata based o n a n u m b e r o f
factors ra n g in g from th e inability o f coauthors to
get access to data to a statistical analysis o f raw data
from the papers suggesting th at the d ata was faked
(S im onsohn, 2013).
Some have looked at the data fabrication crisis
as a serie s o f u n r e la te d a n d iso la te d in c id e n ts,
perhaps driven by personal flaws o r am bition. O th
ers, however, have looked at systemic features in aca
dem ia as a potential influence on this p h e n o m e n a
(Nosek, Spies, & Motyl, 2012). For instance, it has
long been noted that ten u re an d prom otion in aca
dem ia is driven largely by the n u m b er an d quality of
publications (Varian, 1998). Early career research
ers in the field (graduate students, post-docs, an d
assistant faculty) are pressured to publish early and
often, an d this can lead ...
The document outlines an assignment for a research methodology course. It contains 6 questions related to different types of research methods. Question 1 asks for examples of exploratory, descriptive, diagnostic, and evaluation research and why each would be used. Question 2 discusses differences between key concepts in hypothesis testing. Question 3 explains the difference between causal relationships and correlations with examples. Question 4 discusses factors in choosing a sampling technique and characteristics of a good sample. Question 5 asks students to select a topic and explain how secondary and primary sources would be used. Question 6 provides a case study on conducting a market survey for a newspaper.
Adiesa Burgess Dr. MixonPSYC-40121 October 2022 C.docxstandfordabbot
Adiesa Burgess
Dr. Mixon
PSYC-401
21 October 2022
Comprehensive Assignment
My chosen research topic is the practices of the Islamic faith related to illness, suffering, death, dying, grief, mourning rituals, and burial or cremation. I chose this topic because Islam is the second largest religion in the world, and I am interested in how this religion deals with death and dying. This topic is significant because death is a universal experience and understanding how different cultures and religions deal with death can help us to understand the human experience. This research will be of interest to scholars and students of religion and culture. Finally, this research will be of interest to anyone who is interested in understanding the Islamic faith and its practices related to death and dying. Additionally, this research can help to inform the practices of healthcare providers who work with Muslim patients (Eyetsemitan, 2021).
Islam has a rich tradition of practices related to death and dying. Muslims believe that death is a natural part of life, and they have developed practices to help them cope with death. For example, when a Muslim is dying, they are typically surrounded by their family and friends, who recite prayers and verses from the Quran. After death, the body is washed and shrouded in a white cloth, and the funeral is held as soon as possible. Grief is a natural part of the mourning process, and Muslims often express their grief through prayer, reading the Quran, and spending time with family and friends. These practices are significant because they provide a way for Muslims to cope with death and dying. They also help to create a sense of community and support for those who are grieving. Additionally, these practices can help to inform the practices of healthcare providers who work with Muslim patients (Bahadur, 2020).
Another way the Islamic faith relates to death, dying, grief, mourning rituals, and burial or cremation is through the concept of martyrdom. Muslims believe that those who die while defending their faith or while performing good deeds are martyrs, and they are rewarded with a special place in paradise. This belief provides comfort to Muslims who are grieving the loss of a loved one, and it also helps to motivate Muslims to do good deeds. Finally, the concept of martyrdom can help to inform the practices of healthcare providers who work with Muslim patients (Bahadur, 2020).
References
Eyetsemitan, F. E. (2021).
Death, dying, and bereavement around the world: Theories, varied views and customs. Charles C Thomas Publisher.
Bahadur, P. (2020). Rituals and beliefs surrounding death in Islam.
Journal of Adventist Mission Studies,
16(1), 173-192.
HOW IS PERSONALITY ASSESSED?
137
to generate detailed images of the brain (e.g., DeYoung et al., in
press). Conversely, studies concerned with brain activity may
use fMRI (e.g., Canli, 2004) or PET (.
The study investigated the effects of social anxiety and gender matching on theory of mind perspective taking abilities. 58 participants completed a theory of mind task under different conditions of anxiety (discussion of answers vs no discussion) and gender matching of the instructor. Results of a 2x2 ANOVA found no significant effects of anxiety, gender matching, or their interaction on task performance. Scores were similar across all conditions, suggesting that a socially anxious situation or gender differences did not impair cognitive resources or affect theory of mind perspective taking abilities.
The student discusses their experience taking IB biology over the past two years of high school. They explain how the course has engaged them in asking questions and carrying out experiments to answer hypotheses. They chose to focus on their experience in IB biology because it has grown their passion for the field and they enjoy carrying out investigations. The ways of knowing of reason, emotion, and language have most connected to their experience. Reasoning is key to the scientific method and carrying out experiments, while emotion provides motivation for questions. Language allows findings to be shared but can also reflect biases. The student recognizes limitations in each way of knowing and how it will inform their future learning approach.
This document is an assignment on research in mathematics education. It discusses the nature of research in mathematics education compared to mathematics. It notes that while mathematics uses proofs, research in mathematics education uses various forms of evidence to build understanding. It outlines the main purposes of research in mathematics education as understanding mathematical thinking and learning as well as improving instruction. It also discusses standards for evaluating theories and models in mathematics education research, including descriptive power, explanatory power, scope, predictive power, rigor, falsifiability, replicability, and using multiple sources of evidence. The document concludes by emphasizing that mathematics education research is still a young field with progress being made to build robust theory and methods.
1. Need all 3 article read and compared answering the questions I .docxjackiewalcutt
1. Need all 3 article read and compared answering the questions I have left blank Please expound on article 2 & 3 on every question just incase. Document name is
psy801.v10r.expandedcomparisonmatrix_student_1.docx
Use Article1
Use Article 2
Use Article 3
2. Need a 1500 word paper written (instructions below)
Comparing all 3 articles I HAVE CHOSEN and answering the questions below.
Your comparisons should answer the following questions:
a) In which study(ies) are the themes of the literature review similar? Different?
b) Who (if any) are the authors that you see in common to the literature review of all three studies?
c) In which study(ies) does the data appear to support the conclusion?
d) In which study(ies) does the conclusion answer the research question?
e) What questions would you ask the author(s)?
College of Doctoral Studies
Expanded Comparison Matrix
Article 1
Article 2
Article 3
Title/Author(s)
Individual and Situational Predictors of Workplace Bullying: Why Do Perpetrators Engage in Bullying of Others?
Hauge, Skogstad, & Einarsen, (2009)
Does Trait Anger, Trait Anxiety or Organizational Position Moderate the Relationship Between Exposure to Negative Acts and Self-Labeling as a Victim of Workplace Bullying?
Vie & Einarsenm, (2010)
Developmental stage of performance in reasoning about school bullying.
Joaquim, (2014)
Persistent GCU library link
http://web.ebscohost.com.library.gcu.edu:2048/ehost/pdfviewer/pdfviewer?sid=2c49d06c-c95e-48b4-aeaa-8eecbf8a7e59%40sessionmgr113&vid=10&hid=123
http://web.ebscohost.com.library.gcu.edu:2048/ehost/detail?vid=21&hid=123&sid=2c49d06c-c95e-48b4-aeaa-8eecbf8a7e59%40sessionmgr113&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=psyh&AN=2010-22566-006
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Purpose of the study
What is the author’s rationale for selecting this topic? Does he build a strong case?
The purpose of the study is to examine why perpetrators bully co-workers.
The assumption has been that stressful workplace conditions lead to bullying. Less research has been devoted to why perpetrators engage in bullying. This study addresses a gap in the literature by exploring individual and situational variables that contribute to bullying in the workplace.
Yes, the researchers provide a strong justification for their research, identifying what has been studied and what needs to be studied (a gap in the literature).
The aim of this study was to examine whether the relationship between exposure to negative acts and self-labeling as a victim of bullying was moderated by trait anger and trait anxiety or by the target’s organizational position.
The assumption has been that self-labeling does not bare a relationship with anger, anxiety or position. Previous research has been conducted to prove that the above factors are ...
Allison Rogers
Professor Koenig
COMM 3313
October 12th, 2018
How My Race Has Impacted My Life
I. Introduction
a. How being white has affected my life in many ways
i. Positive factors from experience
ii. Negative factors from experience
iii. How this has impacted my communication
iv. Are my communication skills stronger or weaker from these experiences?
II. Positive factors from experience
a. Job market is more available to me
a. Opportunities come in simpler form to me
III. Negative factors from experience
a. Assumptions of me being white thinking my life is a breeze from others
b. The unfairness I see every day makes me feel guilty for being white
IV. How this has impacted my very own communication
a. I see things from a general point of view
b. I try my best to be personal when communicating.
c. I remember that we are all human beings who deserve equality.
V. Are my communication skills stronger or weaker?
a. Stronger – My experiences growing up have helped me communicate with everyone equally.
VI. Conclusion
a. The boundaries my race sets me in
b. The opportunities I have because of my race.
Works Cited
Orbe, M. P., & Harris, T. M. (2015). Interracial communication theory into practice. Los Angeles, CA: Sage.
https://www.psychologytoday.com/us/blog/listen/201803/being-white-in-age-color
https://www.tolerance.org/magazine/fall-2018/what-is-white-privilege-really
https://money.cnn.com/2016/04/13/media/whiteness-project/index.html
https://everydayfeminism.com/2015/11/lessons-white-privilege-poc/
https://www.bustle.com/articles/146867-how-white-privilege-affects-8-people-of-color-on-a-day-to-day-basis
Allison Rogers
Professor Koenig
COMM 3325
October 20th, 2018
Research Paper Conceptual Document:
“The Meaning of July Fourth for the Negro” by Frederick Douglas
1. What is the event or rhetorical moment I will be analyzing and why. Give a brief summary.
· I will be analyzing a speech by Fredrick Douglas that he gave on July 5th in 1852 called, “The Meaning of July Fourth for the Negro”. I chose this speech because I first read this speech this past spring semester in my gender studies class and it was so well written and worded that it literally just brought me to tears with so much emotion behind it. I want to analyze how Douglas put this together and his rhetorical process that he used in order to touch so many people with his words.
2. What methods of evaluation will I be looking for?
· The methods of evaluation I will be looking for in this speech are the following:
(I) The speech objective
(II) The audience and context of the speech
(III) The speeches context and structure
(IV) The delivery skills and techniques he used
(V) Intangibles
3. 8 sources:
· https://www.artofmanliness.com/the-meaning-of-july-fourth-for-the-negro-by-frederick-douglas/
· http://masshumanities.org/files/programs/douglass/speech_abridged_med.pdf
· http://redandgreen.org/speech.htm
· https://www.pbs.org/wgbh/aia/part4/4h2927.html
· https://liber.
Allen 1Kiah AllenProfessor HirschENG1018 Feb. 2018Defo.docxsimonlbentley59018
Allen 1
Kiah Allen
Professor Hirsch
ENG101
8 Feb. 2018
Deforestation
The Amazon forest alone creates 20% of the worlds oxygen. It has decreased by 17% in the past 50 years because of deforestation (conserve-energy-future.com). Forest’s in general only cover 30% of the world (conserve-energy-future.com ). Deforestation is killing the trees that produce oxygen, without it humans can’t survive. Deforestation should be prohibited because large plants such as trees recycle air.
If deforestation is such a problem, why does it happen? Deforestation extracts the forest of its resources. It turns the forests into farms, ranches, or urban areas. The wood from trees are used for building or could be sold as fuel. Another big cause of deforestation is quarry’s. Quarry’s take up a lot of land, and once the quarry is abandoned is almost impossible to fix. Hydropower requires dams to be built. Dams create an enormous amount of flooding, which kills thousands of trees. The increase of population is also a cause of deforestation. The more people that are on earth the more land and resources we demand.
If deforestation continues it will have a huge negative impact on our air supply. Everyday a piece of the forests is being destroyed. The more trees that are being destroyed the less oxygen can be produced. Trees use photosynthesis to covert carbon dioxide into oxygen. Photosynthesis is the main producer of oxygen, and respiration and decay remove it. Urban areas have less oxygen then rural areas, because they don’t have many plants. Throughout history oxygen levels have been steadily decreasing. Once the oxygen levels hit 7% the air is too low to support human life (thenaturalhealthplace.com). Finding ways to apply reforestation would help increase oxygen.
There are many ways to apply reforestation to reverse the harm that’s been don’t to the world. One way is to plant trees. There are some cities who have made vertical forests. They plant trees and plants that surround the building. Going paperless would help as well. Since technology has advanced, paper isn’t really needed as often. Recycling and buying recycled products will help as well. The more that people recycle there will be less demand for natural resources and trees. Reforestation will help to reduce the concentration of carbon dioxide in the air.
Deforestation does have a huge negative impact on our world, but there are quite of bit of positive too. The positive effects of deforestation are that it does gives humans space to grow. With growth comes civilizations which means more jobs and revenue. Deforestations also gives us more food and resources to satisfy our needs. It means a more comfortable life for humans. The consequences of deforestation is not worth the temporary comfort that humans get from it.
Deforestation is a serious problem to maintain life on this planet. The decrease in oxygen could eventually mean the end to human kind. If we don’t do anything abo.
All workings, when appropriate, must be shown to substantiate your.docxsimonlbentley59018
All workings, when appropriate, must be shown to substantiate your answers.
Question 1 [14 marks]
Financial statement disclosures
You are the financial accountant for Superstore Ltd, and are in the process of preparing its financial statements for the year ended 30 June 2018. Whilst preparing the financial statements, you become aware of the following situations:
1. On 1 July 2017, the directors made a decision, using information obtained over the last couple of years, to revise the useful life of an item of manufacturing equipment. The equipment was acquired on 1 July 2015 for $800,000, and has been depreciated on a straight-line basis, based on an estimated useful life of 10 years and residual value of nil. Superstore Ltd uses the cost model for manufacturing equipment. The directors estimate that as at 1 July 2017, the equipment has a remaining useful life of 6 years and a residual value of nil. No depreciation has been recorded as yet for the year ended 30 June 2018 as the directors were unsure how to account for the change in the 2018 financial statements, and unsure whether the 2016 and 2017 financial statements will need to be revised as a result of the change.
2. In June 2018, the accounts payable officer discovered that an invoice for repairs to equipment, with an amount due of $20,000, incurred in June 2017, had not been paid or provided for in the 2017 financial statements. The invoice was paid on 12 July 2018. The repairs are deductible for tax purposes. The accountant responsible for preparing the company’s income tax returns will amend the 2017 tax return, and the company will receive a tax refund of $6,000 as a result (30% x $20,000). No journal entries have been done as yet in the accounting records of Superstore Ltd, as the directors are unsure how to account for this situation, and what period adjustments need to be made in.
3. Superstore Ltd holds shares in a listed public company, ABC Ltd, which are valued in the draft financial statements on 30 June 2018 at their market value on that date - $600,000. A major fall in the stock market occurred on 10 July 2018, and the value of Superstore’s shares in ABC Ltd declined to $250,000.
4. On 21 July 2018, you discovered a cheque dated 20 April 2018 of $32,000 authorised by the company’s previous accountant, Max. The payment was for the purchase of a swimming pool at Max’s house. The payment had been recorded in the accounting system as an advertising expense. You advise the directors of this fraudulent activity, and they will investigate.
Assume that each event is material.
Required:
i) State the appropriate accounting treatment for each situation. Provide explanations and references to relevant paragraphs in the accounting standards to support your answers. Where adjustments to Superstore Ltd’s financial statements are required, explain which financial statements need to be adjusted (ie. 2016, 2017, 2018 or 2019).
ii) Prepare any note disclosures and adjusting j.
All yellow highlight is missing answer, please answer all of t.docxsimonlbentley59018
1) The play Anna in the Tropics explores the impact of literature on a family of Cuban cigar rollers in 1920s Florida. As their new lector reads Tolstoy's Anna Karenina aloud each day, the characters find their lives profoundly changed as themes like tradition vs modernity, gender roles, infidelity, and jealousy are awakened.
2) The play illustrates the machismo of Cuban culture, where men's affairs are accepted but women are punished for the same behavior. This double standard leads to tensions and tragedy as the characters emulate the scandals in the novel.
3) Ultimately, the lector's reading of Anna Karenina arouses passions that cannot be contained, as jealousies
All models are wrong. Some models are useful.—George E. P. B.docxsimonlbentley59018
All models are wrong. Some models are useful.
—George E. P. Box (1919–2013)
Statistician
Describing and explaining social phenomena is a complex task. Box’s quote speaks to the point that it is a near impossible undertaking to fully explain such systems—physical or social—using a set of models. Yet even though these models contain some error, the models nevertheless assist with illuminating how the world works and advancing social change.
The competent quantitative researcher understands the balance between making statements related to theoretical understanding of relationships and recognizing that our social systems are of such complexity that we will always have some error. The key, for the rigorous researcher, is recognizing and mitigating the error as much as possible.
As a graduate student and consumer of research, you must recognize the error that might be present within your research and the research of others.
To prepare for this Discussion:
Use the Walden Library Course Guide and Assignment Help found in this week’s Learning Resources to search for and select a quantitative article that interests you and that has social change implications.
As you read the article, reflect on George Box’s quote in the introduction for this Discussion.
For additional support, review the
Skill Builder: Independent and Dependent Variables
, which you can find by navigating back to your Blackboard Course Home Page. From there, locate the Skill Builder link in the left navigation pane.
By Day 3
Post a very brief description (1–3 sentences) of the article you found and address the following:
1. Describe how you think the research in the article is useful (e.g., what population is it helping? What problem is it solving?).
2. Using Y=
f
(X) +E notation, identify the independent and dependent variables.
3. How might the research models presented be wrong? What types of error might be present in the reported research?
Frankfort-Nachmias, C., & Leon-Guerrero, A. (2018).
Social statistics for a diverse society
(8th ed.). Thousand Oaks, CA: Sage Publications.
· Chapter 1, “The What and the Why of Statistics” (pp. 1–21)
Wagner, W. E. (2016).
Using IBM® SPSS® statistics for research methods and social science statistics
(6th ed.). Thousand Oaks, CA: Sage Publications.
· Chapter 1, “Overview”
Dietz, T., & Kalof, L. (2009).
Introduction to social statistics: The logic of statistical reasoning
. West Sussex, United Kingdom: Wiley-Blackwell.
Introduction to Social Statistics: The Logic of Statistical Reasoning, 1st Edition by Dietz, T.; Kalof, L. Copyright 2009 by John Wiley & Sons - Books. Reprinted by permission of John Wiley & Sons - Books via the Copyright Clearance Center.
·
Chapter 1, “An Introduction to Quantitative Analysis” (pp. 1–31)
Dietz, T., & Kalof, L. (2009).
Introduction to social statistics: The logic of statistical reasoning
. West Sussex, United Kingdom: Wiley-Blackwell.
Introdu.
allclasses-frame.htmlAll ClassesAIBoardPlacementRandomModeRotationShapeShapeStreamTetris5044
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Class Tetris5044ObjectApplicationTetris5044public class Tetris5044
extends Application
The main application class; for internal use only.
Version:1.0Nested Class SummaryNested classes/interfaces inherited from class Application
Application.ParametersField SummaryFields inherited from class Application
STYLESHEET_CASPIAN, STYLESHEET_MODENAConstructor Summary
Constructors Constructor and DescriptionTetris5044() Method Summary
All Methods Static MethodsInstance MethodsConcrete MethodsModifier and TypeMethod and Descriptionstatic voidmain(String[] args)
For internal use only.
voidstart(Stage primaryStage)
For internal use only.
Methods inherited from class Application
getHostServices, getParameters, getUserAgentStylesheet, init, launch, launch, notifyPreloader, setUserAgentStylesheet, stopMethods inherited from class Object
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throws Exception
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ALL WORK MUST BE ORIGINAL, CITED, IN APA FORMAT & WILL BE SUBMITTED .docxsimonlbentley59018
ALL WORK MUST BE ORIGINAL, CITED, IN APA FORMAT & WILL BE SUBMITTED TO TURN-IT-IN. THIS IS A DISCUSSION POST. DUE DATE IS SUNDAY, 06/21/22 @ 2PM EASTERN STANDARD TIME.
Discussion Question #2:
If you had the authority, what steps would you take to secure America's digital infrastructure?
.
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This document discusses research questions and hypotheses. It provides guidance on formulating research questions and hypotheses for quantitative and qualitative studies. Some key points covered include: developing initial research questions and refining them through literature reviews and pilot studies; types of research questions such as descriptive, correlational, predictive, and causal questions; characteristics of good hypotheses such as being clear, testable, and consistent with existing knowledge; and criteria for developing hypotheses such as simplicity, specificity, and ability to be verified. The document also outlines steps for formulating hypotheses.
A Guide to Conducting a Meta-Analysis.pdfTina Gabel
This document provides guidance on conducting a meta-analysis. It discusses the advantages of meta-analysis over narrative literature reviews, including that meta-analyses systematically combine results across studies and account for differences in study characteristics. It recommends including at least 20-30 studies for a meta-analysis to draw reliable conclusions. The document outlines the steps for selecting studies through systematic searches of databases, extracting common effect sizes, and using statistical models to analyze and summarize the data in a meta-analysis.
This document discusses different dimensions for characterizing research projects, including topic, novelty, technology, scope, mode, methods, ideology, politics, and utility. It provides examples of different types of projects that fall under each dimension, such as observational vs. interventionist studies. The document emphasizes that research projects can be understood as existing in a multidimensional space defined by these dimensions, and that considering all relevant dimensions is important for designing and conducting a high-quality project.
This document summarizes a paper on neuroeconomics studies. It discusses how neuroeconomics has the potential to fundamentally change economics by studying human decision-making at the neurological level. Neuroeconomics experiments use brain imaging techniques to measure brain activity during economic decisions and correlate it with behavior. This can provide insights into phenomena like trust that are difficult to capture in traditional economic models. The document outlines some of the tools and methods used in neuroeconomics research, including experimental designs, brain imaging technologies, and manipulating brain states to infer causation. It argues that neuroeconomics takes a more inductive and interdisciplinary approach compared to traditional deductive economics.
Feedback for Professor on week 1 discussionMental health and illalisondakintxt
Feedback for Professor on week 1 discussion
Mental health and illness are always a question for individuals in the criminal justice system, regardless of their age. Understanding mental health and how that might impact decision making and criminal behavior are important questions. But you need to look at the alignment of your Research Problem / Purpose / Question. These should all be different ways of saying the same thing. So, if you are talking about mental illness and rehabilitation in one, you should be talking about illness and rehabilitation in all of them. Please work on this alignment for both the quantitative research design and the qualitative research design for Week 2.
Week 1 discussion question
Specific Program of Study and Area of Concentration
My major and program of study is PhD in Forensic Psychology with a concentration in victimology. My career interest is to work with juveniles that are charged with serious and violent murderers. Working with juveniles that has committed serious and violent crimes has always been a fascination of mine, the fascination stems from my interest in understanding their thought process and thinking, their social background, their environmental background and any mental health diagnosis.
Social Problem
The social problem with juvenile murderers is that behavioral problems and mental health diagnosis are often grossly overlooked.
Quantitative Research Problem
The Scholarly community does not know the proper therapeutic therapies to apply to these child murderers instead of putting them in prison.
Quantitative Research Purpose
The purpose of this quantitative research is developing a research study that will be implemented into juvenile prisons, to better rehabilitate these children instead of further damaging them, implementing programs that will better prepare them for future release.
Quantitative Research Question
The quantitative research question is as follows; What is the relationship of a diagnosed mental illness and juveniles that commit serious and violent murders.
Qualitative Research Problem
The scholarly community does not know that behavioral problems and mental illnesses may result in children becoming serious violent murders. The qualitative research problem is does diagnosed mental health diagnoses contribute to juveniles becoming murderers.
Qualitative Research Purpose
The purpose of this qualitative study is to correlate previous studies of juvenile murderers and mental health illnesses. As a result, strategic rehabilitation programs will help in reintegrated back into society.
Qualitative Research Question
In this qualitative research the question will be posed as, are their early signs of mental health diagnoses that will detect juvenile murders, and can detecting these early signs reduce the number of juvenile murderers?
Please review the previous questions and revised as needed. Please keep layout as is and the assignmen ...
College of Doctoral StudiesExpanded Comparison.docxjoyjonna282
College of Doctoral Studies
Expanded Comparison Matrix
Article 1
Article 2
Article 3
Title/Author(s)
Individual and Situational Predictors of Workplace Bullying: Why Do Perpetrators Engage in Bullying of Others?
Hauge, Skogstad, & Einarsen, (2009)
Does Trait Anger, Trait Anxiety or Organizational Position Moderate the Relationship Between Exposure to Negative Acts and Self-Labeling as a Victim of Workplace Bullying?
Vie & Einarsenm, (2010)
Developmental stage of performance in reasoning about school bullying.
Joaquim, (2014)
Persistent GCU library link
http://web.ebscohost.com.library.gcu.edu:2048/ehost/pdfviewer/pdfviewer?sid=2c49d06c-c95e-48b4-aeaa-8eecbf8a7e59%40sessionmgr113&vid=10&hid=123
http://web.ebscohost.com.library.gcu.edu:2048/ehost/detail?vid=21&hid=123&sid=2c49d06c-c95e-48b4-aeaa-8eecbf8a7e59%40sessionmgr113&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=psyh&AN=2010-22566-006
http://library.gcu.edu:2048/login?url=http://search.ebscohost.com.library.gcu.edu:2048/login.aspx?direct=true&db=a9h&AN=97347305&site=ehost-live&scope=site
Purpose of the study
What is the author’s rationale for selecting this topic? Does he build a strong case?
The purpose of the study is to examine why perpetrators bully co-workers.
The assumption has been that stressful workplace conditions lead to bullying. Less research has been devoted to why perpetrators engage in bullying. This study addresses a gap in the literature by exploring individual and situational variables that contribute to bullying in the workplace.
Yes, the researchers provide a strong justification for their research, identifying what has been studied and what needs to be studied (a gap in the literature).
The aim of this study was to examine whether the relationship between exposure to negative acts and self-labeling as a victim of bullying was moderated by trait anger and trait anxiety or by the target’s organizational position.
The assumption has been that self-labeling does not bare a relationship with anger, anxiety or position. Previous research has been conducted to prove that the above factors are directly correlated with the study. This study is to be used as a conjecture to previous studies.
The research somewhat builds a strong justification for their research. Their main goal was to disprove a method that has been justified in the past.
The purpose of the study is to determine, at what cognitive developmental stages ) do urban
High school and middle school students reason about bullying.
The assumption being that students are between primary and formal cognitive developmental stages.
Which level of cognition plays a role in school bullying.
Research Question(s)
What question(s) does the author present?
What individual and situational variables predict bullying of others in the workplace?
Specifically, they administered a survey asking respondents to indicate whether they had exposed others to bullying in their workplace during t ...
For my final project I am choosing the environmental influences on.docxrhetttrevannion
For my final project I am choosing the environmental influences on personality particularly about childhood experiences and their effect on an individual’s personalities. I am contrasting childhood experiences that are caused by their environment to the effect on their personality, I will use the correlation research method. A questionnaire will be used in order to obtain the information I would need. This method would admit me to have a larger sample base, have a better image of the relationship, and numerous variables providing for better research circumstances down the road. The disadvantage to this technique would be, I would not have a personal relationship from those apart of the study and this could cause a lack of dishonesty. Second, establishing a questionnaire that was both dependable and accurate could be an issue. Lastly, I would only get a view at what those in the group went through.
Ethically, I would run into a problem of confidentiality and making sure all of the questionnaires were kept secret and those taking them were offered secrecy. Anyone who take part in the activity would be able to eliminate themselves from the research if they wanted to and if they left the documents it would be destroyed. I would maintain their best interest and would be real and honest with them regarding what the study is being used for and why it was being done. Still, because there isn’t a personal relationship but just general on this could be difficult to prove and cause doubt and that could be an ethical crisis.
References:
APA Ethical Principles of Psychologists and Code of Conduct (2017) (PDF, 272KB)
APA Manual (Publication manual of the American Psychological Association). (2010). Washington, DC: American Psychological Association.
Cervone, D. (2019). Personality theory and research (14th ed.). Danvers, MA: John Wiley &sons.
1
PSY 216 LITERATURE REVIEW TEMPLATE 7
PSY 216 Literature Review Template
Student Name
Institution Affiliation
Course Number and Name
Submission Date
Article One
What is the title of the article? Provide a citation for the article in APA format.
Birth Order Effects on Personality and Various Achievement within Families.
Paulhus, D.L., Trapnell, P.D.,& Chen, D. (1999). Birth Order Effects on Personality and various Achievement within Families. Psychology Science, 10(6), 482-488.
What is the purpose of the article, and how does the purpose relate to personality development?
The main objective of this research article is generally to investigate on the effect of character and diverse achievements that occur due to confinement order.
What is the hypothesis of the study? In other words, what claims do the authors make in the article?
Throughout the literature review reading, it is clear that firstborn mostly stayed nominated as attaining and contentious. Concurrent, most children, born later, were profoundly stated to be most insubordinate and courteous.
What variables (factors) are being looked .
This document discusses conceptual problems in statistics, testing, and experimentation in cognitive psychology. It identifies three main sources of variability in psychological data: (1) participant interest and motivation, (2) individual differences, and (3) potentially stochastic cognitive mechanisms. Addressing this variability poses challenges for developing normative and descriptive models of cognition and for making inferences from group-level data to individuals. The document also discusses approaches like individual differences research and modeling heterogeneous groups to help address these challenges.
INVITED EDITORIAL Lets Do It Again A Call for Replications TatianaMajor22
INVITED EDITORIAL: Let's Do It Again: A Call for Replications
in Psi Chi J o u rn a l o f Psychological Research
J o h n E. E d lu n d
R o c h e s te r In s titu te o fT e c h n o lo g y
S
c ie n c e is said to b e su ffe rin g fro m a crisis
o f r e p li c a b i li t y ( I o a n n i d is , 2 0 0 5 ). T h is
crisis o c c u rs w h e n s c ie n tific s tu d ie s fail
to b e s u p p o r te d by s u b s e q u e n t re s e a r c h . T h e
challenges posed by th e replication crisis address
the fundam ental n atu re o f science an d the p ublic’s
u n d e r s t a n d i n g o f it. N u m e r o u s c o n t r i b u t i n g
reasons for th e rep licatio n crisis have b e e n n o ted
in c lu d in g d a ta fa lsific a tio n (S te e n , 2 0 1 1 ), th e
pressures o f ten u re an d p ro m o tio n (Varian, 1998),
questionable research practices (Simmons, Nelson,
& Sim onsohn, 2011), th e tendency o f jo u rn a ls to
w ant to publish particularly novel papers (Steen,
2011), and the p reference for publishing significant
results (de W inter & H appee, 2013). T hese factors
all in c re a se th e o d d s o f in a c c u ra te in fo rm a tio n
b e in g p u b lish e d , w hich in tu rn is in c o rp o r a te d
in to tex ts, as h a p p e n e d w ith th e d e ta ils o f th e
original investigation in th e Kitty G enovese case,
which led to th e fam ous bystander apathy studies
(Griggs, 2015). T he p rim ary goal o f this editorial is
to briefly discuss th e factors th at have co n trib u ted
to th e re p lic atio n crisis, tech n iq u e s em ployed by
various jo u rn a ls in th e field to deal with the crisis,
and how Psi Chi Journal o f Psychological Research (PCf)
is responding.
Build U p to th e R eplication Crisis
Perhaps th e biggest indication o f the psychological
re p lic atio n crisis was a series o f p ap e rs th a t were
com pletely fabricated by several differen t authors
(L e v elt C o m m itte e , 2 0 1 2 ). In th e s e cases, th e
au th o rs in question were discovered to have com
pletely fabricated th e ir d ata based o n a n u m b e r o f
factors ra n g in g from th e inability o f coauthors to
get access to data to a statistical analysis o f raw data
from the papers suggesting th at the d ata was faked
(S im onsohn, 2013).
Some have looked at the data fabrication crisis
as a serie s o f u n r e la te d a n d iso la te d in c id e n ts,
perhaps driven by personal flaws o r am bition. O th
ers, however, have looked at systemic features in aca
dem ia as a potential influence on this p h e n o m e n a
(Nosek, Spies, & Motyl, 2012). For instance, it has
long been noted that ten u re an d prom otion in aca
dem ia is driven largely by the n u m b er an d quality of
publications (Varian, 1998). Early career research
ers in the field (graduate students, post-docs, an d
assistant faculty) are pressured to publish early and
often, an d this can lead ...
The document outlines an assignment for a research methodology course. It contains 6 questions related to different types of research methods. Question 1 asks for examples of exploratory, descriptive, diagnostic, and evaluation research and why each would be used. Question 2 discusses differences between key concepts in hypothesis testing. Question 3 explains the difference between causal relationships and correlations with examples. Question 4 discusses factors in choosing a sampling technique and characteristics of a good sample. Question 5 asks students to select a topic and explain how secondary and primary sources would be used. Question 6 provides a case study on conducting a market survey for a newspaper.
Adiesa Burgess Dr. MixonPSYC-40121 October 2022 C.docxstandfordabbot
Adiesa Burgess
Dr. Mixon
PSYC-401
21 October 2022
Comprehensive Assignment
My chosen research topic is the practices of the Islamic faith related to illness, suffering, death, dying, grief, mourning rituals, and burial or cremation. I chose this topic because Islam is the second largest religion in the world, and I am interested in how this religion deals with death and dying. This topic is significant because death is a universal experience and understanding how different cultures and religions deal with death can help us to understand the human experience. This research will be of interest to scholars and students of religion and culture. Finally, this research will be of interest to anyone who is interested in understanding the Islamic faith and its practices related to death and dying. Additionally, this research can help to inform the practices of healthcare providers who work with Muslim patients (Eyetsemitan, 2021).
Islam has a rich tradition of practices related to death and dying. Muslims believe that death is a natural part of life, and they have developed practices to help them cope with death. For example, when a Muslim is dying, they are typically surrounded by their family and friends, who recite prayers and verses from the Quran. After death, the body is washed and shrouded in a white cloth, and the funeral is held as soon as possible. Grief is a natural part of the mourning process, and Muslims often express their grief through prayer, reading the Quran, and spending time with family and friends. These practices are significant because they provide a way for Muslims to cope with death and dying. They also help to create a sense of community and support for those who are grieving. Additionally, these practices can help to inform the practices of healthcare providers who work with Muslim patients (Bahadur, 2020).
Another way the Islamic faith relates to death, dying, grief, mourning rituals, and burial or cremation is through the concept of martyrdom. Muslims believe that those who die while defending their faith or while performing good deeds are martyrs, and they are rewarded with a special place in paradise. This belief provides comfort to Muslims who are grieving the loss of a loved one, and it also helps to motivate Muslims to do good deeds. Finally, the concept of martyrdom can help to inform the practices of healthcare providers who work with Muslim patients (Bahadur, 2020).
References
Eyetsemitan, F. E. (2021).
Death, dying, and bereavement around the world: Theories, varied views and customs. Charles C Thomas Publisher.
Bahadur, P. (2020). Rituals and beliefs surrounding death in Islam.
Journal of Adventist Mission Studies,
16(1), 173-192.
HOW IS PERSONALITY ASSESSED?
137
to generate detailed images of the brain (e.g., DeYoung et al., in
press). Conversely, studies concerned with brain activity may
use fMRI (e.g., Canli, 2004) or PET (.
The study investigated the effects of social anxiety and gender matching on theory of mind perspective taking abilities. 58 participants completed a theory of mind task under different conditions of anxiety (discussion of answers vs no discussion) and gender matching of the instructor. Results of a 2x2 ANOVA found no significant effects of anxiety, gender matching, or their interaction on task performance. Scores were similar across all conditions, suggesting that a socially anxious situation or gender differences did not impair cognitive resources or affect theory of mind perspective taking abilities.
The student discusses their experience taking IB biology over the past two years of high school. They explain how the course has engaged them in asking questions and carrying out experiments to answer hypotheses. They chose to focus on their experience in IB biology because it has grown their passion for the field and they enjoy carrying out investigations. The ways of knowing of reason, emotion, and language have most connected to their experience. Reasoning is key to the scientific method and carrying out experiments, while emotion provides motivation for questions. Language allows findings to be shared but can also reflect biases. The student recognizes limitations in each way of knowing and how it will inform their future learning approach.
This document is an assignment on research in mathematics education. It discusses the nature of research in mathematics education compared to mathematics. It notes that while mathematics uses proofs, research in mathematics education uses various forms of evidence to build understanding. It outlines the main purposes of research in mathematics education as understanding mathematical thinking and learning as well as improving instruction. It also discusses standards for evaluating theories and models in mathematics education research, including descriptive power, explanatory power, scope, predictive power, rigor, falsifiability, replicability, and using multiple sources of evidence. The document concludes by emphasizing that mathematics education research is still a young field with progress being made to build robust theory and methods.
1. Need all 3 article read and compared answering the questions I .docxjackiewalcutt
1. Need all 3 article read and compared answering the questions I have left blank Please expound on article 2 & 3 on every question just incase. Document name is
psy801.v10r.expandedcomparisonmatrix_student_1.docx
Use Article1
Use Article 2
Use Article 3
2. Need a 1500 word paper written (instructions below)
Comparing all 3 articles I HAVE CHOSEN and answering the questions below.
Your comparisons should answer the following questions:
a) In which study(ies) are the themes of the literature review similar? Different?
b) Who (if any) are the authors that you see in common to the literature review of all three studies?
c) In which study(ies) does the data appear to support the conclusion?
d) In which study(ies) does the conclusion answer the research question?
e) What questions would you ask the author(s)?
College of Doctoral Studies
Expanded Comparison Matrix
Article 1
Article 2
Article 3
Title/Author(s)
Individual and Situational Predictors of Workplace Bullying: Why Do Perpetrators Engage in Bullying of Others?
Hauge, Skogstad, & Einarsen, (2009)
Does Trait Anger, Trait Anxiety or Organizational Position Moderate the Relationship Between Exposure to Negative Acts and Self-Labeling as a Victim of Workplace Bullying?
Vie & Einarsenm, (2010)
Developmental stage of performance in reasoning about school bullying.
Joaquim, (2014)
Persistent GCU library link
http://web.ebscohost.com.library.gcu.edu:2048/ehost/pdfviewer/pdfviewer?sid=2c49d06c-c95e-48b4-aeaa-8eecbf8a7e59%40sessionmgr113&vid=10&hid=123
http://web.ebscohost.com.library.gcu.edu:2048/ehost/detail?vid=21&hid=123&sid=2c49d06c-c95e-48b4-aeaa-8eecbf8a7e59%40sessionmgr113&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=psyh&AN=2010-22566-006
http://library.gcu.edu:2048/login?url=http://search.ebscohost.com.library.gcu.edu:2048/login.aspx?direct=true&db=a9h&AN=97347305&site=ehost-live&scope=site
Purpose of the study
What is the author’s rationale for selecting this topic? Does he build a strong case?
The purpose of the study is to examine why perpetrators bully co-workers.
The assumption has been that stressful workplace conditions lead to bullying. Less research has been devoted to why perpetrators engage in bullying. This study addresses a gap in the literature by exploring individual and situational variables that contribute to bullying in the workplace.
Yes, the researchers provide a strong justification for their research, identifying what has been studied and what needs to be studied (a gap in the literature).
The aim of this study was to examine whether the relationship between exposure to negative acts and self-labeling as a victim of bullying was moderated by trait anger and trait anxiety or by the target’s organizational position.
The assumption has been that self-labeling does not bare a relationship with anger, anxiety or position. Previous research has been conducted to prove that the above factors are ...
Similar to Projective TestsRorschach Inkblot Test3.docx (15)
Allison Rogers
Professor Koenig
COMM 3313
October 12th, 2018
How My Race Has Impacted My Life
I. Introduction
a. How being white has affected my life in many ways
i. Positive factors from experience
ii. Negative factors from experience
iii. How this has impacted my communication
iv. Are my communication skills stronger or weaker from these experiences?
II. Positive factors from experience
a. Job market is more available to me
a. Opportunities come in simpler form to me
III. Negative factors from experience
a. Assumptions of me being white thinking my life is a breeze from others
b. The unfairness I see every day makes me feel guilty for being white
IV. How this has impacted my very own communication
a. I see things from a general point of view
b. I try my best to be personal when communicating.
c. I remember that we are all human beings who deserve equality.
V. Are my communication skills stronger or weaker?
a. Stronger – My experiences growing up have helped me communicate with everyone equally.
VI. Conclusion
a. The boundaries my race sets me in
b. The opportunities I have because of my race.
Works Cited
Orbe, M. P., & Harris, T. M. (2015). Interracial communication theory into practice. Los Angeles, CA: Sage.
https://www.psychologytoday.com/us/blog/listen/201803/being-white-in-age-color
https://www.tolerance.org/magazine/fall-2018/what-is-white-privilege-really
https://money.cnn.com/2016/04/13/media/whiteness-project/index.html
https://everydayfeminism.com/2015/11/lessons-white-privilege-poc/
https://www.bustle.com/articles/146867-how-white-privilege-affects-8-people-of-color-on-a-day-to-day-basis
Allison Rogers
Professor Koenig
COMM 3325
October 20th, 2018
Research Paper Conceptual Document:
“The Meaning of July Fourth for the Negro” by Frederick Douglas
1. What is the event or rhetorical moment I will be analyzing and why. Give a brief summary.
· I will be analyzing a speech by Fredrick Douglas that he gave on July 5th in 1852 called, “The Meaning of July Fourth for the Negro”. I chose this speech because I first read this speech this past spring semester in my gender studies class and it was so well written and worded that it literally just brought me to tears with so much emotion behind it. I want to analyze how Douglas put this together and his rhetorical process that he used in order to touch so many people with his words.
2. What methods of evaluation will I be looking for?
· The methods of evaluation I will be looking for in this speech are the following:
(I) The speech objective
(II) The audience and context of the speech
(III) The speeches context and structure
(IV) The delivery skills and techniques he used
(V) Intangibles
3. 8 sources:
· https://www.artofmanliness.com/the-meaning-of-july-fourth-for-the-negro-by-frederick-douglas/
· http://masshumanities.org/files/programs/douglass/speech_abridged_med.pdf
· http://redandgreen.org/speech.htm
· https://www.pbs.org/wgbh/aia/part4/4h2927.html
· https://liber.
Allen 1Kiah AllenProfessor HirschENG1018 Feb. 2018Defo.docxsimonlbentley59018
Allen 1
Kiah Allen
Professor Hirsch
ENG101
8 Feb. 2018
Deforestation
The Amazon forest alone creates 20% of the worlds oxygen. It has decreased by 17% in the past 50 years because of deforestation (conserve-energy-future.com). Forest’s in general only cover 30% of the world (conserve-energy-future.com ). Deforestation is killing the trees that produce oxygen, without it humans can’t survive. Deforestation should be prohibited because large plants such as trees recycle air.
If deforestation is such a problem, why does it happen? Deforestation extracts the forest of its resources. It turns the forests into farms, ranches, or urban areas. The wood from trees are used for building or could be sold as fuel. Another big cause of deforestation is quarry’s. Quarry’s take up a lot of land, and once the quarry is abandoned is almost impossible to fix. Hydropower requires dams to be built. Dams create an enormous amount of flooding, which kills thousands of trees. The increase of population is also a cause of deforestation. The more people that are on earth the more land and resources we demand.
If deforestation continues it will have a huge negative impact on our air supply. Everyday a piece of the forests is being destroyed. The more trees that are being destroyed the less oxygen can be produced. Trees use photosynthesis to covert carbon dioxide into oxygen. Photosynthesis is the main producer of oxygen, and respiration and decay remove it. Urban areas have less oxygen then rural areas, because they don’t have many plants. Throughout history oxygen levels have been steadily decreasing. Once the oxygen levels hit 7% the air is too low to support human life (thenaturalhealthplace.com). Finding ways to apply reforestation would help increase oxygen.
There are many ways to apply reforestation to reverse the harm that’s been don’t to the world. One way is to plant trees. There are some cities who have made vertical forests. They plant trees and plants that surround the building. Going paperless would help as well. Since technology has advanced, paper isn’t really needed as often. Recycling and buying recycled products will help as well. The more that people recycle there will be less demand for natural resources and trees. Reforestation will help to reduce the concentration of carbon dioxide in the air.
Deforestation does have a huge negative impact on our world, but there are quite of bit of positive too. The positive effects of deforestation are that it does gives humans space to grow. With growth comes civilizations which means more jobs and revenue. Deforestations also gives us more food and resources to satisfy our needs. It means a more comfortable life for humans. The consequences of deforestation is not worth the temporary comfort that humans get from it.
Deforestation is a serious problem to maintain life on this planet. The decrease in oxygen could eventually mean the end to human kind. If we don’t do anything abo.
All workings, when appropriate, must be shown to substantiate your.docxsimonlbentley59018
All workings, when appropriate, must be shown to substantiate your answers.
Question 1 [14 marks]
Financial statement disclosures
You are the financial accountant for Superstore Ltd, and are in the process of preparing its financial statements for the year ended 30 June 2018. Whilst preparing the financial statements, you become aware of the following situations:
1. On 1 July 2017, the directors made a decision, using information obtained over the last couple of years, to revise the useful life of an item of manufacturing equipment. The equipment was acquired on 1 July 2015 for $800,000, and has been depreciated on a straight-line basis, based on an estimated useful life of 10 years and residual value of nil. Superstore Ltd uses the cost model for manufacturing equipment. The directors estimate that as at 1 July 2017, the equipment has a remaining useful life of 6 years and a residual value of nil. No depreciation has been recorded as yet for the year ended 30 June 2018 as the directors were unsure how to account for the change in the 2018 financial statements, and unsure whether the 2016 and 2017 financial statements will need to be revised as a result of the change.
2. In June 2018, the accounts payable officer discovered that an invoice for repairs to equipment, with an amount due of $20,000, incurred in June 2017, had not been paid or provided for in the 2017 financial statements. The invoice was paid on 12 July 2018. The repairs are deductible for tax purposes. The accountant responsible for preparing the company’s income tax returns will amend the 2017 tax return, and the company will receive a tax refund of $6,000 as a result (30% x $20,000). No journal entries have been done as yet in the accounting records of Superstore Ltd, as the directors are unsure how to account for this situation, and what period adjustments need to be made in.
3. Superstore Ltd holds shares in a listed public company, ABC Ltd, which are valued in the draft financial statements on 30 June 2018 at their market value on that date - $600,000. A major fall in the stock market occurred on 10 July 2018, and the value of Superstore’s shares in ABC Ltd declined to $250,000.
4. On 21 July 2018, you discovered a cheque dated 20 April 2018 of $32,000 authorised by the company’s previous accountant, Max. The payment was for the purchase of a swimming pool at Max’s house. The payment had been recorded in the accounting system as an advertising expense. You advise the directors of this fraudulent activity, and they will investigate.
Assume that each event is material.
Required:
i) State the appropriate accounting treatment for each situation. Provide explanations and references to relevant paragraphs in the accounting standards to support your answers. Where adjustments to Superstore Ltd’s financial statements are required, explain which financial statements need to be adjusted (ie. 2016, 2017, 2018 or 2019).
ii) Prepare any note disclosures and adjusting j.
All yellow highlight is missing answer, please answer all of t.docxsimonlbentley59018
1) The play Anna in the Tropics explores the impact of literature on a family of Cuban cigar rollers in 1920s Florida. As their new lector reads Tolstoy's Anna Karenina aloud each day, the characters find their lives profoundly changed as themes like tradition vs modernity, gender roles, infidelity, and jealousy are awakened.
2) The play illustrates the machismo of Cuban culture, where men's affairs are accepted but women are punished for the same behavior. This double standard leads to tensions and tragedy as the characters emulate the scandals in the novel.
3) Ultimately, the lector's reading of Anna Karenina arouses passions that cannot be contained, as jealousies
All models are wrong. Some models are useful.—George E. P. B.docxsimonlbentley59018
All models are wrong. Some models are useful.
—George E. P. Box (1919–2013)
Statistician
Describing and explaining social phenomena is a complex task. Box’s quote speaks to the point that it is a near impossible undertaking to fully explain such systems—physical or social—using a set of models. Yet even though these models contain some error, the models nevertheless assist with illuminating how the world works and advancing social change.
The competent quantitative researcher understands the balance between making statements related to theoretical understanding of relationships and recognizing that our social systems are of such complexity that we will always have some error. The key, for the rigorous researcher, is recognizing and mitigating the error as much as possible.
As a graduate student and consumer of research, you must recognize the error that might be present within your research and the research of others.
To prepare for this Discussion:
Use the Walden Library Course Guide and Assignment Help found in this week’s Learning Resources to search for and select a quantitative article that interests you and that has social change implications.
As you read the article, reflect on George Box’s quote in the introduction for this Discussion.
For additional support, review the
Skill Builder: Independent and Dependent Variables
, which you can find by navigating back to your Blackboard Course Home Page. From there, locate the Skill Builder link in the left navigation pane.
By Day 3
Post a very brief description (1–3 sentences) of the article you found and address the following:
1. Describe how you think the research in the article is useful (e.g., what population is it helping? What problem is it solving?).
2. Using Y=
f
(X) +E notation, identify the independent and dependent variables.
3. How might the research models presented be wrong? What types of error might be present in the reported research?
Frankfort-Nachmias, C., & Leon-Guerrero, A. (2018).
Social statistics for a diverse society
(8th ed.). Thousand Oaks, CA: Sage Publications.
· Chapter 1, “The What and the Why of Statistics” (pp. 1–21)
Wagner, W. E. (2016).
Using IBM® SPSS® statistics for research methods and social science statistics
(6th ed.). Thousand Oaks, CA: Sage Publications.
· Chapter 1, “Overview”
Dietz, T., & Kalof, L. (2009).
Introduction to social statistics: The logic of statistical reasoning
. West Sussex, United Kingdom: Wiley-Blackwell.
Introduction to Social Statistics: The Logic of Statistical Reasoning, 1st Edition by Dietz, T.; Kalof, L. Copyright 2009 by John Wiley & Sons - Books. Reprinted by permission of John Wiley & Sons - Books via the Copyright Clearance Center.
·
Chapter 1, “An Introduction to Quantitative Analysis” (pp. 1–31)
Dietz, T., & Kalof, L. (2009).
Introduction to social statistics: The logic of statistical reasoning
. West Sussex, United Kingdom: Wiley-Blackwell.
Introdu.
allclasses-frame.htmlAll ClassesAIBoardPlacementRandomModeRotationShapeShapeStreamTetris5044
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Class Tetris5044ObjectApplicationTetris5044public class Tetris5044
extends Application
The main application class; for internal use only.
Version:1.0Nested Class SummaryNested classes/interfaces inherited from class Application
Application.ParametersField SummaryFields inherited from class Application
STYLESHEET_CASPIAN, STYLESHEET_MODENAConstructor Summary
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getHostServices, getParameters, getUserAgentStylesheet, init, launch, launch, notifyPreloader, setUserAgentStylesheet, stopMethods inherited from class Object
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throws Exception
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Enum RandomMode.
ALL WORK MUST BE ORIGINAL, CITED, IN APA FORMAT & WILL BE SUBMITTED .docxsimonlbentley59018
ALL WORK MUST BE ORIGINAL, CITED, IN APA FORMAT & WILL BE SUBMITTED TO TURN-IT-IN. THIS IS A DISCUSSION POST. DUE DATE IS SUNDAY, 06/21/22 @ 2PM EASTERN STANDARD TIME.
Discussion Question #2:
If you had the authority, what steps would you take to secure America's digital infrastructure?
.
ALL WORK MUST BE ORIGINAL, CITED IN APA FORMAT AND WILL BE SUBMITTED.docxsimonlbentley59018
ALL WORK MUST BE ORIGINAL, CITED IN APA FORMAT AND WILL BE SUBMITTED TO TURN IT IN. MINIMUM WORD COUNT IS 1500 NOT INCLUDING THE TITLE PAGE. DUE DATE IS MONDAY 06/22/20 @ 12 NOON EASTERN STANDARD TIME.
Assignment:
1. The first sentence of Chapter 2 reads, “The saying that ‘people receive the kind of policing they deserve” ignores the role power plays in the kind, quality, and distribution of police service.” Discuss what this sentence means in the context of contemporary policing in the United States.
2. Beginning in 1929, August Vollmer, as head of the National Commission on Law Observance and Enforcement, established 10 principles vital in reforming the police. Discuss the importance of the principles in providing the underpinnings for modern policing.
3. Explain how technology has affected communities of interest in the United States.
4. Explain the contributions of the Chicago School in studies of the community.
.
All views expressed in this paper are those of the authors a.docxsimonlbentley59018
This document summarizes a paper about the political and economic crisis in Greece. It discusses how Greece's political system has been dominated by two major parties, New Democracy and PASOK, which used patronage networks and expanded the public sector for political gain. This led to a bloated bureaucracy, weak reforms, and increasing debt. The economic crisis made Greece's long-term problems with its political system and public finances come to a head. The document examines the causes and management of the crisis as well as its political impacts.
All Wet! Legacy of Juniper Utility has residents stewingBy Eri.docxsimonlbentley59018
All Wet!
Legacy of Juniper Utility has residents stewing
By Erin Foote Marlowe
·
·
Last Friday, a collection of men and women sat in Marion Palmateer's plush Southeast Bend living room and told a story of frustration, talking over one another and becoming increasingly angry about their understanding of the legacy of Juniper Utility and what it means to them.
These folks who gathered on Palmateer's soft white couch and chairs consider themselves the modern-day victims in the more- than-a-decade-old saga of Juniper Utility Co., a water service provider formerly owned by housing developer Jan Ward in Southeast Bend. In 2002, it was condemned by Bend for what the city said was risk of catastrophic failure.
Money and "authority" are at the core of the story now for this group, as opposed to the low water pressures of a decade ago—a problem that became so egregious that, by 2001, it became a challenge to take a shower or fill a washing machine. Water lines routinely broke down.
The people in Palmateer's living room, "a loose collection of individuals," as they call themselves, are residents of neighborhoods formerly served by Juniper Utility, including Timber Ridge, Mountain High, Tillicum Village and Nottingham Square. They are frustrated with a history they felt they had no control over but is now costing them in water bills they believe will cost them thousands more per year than they ever expected.
In 2004, homeowners association representatives from their neighborhoods signed an agreement with the city that said the owners of the roughly 700 homes of the neighborhoods would pay 100 percent of the costs associated with providing water to the neighborhoods, including making improvements to the system.
But this group of residents feels the agreement wasn't in their best interest and they had no say in the decision. An HOA board member at the time said a ballot was not sent out to homeowners for approval and, because there was no vote of homeowners, these frustrated residents believe this 2004 agreement could be illegal. Further underscoring the issue, it appears the agreement was never recorded with the county clerk's office. So, when these new people bought houses in these neighborhoods, the tab for paying to upgrade the water system didn't show up in their title searches.
"Think of the banks that lent against it," said Dan Kehoe, a resident of Mountain High who has taken a lead role in challenging the agreements between the HOAs and the city. "That's called bank fraud and people go to jail for it."
But although frustrations over this agreement are evidently fresh for these residents, it would appear that the issue should be moot because in 2011 the HOAs and the city reached a new agreement—one that should reduce costs for residents.
"We moved them from a bad agreement to a good agreement," said city of Bend Finance Director Sonia Andrews. "From something that would cost them a lot to something that would be more reasonable."
Each homeowne.
All three of the Aristotle, Hobbes, and Douglass readings discussed .docxsimonlbentley59018
All three of the Aristotle, Hobbes, and Douglass readings discussed power in different ways. How is power related to justice? How should it be shifted in order to better serve all citizens? Please reflect on this idea of power and refer to at least two of the three philosophers listed.
Note: You should write enough to make your point, but can aim form 6-8 sentences or so (but there is no minimum or limit).
.
All rights reserved. No part of this report, including t.docxsimonlbentley59018
All rights reserved. No part of this report, including
the trends presented in this report, may be
reproduced or transmitted in any form or by any
means whatsoever (including presentations, short
summaries, blog posts, printed magazines, use
of images in social media posts) without express
written permission from the author, except in the
case of brief quotations (50 words maximum and
for a maximum of 2 quotations) embodied in critical
articles and reviews, and with clear reference to
the original source, including a link to the original
source at http://eventmb.com/Event-Trends-2018.
Please refer all pertinent questions to the publisher.
COPYRIGHT
TABLE OF
CONTENTS
:: 2 COPYRIGHT
5 INTRODUCTION
7 MACRO TRENDS AFFECTING THE EVENT INDUSTRY. A FORECAST.
8 10 Trends in EVENTTECH
Julius Solaris
23 10 Trends in VENUES
Pádraic Gilligan
35 10 Trends in EVENT MARKETING AND SOCIAL MEDIA
Becki Cross
54 10 Trends in DESTINATIONS
Julius Solaris and Pádraic Gilligan
65 10 Trends in EVENT EXPERIENCE
Roger Haskett
80 10 Trends in EVENT DECOR AND STYLING
Kate Patay, CPCE
91 10 Trends in DESTINATION MANAGEMENT COMPANIES (DMCS)
Cindy Y. Lo, DMCP
102 ABOUT THE AUTHORS
105 CMP CREDITS
105 CREDITS AND THANKS
105 DISCLAIMER
AD
http://eventmb.com/2A6WKga
The event industry is navigating through the strongest wave of change of
the past 10 years. Never before has this industry experienced this level
of transformation in so many aspects of the event planning process.
Attendees, suppliers and event planners have to deal with ‘new’ and
‘different’ on many levels.
As a segue from last year’s report, we are again looking at the five major
areas impacted by this change:
G TECHNOLOGY
G EVENT MARKETING
G VENUES
G DESTINATIONS
G EVENT DESIGN
We are also looking at two new categories of trends:
G EVENT STYLING
G DESTINATION MANAGEMENT COMPANIES
(DMCS)
The spend for these items represent a massive input for the industry and we
feel times are mature enough to analyze developments on a yearly basis.
:: INTRODUCTION
10 EVENT
TRENDS FOR
2018
Julius Solaris
10 Event Trends for 2018
:: 5
AD
http://eventmb.com/2iVmZfW
MACRO TRENDS AFFECTING THE
EVENT INDUSTRY. A FORECAST.
There are common themes you will find in the following categories of
trends. We refer to these as macro trends. They are inherent to the
economic, political, social and technological developments happening
around us. Here are the most significant affecting the event industry:
G Sexual Harassment. With the explosion worldwide of the #metoo
movement and the very public charges against many celebrities,
politicians and people of influence, it seems it is finally time for the event
industry to reflect on sexual harassment. Many reports have popped up
of events being at the ideal stage for harassment or violence to happen.
As a result there is increased pressure to step up the measures to protect
attendees against perpetrators. A mo.
All PrinciplesEvidence on Persuasion Principles This provides som.docxsimonlbentley59018
All PrinciplesEvidence on Persuasion Principles: This provides some guidance how much confidence you can place on the principles Analyzed by J. Scott Armstrong on December 8, 2010; re-analyzed by Elliot Tusk on May 26, 2011Common senseReceived wisdomNo evidenceExpert opinionNon-experimental evidenceSingle experimentSome experimental evidenceMuch experimental evidenceCommentsSUMNumberPrinciple1INFORMATION1.1Benefits1.1.1Describe specific, meaningful benefits111.1.2Communicate a Unique Selling Principle (USP)1111.2News1.2.1Provide news, but only if it is real111.2.2If real news is complex, use still media11.3Product or service1.3.1Provide product information that customers need11.3.2Provide choices11.3.3When there are many substantive, multi-dimensional options, organize them and provide guidance11.3.4Make the recommended choice the default choice11.3.5Inform committed customers that they can delete features, rather than add them11.3.6To reduce customer risk, use a product-satisfaction guarantee11.4Price1.4.1State prices in terms that are meaningful and easy to understand111.4.2Use round prices111.4.3Show the price to be a good value against a reference price11.4.4If quality is not a key selling point, consider advertising price reductions11.4.5Consider partitioned prices when the add-on prices seem fair and small relative to the base price11.4.6To retain customers, consider linking payments to consumption11.4.7Consider separating payments from benefits- if the payments are completed before the benefits end11.4.8State that the price can be prepaid if it might reduce uncertainty for consumers111.4.9Use high costs to justify high prices11.4.10When quality is high, do not emphasize price11.4.11Use high prices to connote high quality111.4.12For inexpensive products, state price discounts as percentage saved; for expensive products, state price discounts as dollars saved- or present both11.4.13Minimize price information for new products11.4.14Consider bundling prices of features or complementary products or services if they are desirable for nearly all customers11.4.15Advertise multi-unit purchases for frequently purchased low-involvement products if it is also in the consumers' interest11.5Distribution1.5.1Include information on when, where and how to buy the product111.5.2Feature a sales channel when it is impressive11.5.3Use the package to enhance the product11.5.4If a product is desirable, specify delivery dates rather than waiting times11.5.5Tell customers they can achieve benefits over a long time period if you want to reduce the use of an offer- and vice versa12INFLUENCE2.1Reasons2.1.1Provide a reason12.1.2For high-involvement products, the reasons should be strong12.2Social Proof2.2.1Show that the product is widely used12.2.2Focus on individuals similar to the target market112.3Scarcity2.3.1State that an attractive product is scarce when it is true12.3.2Restrict sales of the product112.4Attribution2.4.1Attribute favorable behavior and traits.
All papers may be subject to submission for textual similarity revie.docxsimonlbentley59018
All papers may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism
those are the two quistions
What are the disadvantages of Henrietta in particular and her colleagues, pursuing careers in astronomy during this time period? Choose one scene and describe how character relationships and the outcome of the play would change if the central characters were male instead of female.
--
I don't have the book , i need someone who can have it and answer the two questions
silent sky by lauren gunderson
answer 2 questions in 4 pages double space
.
All of us live near some major industry. Describe the history of an .docxsimonlbentley59018
The document asks about an industry in the city where one lives or a nearby city, asking how it has changed over the last 50 years and what cultural changes drove those changes, and what the future of the industry may be.
All of Us Research Program—Protocol v1.12 IRB Approval Dat.docxsimonlbentley59018
All of Us Research Program—Protocol v1.12
IRB Approval Date: 23 October 2019
Protocol Title All of Us Research Program 1
Principal Investigator(s) Joshua Denny, M.D., M.S.
Vanderbilt University Medical Center
+1 615 936-5033
Sponsor National Institutes of Health (NIH)
Primary Contact John Wilbanks
Sage Bionetworks
+1 617 838-6333
Protocol Version Core Protocol v.1.12 pre02
Date 16 October 2019
IRB reference AoU IRB Protocol # 2017-05
IRB Approval date v1.5: May 20, 2017
v1.6: Feb 13, 2018
v1.7: Mar 28, 2018
v1.8: Jul 11, 2018
v1.9 Oct 19, 2018
v1.10 Mar 05, 2019
v1.11 Aug 12, 2019
v1.12 Oct 23, 2019
1 Precision Medicine Initiative, PMI, All of Us, the All of Us logo, and “The Future of Health Begins
with You” are service marks of the U.S. Department of Health and Human Services.
All of Us Research Program—Protocol v1.11 pre02
IRB Approval Date
2
Program Leadership and Governance
Leadership
The All of Us Research Program (AoURP) is a large collaborative initiative sponsored by the
National Institutes of Health (NIH). The research program functions as a consortium of awardees
from multiple institutions. Its governance involves representation from each awardee and
participant representatives. The consortium also includes the program director and project
scientists/specialists from NIH. Each awardee has responsibilities commensurate with expertise. See
Table 0–1: Program Unit Awardees for a list of NIH-funded awardees and contact Principal
Investigators (PIs).
Dr. Joshua Denny of Vanderbilt University Medical Center serves as the Principal Investigator on
behalf of the consortium.
Governance
The Steering Committee (SC) is the primary governing body of AoURP. The SC recommends
strategic directions for the program and oversees planning, coordination, and implementation of the
program’s overall operations. Its 50 voting members include PIs from each awardee as designated
in the notice of award; representation from NIH, comprising of the deputy director and chief
officers of AoURP; representation from community partners and participants (see section 3.1); and
additional representation as needed to ensure balanced representation of stakeholders. The
governance also includes an Executive Committee (EC) which is a small governing body composed
of 17 members, that ensures the program is effectively meeting its objectives and mission. The EC
proposes solutions to challenges and provides the Director with strategies, options, and information
to aid in programmatic decisions. The Director has discretion to delegate specific decisions to the
EC. Membership of the EC is determined by the Director and reflects the awardees within the
consortium with balanced interests to ensure effective deliberation.
The Steering Committee may appr.
All participants must read the following article ATTACHED Agwu.docxsimonlbentley59018
The document outlines a study examining the strategic management of benefits and challenges of HR outsourcing. It discusses how outsourcing has become a dominant strategy for organizations to focus on core competencies and reduce costs. While outsourcing can provide benefits like cost savings, it also presents challenges such as loss of expertise and low employee morale. The study analyzes these opportunities and difficulties of outsourcing HR processes from the perspective of driving enterprise goals and organizational culture.
ALL of the requirements are contained in the attached document. T.docxsimonlbentley59018
ALL
of the requirements are contained in the attached document. The Veronica case study is attached also.
To prepare:
Review "Working With Survivors of Human Trafficking: The Case of Veronica." Think about how one might become an ally to victims of human trafficking . Then go to a website that addresses human trafficking either internationally or domestically.
Post
a brief description of the website you visited (Websites contained below). Explain how you might support Veronica and other human trafficking victims incorporating the information you have found. Explain how you can begin to increase your awareness of this issue and teach others about human trafficking victims. Describe opportunities to get involved and become an ally to those who have been trafficked. Identify steps you can take to begin to support this group.
.
All five honorees cared greatly about the success of Capella lea.docxsimonlbentley59018
All five honorees cared greatly about the success of Capella learners and most were heavily involved in bettering their communities and others. Dr. Ford in particular fulfilled this desire by helping others to help themselves. Describe how you plan to use your education to better your community or help others to help themselves, and how receiving this scholarship will help you in doing so? 250-750 word essay
All of our honorees brought great personal and professional successes to their work environment. What would you consider one of your greatest professional successes? How did your success benefit your organization and its people? 250- 750 word essay
Respond to Tawnya and Noeme post
Creating the ideal marketing plan requires many steps and gathering data. “Knowing the needs of the customer and having a clearly articulated mission will help to target the message to an audience who will be most interested in the service that is being provided” (Sciarra, Lynch, Adams, & Dorsey (2016) p. 340). To find these needs, a needs assessment can be done. After gathering the results, a plan can start to form. Creating a Strength, Weakness, Opportunities, and Threats chart (SWOT) will give you a broader view on how to target your population.
“The first step in conducting SWOT analysis is to identify your stakeholders and data that has already been collected” (Sciarra, (2016) p. 340). Your stakeholders will guide you into the right direction for a plan of action. Looking at the type of population including the children, families, and staff members will give you the data to create your SWOT. Moving forward with the data, now to breakdown your SWOT data analysis and create a marketing plan. Strengths; reviewing this section will give you an objective overview of any changes needing to be made. Strengths can consist of staff, location, cliental, and possibly opportunities. If there are areas of weakness this gives us the ability to make changes. Moving forward with those changes leads us to Weakness, do we see a pattern of areas? What can we do to upgrade or change these areas we have identified? Moving on next to Opportunities, what options do we have beyond what we have now? Is there room for growth both financially and structurally? Finally, Threats to evaluate. Are we looking at opening a facility next door to two other highly rated centers that may cause us competition and difficulty building a successful business? Is there a possibility that the area is losing population and economic strength? Gathering the data and taking a step back and reviewing all the pro’s and con’s will give us a bigger picture when deciding which way to market our audience.
Taking a look at the strengths from all the gathered data will give you a good direction to follow for reaching protentional public relations opportunities. For an example, location, your childcare facility has a prime location in your town and your coming up on your grand opening soon. Planning an.
All of the instructions will be given to you in a document. One docu.docxsimonlbentley59018
The document provides instructions for creating a summary, noting that guidelines are in one document and a sample is in another to help guide the process and make it easier. It recommends placing the section titled "Significant assessment findings during days of care" in a table, as well as any medications, and notes an attached NANDA Nursing Diagnosis can help with identifying "Risk for" conditions.
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.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
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.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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.
3. Look at the picture. Your task is to write a complete story about
the picture you see above. This should be an imaginative story
with a beginning, middle, and an end. Try to portray who the
people might be, what they are feeling, thinking, and wishing.
Try to tell what led to the situation depicted in the picture and
how everything will turn out in the end.
18
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Objectives Unacceptable Below Average Acceptable Above
Average Exemplary Score
0 Points 20 Points
Student did not make any
post in the discussion board
Student posts were on time
0 Points 5 Points 10 Points 15 Points 20 Points
No reference to any course
reading
Makes reference to
assigned readings; attempts
to cite the source
Makes references to course
and/or outside reading
material but citations do not
conform to an acceptable
citation format
5. Refers to and properly cites
in APA format course and/or
outside reading in initial
posting only
Refers to and properly cites
in APA format either course
materials or external
readings in initial posts and
responses
0 Points 5 Points 10 Points 15 Points 20 Points
No postings for which to
evaluate language and
grammar
Poorly written initial posting
and responses including
frequent spelling, structure,
and/or grammar errors
Communicates in friendly,
courteous, and helpful
manner with some spelling,
grammatical, and/or
structural errors
Contributes valuable
6. information with minor
grammatical or structural
errors
No spelling, structure, or
grammar errors in any
posting; Contributes to
discussion with clear,
concise comments
0 Points 5 Points 10 Points 15 Points 20 Points
No initial posting
Response was not on topic,
the message was unrelated
to assignment, and post was
less than 150 words
The initial posting did not
adequately address the
question posed in the forum;
superficial thought and
preparation
Initial posting demonstrates
sincere reflection and
answers most aspects of the
forum; full development
Initial posting reveals a solid
7. understanding of all aspects
of the task; uses factually
and relevand information;
and the length of the posting
is at least 150 words
0 Points 5 Points 10 Points 15 Points 20 Points
Student did not participate in
this forum
Student participated on but
did not respond to other
student posts
Student participated but only
responded to one
Student participated and
commented on two other
student's posts
Student actively
participated, responded to at
least two other students'
posts, and replied to other
students' comments on their
original post.
Total Score 0
8. Frequency of
Participation
Reference to
Course Readings
Language and
Grammar
DISCUSSION FORUM RUBRIC
Timeliness of
Forum Posting
Quality of Initial
Posting
HOW IS PERSONALITY ASSESSED?
137
to generate detailed images of the brain (e.g., DeYoung et al., in
press). Conversely, studies concerned with brain activity may
use fMRI (e.g., Canli, 2004) or PET (e.g., Johnson et al., 1999),
whereas researchers interested in measuring brain processes as
they occur (Wacker et al., 2006) may prefer to use EEG. Not
all physiological techniques measure brain activity, however.
Other measures employed in research include salivary cortisol,
which relates to hypothalamic pituitary axis stress response,
body temperature, blood pressure, heart rate, skin conductance,
and eye-blink startle response.
9. These techniques can, in addition, be used in two differ-
ent experimental designs: recording biological signals under
pure resting conditions or in response to tasks or challenges
presented in the laboratory. The fi rst approach involves the
measurement of base levels of neural activity that may underlie
personality differences. For instance, as discussed in the previ-
ous chapter, Eysenck’s personality model of Extraversion posits
that introverts and extraverts differ in their “natural” levels of
cortical arousal. These differences should therefore be detect-
able with measures of resting brain blood fl ow using fMRI or
electrical activity in hypothesized brain regions using EEG (as
was done by Gale, 1983).
The second approach involves the measurement of brain
activity during laboratory tasks. For instance, one of Cattell’s
measures included in the objective analytic test battery assessed
startle response (such as pupil dilation) to a gunshot. Other
examples include measuring differences in brain activity while
participants are exposed to words with different connotations,
such as strong negative (e.g., vomit, rape, murder, etc.) ver-
sus positive (e.g., win, happy, love, party, etc.). Indeed, much
recent work has employed this latter approach, looking at vari-
ous indexes, such as the magnitude, timing, and topography of
changes in brain activity of participants, while they engage in
experimental tasks.
So, what evidence is there for the reliability and validity of
psychophysiological measures of personality? First, research
has
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shown that signifi cant and reliable correlations exist between
physiological measures and personality traits measured by self-
reports. For instance, people higher in Neuroticism have been
shown to have larger startle modulations to fearful scenes than
emotionally stable participants (Caseras et al., 2006). These
fi ndings have also been confi rmed with fMRI responses (e.g.,
Canli et al., 2001). Similarly, extraverts have been found to
have faster habituation of the startle refl ex as measured by
vari-
ous physiological measures (Blumenthal, 2001). Furthermore,
extraverts compared to introverts also tend to show higher
reactivity in the brain when presented with stimuli associated
with rewards (Cohen, 2005). A number of additional studies
such as these show that there are indeed signifi cant correla-
tions between physiological measures of brain activity and self-
reported personality traits.
12. On the other hand, the magnitude of these correlations is
not always very strong. Thus, a large part of the variance
between
physiological measures and self-reports is not shared, meaning
that the different measuring paradigms will tap into substan-
tially different constructs. A question one might ask, therefore,
is which method of assessment better captures the personality
constructs in question. To address this, we need to fi rst
examine
the reliability and validity indices of physiological measures. In
terms of reliability, the results of research on psychophysiologi-
cal measures have been mixed. For some measures, test–retest
reliabilities have been found to be high (e.g., Smit, Posthuma,
Boomsma, & De Geus, 2007). Other studies, however, have
shown poor test–retest correlations of physiological responses
(e.g., Anokhin et al., 2007). These discrepancies are often due
to the difference in methodology and the question a researcher
is trying to address in the study. Regardless, it is clear that the
overall reliability of psychophysiological measures remains to
be addressed.
In regard to the validity of psychophysiological measures,
the literature is much less developed. Indeed, surprisingly little
is known about the predictive validity of these measures. While
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HOW IS PERSONALITY ASSESSED?
139
some studies have provided preliminary validity evidence in
regard to psychopathology, very few have actually examined
the ability of psychophysiological measures to predict more
common behavioral outcomes, such as career or relationship
success. Thus, while there is clearly an increased enthusiasm
among researchers about the use of psychophysiological mea-
sures in personality assessment, a lot of work remains to be
done before any fi rm conclusions can be drawn in regard to
their usefulness. A fi nal point, which physiological research
will need to address, is whether there actually is a causal rela-
tionship between brain areas detected by these measures and
trait manifestations. In essence, there is nothing to say that
a brain area that is activated during a particular task is not
merely a “by-product,” or “side effect,” occurring concurrently
while the actual causal, yet distinct, brain areas are doing all
the work.
Taken together, while recent years have seen a renaissance
of objective measures of personality, questions still remain in
regard to their reliability, validity (usefulness), and, on some
occasions, theoretical rationale. Nevertheless, with the rate of
technological improvements in software and computer devel-
17. CHAPTER 3
140
The interesting thing about self-reports, and particularly per-
sonality questionnaires, is that most people seem to fi nd them
poor alternatives for assessing personality. They do not have an
intuitive appeal. Questionnaires seem easy to fake (and it is not
diffi cult to think of situations in which people would want to
fake). Furthermore, even when people don’t want to fake, one
could question their self-knowledge. You would probably not
fi nd it hard to think of someone you know who thinks they are
someone they are not.
Despite these apparent limitations, personality psycholo-
gists extensively employ these tests. Clearly, then, they must
have merit for assessing personality; or else psychologists must
be doing something wrong. We will evaluate the merit of
person-
ality inventories below. We will start by describing the various
features and types of self-report inventories before critically
eval-
uating their usefulness, or accuracy, for assessing personality.
The majority of personality psychologists see personal-
ity scales as scientifi c and technical measuring instruments. A
main reason for this is that these scales can be used to gather
structured information from people concerning personality and
other psychological characteristics. That is, the key feature of
self-report inventories is that they are standardized. They con-
sist of a standard list of questions or statements, a fi xed set of
response options, and standardized scoring systems. Everyone
taking the particular personality questionnaire in question gets
the same questions, the same number of questions, and the
same response options. Everyone’s score is calculated through
20. other hand, the NEO-PI-R (Costa & McCrae, 1990) measures
fi ve different traits.
A second way in which personality inventories differ is
in their response format. Some inventories include a Yes/No
response format. For instance, the item “Must you be in plenty
of time if you have to catch a train?” (Eysenck & Eysenck,
1975)
can only be answered as either a “yes” or a “no.” Others include
True/False (e.g., “I regularly feel sick before exams”; MMPI;
Hathaway & McKinley, 1951), Like/Dislike, and Forced Choice.
The most common response format, however, is a rating scale,
which may differ on a continuum from, say, “strongly agree”
to “strongly disagree.” Thus, the measure of entrepreneurial
tendencies and abilities (Ahmetoglu, Leutner, & Chamorro-
Premuzic, 2011) item “I am quick to spot profi table opportuni-
ties” may be answered as “strongly agree,” “agree,”
“uncertain,”
“disagree,” or “strongly disagree.”
In addition to differences in number of attributes measured
and type of response format, personality inventories can dif-
fer in the approach taken to their development. Most common
test construction involves both theoretical considerations and
empirical analysis. Sometimes, however, they are simply based
on the validity of items, without any theoretical conceptions.
For instance, items in the MMPI were chosen not because their
content seemed relevant to the trait in question, but because the
item could discriminate between different psychiatric popula-
tions. That is, an item was kept in the MMPI if it could
differen-
tiate between people with depression and people with anxiety
(and eliminated if it couldn’t). Indeed, hundreds of such scales
have been developed using this approach (Kline, 2000).
23. Effi cacy of items can be judged in several ways: First, they
need to be able to discriminate between people’s responses. Is
there enough variability between responses or does pretty much
everyone agree (or disagree) with this item? For instance, 99%
of people will agree with the item “Do you have a good sense of
humor?” (Hogan, 2007). Conversely, very few would disagree
with the item “I prefer to have autonomy in my life.” Such
items
are pretty much useless as they give no information about indi-
vidual differences.
Second, individual items need to correlate well with the total
score. An item that does not correlate with the total score
usually
measures a different variable. For instance, in a test of say, self-
confi dence, each item should correlate with the person’s
overall
level (or score) of confi dence. If it doesn’t, it probably doesn’t
measure self-confi dence. This relates, as mentioned above, to
the
internal consistency of a scale. In addition, an item should not
measure more than one variable, or the researcher could have a
mixed test. An item that correlates with, for example, both self-
confi dence and achievement motivation (two related but dis-
tinct concepts), would render the test less reliable.
If items are discriminating and internally consistent (i.e.,
they all correlate well with the total score), and are univariate
(measure only one variable), usually the test will be reliable. Of
course, as mentioned earlier in addition to reliability, the
validity
of the test needs to be established. In this respect, the construct
validity of the questionnaire should be demonstrated by meth-
ods already mentioned above (i.e., predictive validity, criterion
validity, and concurrent and discriminant validity).
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HOW IS PERSONALITY ASSESSED?
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easy to administer and score. Data can be collected from a large
number of people at the same time, even without an examiner
present. Today, web-based surveys make it easy to reach large,
diverse, and arguably more representative, samples, quickly and
without much effort. Researchers can, in addition, give instant
26. feedback to test-takers about their personality, which is often an
effective way of enticing participants. Thus, compared to other
assessment methods reviewed above, which can be cumbersome
(and very costly), personality measures are highly practical.
Nevertheless, ease of data collection is hardly the main
reason for the popularity of this method. Ultimately, the key
advantage of personality inventories is that they are highly suit-
able for reliability and validity analyses. That is, simply by fol-
lowing the principles outlined above, of the test-construction
process, researchers are able to increase a test’s reliability,
deter-
mine its validity, and establish its norms. This can be done with
self-reports far more readily than with other available methods.
Good personality scales often take months, if not years, to
devise,
pilot, and standardize. During this process, revisions are made
in order to increase reliability and validity. Items are eliminated
until a test enables researchers to compare individuals fairly and
with confi dence. Large samples can be, and usually are, tested,
which enables standard scores, means, and variability around
the means to be established. Thus, self-reports are considered
scientifi c and technical measuring instruments because they go
through a rigorous scientifi c construction process. The
rationale
is simple. If criteria in each step of the process are scientifi
cally
validated, eventually one will have a scientifi cally validated
tool
for measuring personality. Thus, self-report questionnaires per
se may not be good tests. Indeed, there are a vast number of
self-
report tests that are very poor indicators of personality traits.
This simply means, however, that they have not met the
required
standards during test construction. The bottom line is that good
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Why Are They So Unpopular?
Despite benefi ts of self-reports, however, there is a prevailing
skepticism to the use of such tests, especially in applied settings
(but also in general). The reason is not very complicated and
has been mentioned before: Self-reports are vulnerable to what
are known as response biases. Several forms of response biases
29. exist. Some are much more serious than others.
For instance, one common response bias is known as “yea-
saying”—some people tend to agree with most responses,
regard-
less of their content. One reason for this can be that the items
are ambiguous. Another is that people are simply acquiescent
by nature. Nevertheless, there are also people who tend to dis-
agree with most items; this is known as “nay-saying.” Another
response bias is the tendency to endorse extremes. Some indi-
viduals tend to either strongly disagree or strongly agree with
most items. Conversely, some individuals have a greater ten-
dency to avoid extremes. They seem to be uncertain with regard
to most items. Yet, others simply respond in a random man-
ner. They simply don’t care, or are otherwise not motivated to
respond in a true fashion.
These are systemic biases. They can make interpreta-
tions about people’s “true personalities” diffi cult and weaken
test validity. However, test-developers have usually been able
to deal with these response biases by taking steps in the test
construction. For instance, “yea” and “nay-saying” can be nul-
lifi ed by having both positive and negative statements about
the attitude in question (also known as “reverse scoring”). For
instance, “I get stressed out easily” and “I am relaxed most of
the time” are two items from the International Personality Item
Pool (IPIP; Goldberg, 1990), which require the participant to
disagree and agree, respectively, to be responding in an emo-
tionally stable direction. Avoiding ambiguous items is another
way of reducing “yea” and “nay-saying.” Although it is diffi
cult
to avoid people’s tendencies to endorse or avoid extremes, care-
ful item construction can minimize these effects. Similarly,
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HOW IS PERSONALITY ASSESSED?
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while carelessness can be diffi cult to eliminate, it can easily be
detected. If internal consistency of a scale has previously been
established, participants who respond inconsistently or in con-
tradiction to themselves on items (thus lowering internal con-
sistency) can be eliminated from the analysis.
Response biases, such as the ones outlined above, can gener-
ally be cancelled out by test-developers. However, as mentioned
before, there is one bias that seems particularly serious when it
comes to evaluating the robustness and actual value of person-
ality questionnaires: faking. Faking is the tendency of people to
dishonestly present themselves in an overly favorable (or overly
unfavorable) light. It is no doubt the most obvious criticism of
32. self-report inventories. The criticism is there because it is usu-
ally easy to “see the point” of items in questionnaires and to
identify good from bad responses. So, can self-reports be valid
given that people can distort their results? And, how much can
we trust self-report scores when people’s necks are on the line,
for instance, in job applications or clinical interviews?
The question of faking has been investigated by person-
ality psychologists for over 60 years. We will review in detail
the literature on faking in Chapter 5; however, suffi ce to say
at this point that although faking is a valid issue in personal-
ity research, it is not a decisive problem. The data from a vast
amount of research show that people do not fake as much as
one would imagine, and that being able to fake in turn may be
a desirable personality trait in itself. Nevertheless, there is still
an ongoing debate between advocates and critics of self-reports
about the issue of faking in personality assessment, and we will
critically evaluate both sides of the argument in Chapter 5.
Other Ratings
It has been suggested that one of the ways of overcoming fak-
ing is to obtain ratings from others. As mentioned above, these
ratings may be done by peers, bosses, subordinates, and so on.
Thus, if there is high agreement between self and other reports,
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one may conclude that the person isn’t lying. Other reports are
popular methods for assessing personality. Indeed there are
those who argue that other reports are even more valuable than
self-reports (e.g., Hogan, 2007). There are two reasons why this
may be the case. First, others may actually know you better
than you know yourself. Secondly, what you think about your-
self (your identity) is arguably less important than what others
think of you (your reputation). You may “deep inside” believe
that you are a great leader or a very warm person but unless
others (e.g., your peers or the person you fancy) agree, what
you
think will matter very little for outcomes.
An important question, of course, concerns the conver-
gence between other ratings and self-ratings. Do other ratings
converge with self-ratings? Research has shown a remark-
able consistency in identifying the structure of personality,
with the Big Five dimensions of personality emerging also
with other ratings (Digman, 1990). Studies have also found
clear convergence when comparing self-reports with ratings
of knowledgeable others, suggesting that people are not com-
37. HOW IS PERSONALITY ASSESSED?
147
Whether other-reports can remedy faking is diffi cult to
judge. However, it is clear that obtaining other reports, in addi-
tion to self-reports, may provide researchers with more informa-
tion than each method may by itself. Of course, one limitation
with other reports is that they are often not easy to collect.
Moreover, it has been pointed out that the accuracy of other
reports seems to depend on the level of familiarity between the
rater and ratee. The level of familiarity may, in addition, itself
be related to distortion in ratings.
Interview Methods
Another self-report method is the interview. Interviews are one
of the oldest methods for assessing the personality of other peo-
ple. In applied settings, it is still one of the most widely used
(Chamorro-Premuzic & Furnham, 2010a, 2010b). In fact, it is
estimated that 90% of employment selection decisions involve
interviews (Cook, 2004). Interviews are also highly popular
in clinical settings. Advocates of the interview argue that this
method provides an opportunity like no other to obtain rich
and detailed information about a person. First, interviews
allow people to express themselves freely and answer a ques-
tion in an elaborate way. This is not possible with self-report
questionnaires, where responses are fi xed. Second, interviews
provide information not only about the content of the response,
but also allow the interviewer to assess nonverbal behavior,
appearance, mannerisms, and so on, which are impossible to
capture in questionnaires. Finally, this method allows greater
scope for maneuvering; for instance, an interviewer can, at
40. view is a little like an informal discussion, where interviewers
ask whatever questions come to mind and interviewees follow
up with answers in an intuitive and whimsical way. Crucially,
questions are open-ended and attempt to avoid “leading” the
interviewee’s answers into any specifi c direction. Given its
theoretical orientation, psychoanalysis often takes the form
of unstructured interviews. This allows the interviewer to dig
deeper into the recesses of the patient’s mind to uncover uncon-
scious confl icts, motives, and drives.
The structured interview, on the other hand, is preplanned
to ensure every candidate receives exactly the same questions,
in the same order, and at the same pace. Structured interviews
also employ rating scales, use checklists for judgment, allow for
few or no follow-up questions (to limit interviewees’ response
time and standardize it), and leave little autonomy for the inter-
viewer. In that sense, totally structured interviews are little
more
than standardized personality questionnaires. Researchers tend
to favor structured interviews, in order to obtain more standard-
ized and less biased information about people. It is probably
true
to say, however, that most interviews are unstructured or semi-
structured (Chamorro-Premuzic & Furnham, 2010a, 2010b).
Interviews undoubtedly provide a richer source of infor-
mation than most other assessment methods. This could
explain its popularity and widespread use in applied settings.
Indeed, research has shown, for instance, that people applying
for jobs not only approve of interviews, but often expect them
(Chamorro-Premuzic & Furnham, 2010a, 2010b). They may
even
be surprised and disappointed if they are not asked to give
them.
Given that many people see interviews as fair and good methods
of assessment, the question of how reliable and accurate inter-
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HOW IS PERSONALITY ASSESSED?
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unstructured ones, show poor reliability. For instance, in a
meta-analysis, Conway et al. (1995) found reliabilities of .53
when observers watched different interviews of the same can-
didate. This is substantially below the accepted standard of .7
for test reliability. Furthermore, different interviewers watching
43. the same interview frequently show low levels of agreement.
That is, interviews often also have poor interrater reliability.
Given the fl exibility of interviews in general, this is perhaps to
be expected. There are several sources for low reliability. One
is
individual differences between interviewers. Interviewers ask
different questions, record and weigh answers differently, and
may have radically different understandings of the whole pur-
pose of the interview. Furthermore, their personal backgrounds
and life experiences affect the questions asked, how answers
are interpreted, and the format or process of the interview. In
addition, interviewees may react and respond differently to dif-
ferent interviewers, who differ in appearance, age, personality,
interpersonal style, and so on.
Apart from individual differences between interviewers,
sources of unreliability may derive from common cognitive
biases. For instance, studies looking at the process of selec-
tion interviews have shown all too often how prior knowledge
about the interviewee (based on the application form or cur-
riculum vitae [CV] of the candidate) can strongly infl uence the
interviewer, before the interview even occurs (Harris, 1989).
Research also shows that interviewers make up their minds
too quickly based on fi rst impressions (superfi cial data, Cook,
2004). Equally, they overweigh or overemphasize negative
information or bias information not in line with the algorithm.
A fi nal source of unreliability is that interviews, which are
often
face to face, make people even more concerned about managing
impressions. Thus, socially desirable responses (i.e., faking)
may
be even more likely in interviews than in self-report measures.
Given the numerous sources of error in interviews, it is
unsurprising that research fi nds mixed and often unsatisfactory
results also with regard to the validity of interviews. A suffi
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CHAPTER 3
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number of meta-analyses have been done to examine the valid-
ity of interviews. Studies looking at vocational outcomes, for
instance, show that interviews often provide very little unique
information about a candidate and show little incremental
validity over established personality tests in the prediction of
future job performance (Schmidt & Hunter, 1998). Similar con-
clusions are also reached in clinical settings.
Despite their limitations, interviews can still provide valu-
46. able information. This is particularly true in clinical settings
where patients may have little awareness of their symptoms
and are, therefore, not able to report these in questionnaires.
Furthermore, in organizational settings, interviews can be
designed to be more reliable and accurate. Most reviewers have
seen that the single, simplest way to improve reliability is to
introduce consistency and structure to the interview. Studies
also show that it is possible to increase an interviewer’s reli-
ability by different, but important, steps, including doing a job
analysis, training the interviewer, having structured interviews,
and having behaviorally based and anchored rating scales
(Chamorro-Premuzic & Furnham, 2010a, 2010b). If used in
conjunction with other methods, interviews can indeed work
well. However, it is probably fair to say that laypeople and
prac-
titioners have overrated the usefulness of interviews compared
to other methods for assessing personality, such as the ques-
tionnaire methods.
Other Methods for Assessing Personality
Although we have reviewed the most commonly used methods
for assessing personality, several other methods exist. These
include the diary methods (where people keep a diary of their
everyday behavior over a period of time), case studies (where a
psychologist gets in-depth information about a person through
lengthy conversations and tests), life history records (objective
information obtained through records and reports about a per-
son’s past behaviors), behavioral observations (where people
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are observed in experimental settings or in their everyday
life), narratives, and more. Although these methods are used
in research, they are often done so for very specifi c purposes,
by researchers with particular theoretical orientation and in a
minority of studies. A major reason for this is that they are
often
not very practical, can be cumbersome to employ, and, in gen-
eral, show lower levels of reliability and validity than standard-
ized and empirically validated self-report questionnaires.
What About Astrology, Graphology, and So On?
Before we conclude this chapter, we want to say a few words
about
some assessment methods that seem to have won the hearts and
minds of the general population but are rarely subject to scien-
tifi c discussions. The most popular of these no doubt is
49. astrology.
Astrology is any of several traditions or systems in which
knowl-
edge of the apparent positions of celestial bodies is held to be
useful in understanding, interpreting, and organizing knowledge
about reality and human existence on earth. It is probably useful
to talk about methods such as astrology, simply because people
often use them to make inferences about other people’s
character
and personality. Indeed, chances are that you will occasionally
be asked about your zodiac sign by someone you have recently
met at a party or a social event (we can certainly attest to this).
It
seems that people are prepared to make instant judgments about
your personality based on the month you were born, or zodiac
sign, sometimes regardless of your actual behavior.
Making judgments based on zodiac signs may often be a
fun exercise. This is also undoubtedly the most handy person-
ality assessment tool out there; it takes virtually no time and
there is no test that needs completing. However, there is evi-
dence to show that people (i.e., aside from astrologers) actually
believe in astrology (Hamilton, 1995) and do accept the person-
ality descriptions it offers (Glick, Gottesman, & Jolton, 1989).
For example, Hamilton (1995) found that undergraduates pre-
sented with one-paragraph descriptions of the characteristics
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of their own astrological sun sign and an alternative sun sign,
chose their own sun sign paragraph as a better representation
of their personality than the alternative sun sign description.
Van Rooij (1999) found that participants presented with indi-
vidual trait words associated with the personality descriptions
of each of the 12 sun signs chose the traits of their own sun
sign as more personally descriptive than the traits associated
with the other 11 signs. Thus, more than being mere amuse-
ment tools, it is likely that astrological readings have real-life
implications. This could involve simple (but important) things
such as people deciding their compatibility as partners based
on their zodiac signs. However, it could also involve important
decisions made in applied settings, such as an employer’s evalu-
ation of an employee’s personality or a clinician’s evaluation of
a patient’s symptoms. The signifi cant implication is that, even
if the inferences made are invalid, they may bias judgments or
have self-fulfi lling effects. It is of practical interest therefore
to
examine the empirical grounds of astrological readings.
54. ed
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HOW IS PERSONALITY ASSESSED?
153
and found no evidence that tendencies toward Extraversion and
emotionality are explained by such signs. Even when whole
charts are used in “matching tests,” astrology seems unreliable
and invalid. Furthermore, astrologers seem no better at iden-
tifying different personality profi les (e.g., highly extraverted
versus highly introverted people) than random guessing (Dean,
1987). They also fail comprehensive tests when they themselves
provide the required information (Nanninga, 1996). In a com-
prehensive review, Kelly (1997) concluded that:
The majority of empirical studies undertaken to test astrological
tenets did not confi rm astrological claims, and “The few
studies
that are positive need additional clarifi cation.” (p. 1231)
Various authors have similarly dismantled Sachs’ (1999)
“scientifi c” claims, leading at least one group of authors (von
Eye, Lösel, & Mayzer, 2003, p. 89) to claim that:
If there is a scientifi c basis to astrology, this basis remains to
1.
be shown, and;
If there exists a link between the signs of the zodiac and 2.
human behavior, this link remains to be shown too.
Finally, it is worth noting that very few, if any, psychomet-
ric studies on the structure of personality have found 12 fac-
57. the past 50 years, traits cannot form psychological categories or
types, such as those proposed in astrology.
It is worth noting that several methods, in addition to
astrology, such as graphology, phrenology, physiognomy,
and, certainly, projective tests, are still in use in applied set-
tings, despite the lack of any scientifi c merit for their
effective-
ness. This is perhaps a testament to the naivety, ignorance,
and perhaps desperation of laypeople and many practitioners.
However, it may simply be because people are more accepting
of information that is ambiguous, general, and positive (known
as the Barnum effect). These features are inherent in many of
the tests mentioned. What is clear is that while astrology and
other methods have stood the test of time, they have consis-
tently been shown to be both unreliable and invalid methods
for assessing personality.
CONCLUSIONS—WHICH IS BEST?
HOW TO CHOOSE?
We started by asking: “Can personality be assessed?” The
answer
is “yes.” The question then becomes how well? This, in essence,
asks how reliably and how accurately can we measure person-
ality. Clearly, there is more than one method one can employ.
Some seem more intuitively appealing and compelling than
others. It is clear that many people want objectivity. However,
objective tests with acceptable reliability and validity levels are
yet to be found. Projective tests may be compelling and inter-
esting, but they are virtually useless. Even the interview, which
is perhaps the most common method for assessing personality,
is shown by research to have poor reliability and relatively low
validity. Self-report inventories have little intuitive appeal.
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in reliability and validity. Thus, psychometric tests are suitable
for meeting the demands of good scientifi c work. They are con-
cerned with sound quantifi cation and place great emphasis on
sampling, research design, and statistical analysis. For instance,
tests such as the NEO-PI-R (McCrae & Costa, 1999) or the EPQ
(Eysenck & Eysenck, 1975) have been validated extensively
throughout the years. They show high internal consistency, test–
60. retest reliability, cross-cultural consistency, and high construct
validity. They are, in addition, able to predict a large amount of
real-life outcomes better than any other available methods. We
will review these in the next chapter; however, suffi ce it to say
that the rationale behind the use of self-reports is far beyond
the
“convenience” factor. Good self-report instruments have been
found to be highly reliable and valid for the assessment of per-
sonality. Thus, they are the most accurate instruments currently
possessed by researchers for measuring personality, and they
are
scientifi cally proven to be fi t for the job.
Despite the validity of self-reports, they are by no means
the only methods worth using. Several other methods have
shown to have acceptable reliabilities and incremental validity
over self-reports. Thus, it is advisable that researchers try to use
multiple methods. Further advances in measurement should
also soon make it possible to assess personality objectively.
This
is not necessarily an either-or scenario. We may well need each
type of measure, self-report, and objective to assess personality
accurately. What is clear, however, is that currently personality
psychologists are able to measure personality and are able to
do so fairly accurately. As Meyer et al. (2001) conclude:
Data from more than 125 meta-analyses on test validity and 800
samples examining multimethod assessment suggest four
general
conclusions: (a) Psychological test validity is strong and
compel-
ling, (b) psychological test validity is comparable to medical
test
validity, (c) distinct assessment methods provide unique sources
of information, and (d) clinicians who rely exclusively on inter-
views are prone to incomplete understandings. (p. 128)
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This statement is a testimony to the incredible progress that
has been made in the measurement and assessment of person-
ality. The sophistication of psychological measurement will no
doubt continue to improve and contribute incrementally to our
understanding of personality. Their informed use will hope-
fully also increase in applied settings to make more informed
and rigorous decisions about people and their likely behavior.
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101
How Is Personality
Assessed?
In the previous chapters, we talked about the nature
of personality, covering broad themes in personality
research. This included different theories dealing with
its structure, its causes, and its development through-
out the life span. The research reviewed above spans more
than a century, and thousands of studies have been carried out
to address questions concerning the nature of personality. The
large amount of empirical evidence is impressive, and consid-
erable progress appears to have been made in this fi eld. While
we have laid out empirical fi ndings regarding the discovery of
67. take them seriously? After all, personality is an abstract and
unobservable concept; in essence, one could argue that it is
not something that is subject to measurement, or even worse,
that it is an illusory construct. So how do we know that we
can measure this construct of personality? How do we know
that we have? And, how do we know that we have accurately
done so?
These are very important and very loaded questions,
because they challenge the very foundations of personal-
ity psychology and psychometric testing as a whole. What’s
more, psychological tests, such as personality inventories,
are used extensively in a variety of settings, from selection
of applicants to university and organizational positions to
psychiatric diagnosis. Accordingly, people’s careers and even
lives can be changed (and this is not an overstatement) as
a result of psychometric test results. Given this, it is clearly
an imperative task of psychologists in this fi eld to provide
satisfactory answers to such issues. It is their job to estab-
lish that personality is measurable, to establish that they have
measured personality, and importantly, to establish that they
have accurately done so. So, how can psychologists convinc-
ingly address these concerns?
To establish credibility, personality research must fi rst
demonstrate scientifi cally acceptable methodology. The scien-
tifi c method is recognized to be the best method for obtain-
ing valuable knowledge about any phenomenon (Kline, 1988).
Accordingly, researchers have to establish some basic criteria,
or standards, which personality measurement needs to sat-
isfy for its claims to be considered scientifi cally acceptable.
Given that personality psychology as a discipline has scientifi c
objectives, several steps have been taken by psychologists to
ensure that these standards are indeed satisfi ed. These include
both theoretical and statistical steps, and we will discuss these
throughout this chapter; however, before we embark on that,
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CAN PERSONALITY BE MEASURED
AND HOW?
It is not uncommon, when we talk to people outside academia
about our research and the methods of personality assessment,
to be confronted with a bewildered look. Even if some don’t
disclose it, there generally seems to be a question mark about
70. the way this is done, or the accuracy or validity of this research.
It seems to many an unfeasible prospect. How could one pos-
sibly “measure” a person’s personality? People are complex,
dynamic, and one could say, chaotic. Many are diffi cult to
read,
understand, or predict. Some are worried about how others will
perceive them and try hard to manage their impressions. Others
are simply deceptive. With all its complexities, its dynamic
and chaotic nature, there is always a sense of skepticism about
attempts to quantify personality, just as with things like love or
art. You often hear people say that love is not something you
can describe and/or put numbers on—“It is just something you
feel.” The same seems to apply to the measurement of personal-
ity, at least in the mind of laypeople, but is this mainly wishful
thinking?
Unlike laypeople, psychologists believe you can measure
personality using reliable scientifi c tools. After all, if some-
thing exists, it should be subject to study. If it varies in detect-
able ways, it should be quantifi able. Therefore, the only thing
needed is to fi nd a valid way (or ways) of doing so. This is not
a
commentary of faith but is derived from our understanding of
the scientifi c method. For instance, we would all agree that not
all people are exactly the same; some people are taller, some
are heavier, and some are stronger. We would also agree that
people differ more than in just a physical sense; that is, they
differ in the way they think, feel, and behave. Some people are
friendlier, some are more aggressive, and others more assertive.
When we compare people, we often say they have more or less
of an attribute (e.g., friendliness, aggression, determination,
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etc.). These differences are differences in degree. If we
acknowl-
edge therefore that some people differ in psychological aspects
in terms of degree, there is no reason as to why these aspects
should not be quantifi able. All we need is to assign numbers to
these degrees or variations.
Strictly speaking then, the skepticism about the prospect
of measuring personality isn’t justifi ed. Indeed, the whole
fi eld of psychometrics (literally meaning mind measurement) is
dedicated to measuring differences between people in various
psychological concepts (or constructs), including personality.
Accordingly, within this fi eld (and psychology in general), the
question is not really whether personality can be measured, but
rather, whether it can be accurately done. So, are personality
73. psychologists able to measure personality well? Are they able to
really capture a person’s character?
The answer to this question is “yes!” (with a big exclama-
tion mark). We will review evidence for this claim below, but
fi rst, we should clarify a few points. First, there is no magic in
personality assessment. Personality psychologists are not mind
readers or telepathists. They cannot look at your palm or fore-
head and tell you who you are. Personality assessment is not
standard or simple. It is not like measuring height with a tape
measure. Personality assessment combines a variety of theories
and methods, including common sense, probability theory,
and statistical testing. The methods are often not much differ-
ent from what anyone put with the task of assessing personality
would eventually discover and try.
To clarify this point, suppose for instance that you (and
perhaps a few of your friends) were given the task of devising a
way of assessing the personality of, say, the richest person in
the
world (who at the time this book is being written is, according
to Forbes rankings, Carlos Slim; Forbes.com, 2011). How would
you go about doing it? In fact, if you have a minute, you may
actually want to try this exercise. So, the question is as follows:
How you would have measured the personality of the richest
man in the world? What methods would you use?
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Regardless of whether you actually attempted this task or
not, it is safe to say that you would eventually have had a num-
ber of ideas, or options, in front of you as methods. Indeed,
there are several ways you could do this. One way, of course, is
simply to talk to them and fi nd out as much as you could about
their personality. Another way could be to ask them questions
simply by using a questionnaire. You may, however, be
skeptical.
They may distort their story, either to self-enhance, or because
they are simply delusional. So, you might decide to interview
other people who know this person well and get their views
of what he/she is like. Finally, you may decide that it would be
useful to observe how this person behaves in a variety of situa-
tions. For instance, you could put them in various scenarios or
role plays and see how they react; or put them in experimental
conditions. You could, alternatively, observe their day-to-day
behavior, and so on.
FOUR TYPES OF DATA
78. CHAPTER 3
106
attainments, and so on. It is based on the idea that past behav-
ior is the best predictor of future behavior.
O-data consist of obtaining evaluations and information
from relevant others or observers. Observers can include par-
ents, friends, colleagues, teachers, and so on. There are a
variety
of ways in which observers can provide information. A com-
mon way is to provide ratings through questionnaires similar
to (or the same as) those used in self-reports. The benefi t of
this
method is that one can obtain data from different observers
who see and interact with the subject in different contexts. For
instance, in organizational settings, 360 multisource feedback
is a common way to obtain O-data. This involves obtaining
ratings from subordinates, peers, bosses, and customers (in
addition to self-ratings). Other observational methods include
observing participants as they go along their daily lives. This is
similar to anthropological research, where people are observed
in their natural environments. The observer is usually someone
who is trained to make systematic observations. They attempt
to obtain as much data as possible, which are then scored on a
predefi ned set of criteria.
T-data are based on objective tests. They consist of stan-
dard stimulation situations in which the individual is unaware
of what is being measured (Cattell & Kline, 1977). It basi-
cally involves examining participants’ reactions to standard-
ized experimental situations (often created in a lab), where a
person’s behavior can be objectively observed and measured.
81. individual. This can take several forms, most common of which
are self-report questionnaires and interviews (but there are
others such as, for instance, written-essay form). The methods
employed in S-data are the most convenient form of gathering
information. This is particularly the case today, with the advent
of the Internet, where surveys posted online give simple and
quick access to a vast number of people.
There are also several methods that do not easily fi t into
the LOTS categories. For instance, some research employs diary
methods, where participants are required to report specifi c
events, or specifi c behaviors at specifi c times, or feelings and
thoughts. Thus, participants in such studies are asked to keep
diaries of their thoughts, feelings, and behaviors, over a set
time
period. This can sometimes be a highly useful method because
it can provide data that may otherwise be diffi cult to obtain.
Indeed, this was brilliantly demonstrated by studies conducted
by Fleeson and Gallagher (2009), discussed in Chapter 1, which
provided clear information about behavior variation across sit-
uations and time.
There are many other methods available, of course, to assess
someone’s personality. As you review these options, however,
you are also likely to be recognizing that there are shortcomings
of each. For instance, life records (L-data) are not always easy
to obtain and can be biased, or even inaccurate. Asking peo-
ple direct questions either through interviews or self-reports
(S-data) may be subject to impression management or socially
desirable answers (i.e., lying). Asking others (O-data) may seem
to remedy the latter concern, but others may not actually know
the person very well. In any case, it certainly cannot eliminate
the possibility that they are also distorting their ratings (e.g.,
because they are best friends with the person being rated).
Observational methods may be subject to common cognitive
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However, despite this, it is also easy to see the benefi ts of each
method. Clearly, the information gathered from these sources
will not be totally useless. It will surely tell you something
about
the personality of a person. In addition, there is nothing to say
84. that a researcher needs to be confi ned to one data source. In
principle, they can combine as many of these methods as they
wish. Indeed, it is desirable, and advisable, that multiple
sources
are used when obtaining information about people. In this way,
one can be more confi dent about one’s conclusions,
particularly
if the different methods end up providing very similar profi les
of the same person, if they paint a similar picture.
Nevertheless, it is not always easy to expose people to
hours or days of research. Personality psychologists have there-
fore often had to resort to fewer, and commonly, single sources
of data. A critical task for a researcher therefore is to determine
which assessment method to choose. In order to do this, of
course, the researcher must know which assessment method
assesses personality most accurately. There are several scien-
tifi c methods to establish this and researchers today generally
agree on which tests are most accurate. Nevertheless, not all
well-established methods are suitable for all researchers. That
is, there is no universal agreement. One major reason for this
is that judging which method is best is not always a question
of research data, but also a matter of theoretical perspective.
Thus, psychologists may employ different assessment methods
because their research often rests on different theoretical ideas
about what personality is, what its underlying causes are, and
how it is expressed. As mentioned before, a psychoanalyst
would
rarely employ self-reports simply because the theory asserts that
many of the causes of a person’s thoughts, feelings, and behav-
ior are not available to the person on a conscious level.
While there are different schools of thought, however, today
the most commonly used source of data in personality psychol-
ogy is self-reports. This may strike you as surprising. After all,
self-reports, on the surface, appear to have several limitations
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HOW IS PERSONALITY ASSESSED?
109
tempted to draw any conclusions, however, let us remind you
that scientifi c research on personality testing spans almost 100
years (even if efforts to assess personality have an even longer
history that predates psychology; Boyle, 2008). Accordingly,
the methods found today have gone through nearly a century’s
research and scientifi c evaluation. Therefore, the current incli-
nation of researchers to use self-report does not refl ect
personal
preferences, but rather years of empirical data.
87. For you to better understand the current status of personal-
ity assessment, it is perhaps useful to look at its evolution—that
is, the different phases and stages it has passed to arrive at its
current position.
A BRIEF HISTORICAL PERSPECTIVE OF
PERSONALITY ASSESSMENT
Interestingly, the earliest personality measures were in the
form of questionnaires not unlike those found in psychologi-
cal research and practice today. However, as with intelligence
measurement, the impetus for the development of personality
tests came from the world of practical affairs. Indeed, a major
reason for this was the success of early standardized
intelligence
tests. Alfred Binet had successfully introduced tests of intelli-
gence (in 1904), which were used to classify children according
to their ability, fi rst in France and later in United States.
During
World War I, adjusted adult versions of these tests were soon
brought into the U.S. Army, to aid in the selection of recruits
(in terms of their cognitive ability) for military service. Soon
after, however, a need was also recognized for tests that would
identify recruits that were prone to psychological instability. To
ensure army recruits were also emotionally healthy, therefore,
the fi rst standardized personality test was devised. It consisted
of questions that dealt with various symptoms or problem areas
(for instance, with whether a person had frequent daydreams,
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or wet their beds, etc.), on which “yes–no” responses could be
made (Woodworth, 1919).
The measures were a success in the army. As a result, they
quickly spurred interest in the application of personality assess-
ment in other domains also. The most noteworthy of these
was within clinical practices, where some researchers aspired
to design a test that would provide an “objective” basis for psy-
chiatric diagnosis. That is, they wanted to develop a test with
items (i.e., test questions) that could distinguish between groups
known to have different psychiatric disorders, as well as
patients
from people in general. The best-known test of this sort was the
Minnesota Multiphasic Personality Inventory (MMPI; Hathaway
& McKinley, 1940), which appeared in 1940. Similar to the
tests
90. used in the army, the MMPI was a self-report inventory consist-
ing of true–false statements. The achievement and popularity of
the MMPI were enormous and still remain today (in fact, with
its revised version [MMPI-2], the MMPI is thought to be the
most
widely used personality inventory in history; Boyle et al.,
2008).
Given the practical usefulness of the MMPI, similar tests
with nonclinical populations soon followed. The aim of
researchers again was to distinguish between groups, but this
time between nonclinical personality characteristics. One
of the best known of these was the California Psychological
Inventory (CPI, Gough, 1957). As with the MMPI, the CPI was
designed with practical purposes in mind. Specifi cally, it was
aimed at high school and college students. The CPI tested for
various personality traits such as dominance, sociability, toler-
ance, and so on and was useful for categorizing people into dif-
ferent groups, for instance, dominant versus submissive pupils.
As with the MMPI, the CPI was (and still is) a highly popular
inventory in applied settings (even if the academic community
has largely dismissed the test on empirical grounds). This is one
reason as to why it has long been known as “the sane man’s
MMPI” (Thorndike, 1959).
An interesting historical observation is that around the
time these self-report measures were being constructed, other
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HOW IS PERSONALITY ASSESSED?
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personality tests that differed substantially in their method-
ological and theoretical foundations were also appearing. These
included the now infamous Rorschach Inkblot Tests (Rorschach,
1921), the Thematic Appreciation Test (Murray, 1943), and the
Objective Analytic Test Battery (Cattell, 1950). These tests
con-
trasted radically from self-report inventories, such as the MMPI
and the CPI. While self-reports clearly relied on people’s sub-
jective evaluations of themselves (as well as their honesty and
self-knowledge), these latter tests were designed to eliminate
the subjective element in testing. The notion here was to design
tests that would actually measure a person’s personality rather
than asking him or her about it. Thus, akin to intelligence tests,
advocates of this line of research wanted to design objective
measures of personality. This division between subjective and
objective measurement of personality has a long-standing his-
tory, and tension between advocates of each remains even
today.
Nevertheless, the desire to create convincing objective measures
93. of personality traits is no doubt shared by all researchers in the
fi eld (even the skeptics of such measurement).
Perhaps, deriving from this tradition, more recent assess-
ments of personality have increasingly included objective
measures. This “renaissance” of objective measures no doubt
has come as a result of technological improvements in various
areas such as software and computers, medical equipment, and
technological advances in experimental settings. For instance,
psychologists are now able to, and increasingly do, use physi-
ological measures to assess personality, including examining
genetic, biological, and neurological markers (see Chapter 2
section on Genes and Personality for more details). Positron
emission tomography (PET) scans, functional magnetic reso-
nance imaging (fMRI) scans, and electroencephalography
(EEG) measures are becoming increasingly popular in psycho-
logical research on personality.
Nonetheless, as mentioned before, today self-reports
remain at the forefront of personality assessment. With so
many other options, you may be wondering why that is. As
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mentioned above, however, the choice of self-reports is not a
matter of personal preference but rather refl ects the simple fact
that this method has met the scientifi c criteria better than other
methods. The criteria in question are the cornerstone of per-
sonality assessment; they are the means by which personality
psychologists determine whether they have assessed personal-
ity accurately or not (or rather how accurately). Accordingly,
the
next section will be devoted to their nature and description.
HOW CAN WE DETERMINE WHETHER
PERSONALITY IS ASSESSED ACCURATELY?
We mentioned earlier that a fundamental aim, or one might
even say obligation, for personality psychologists is to deter-
mine whether they, through the various methods mentioned
above, are actually able to capture people’s personalities. That
is, they need to determine and demonstrate that they are assess-
ing personality accurately. This is, of course, an empirical ques-
tion. It is not down to your or our opinion about whether a
certain data source or assessment method seems to be more
suitable than another for assessing personality. There are ways
to demonstrate this scientifi cally. The criteria that any
personal-
98. 113
were now 130 pounds (or around 60 kg). The following morn-
ing the scale seems to suggest that you are now 200 pounds
(or around 90 kg). You would obviously throw the scale away.
It is clearly unreliable. At least two of these values have to be
wrong, which means you cannot take any of them at face value.
Even if the scale got it right one of the occasions, you would
still
not fi nd it fi t for purpose. This is because it is inconsistent—it
does not consistently show the same values (which it, of course,
should).
In psychometric testing, similarly, reliability refers to the
consistency of a measure. It refers to the extent to which obser-
vations are dependable. This consistency (or reliability) can
refer to three aspects of the test: the test’s internal consistency,
test–retest reliability, and interrater reliability. Should a test be
lacking in (or score low on) one or more of these components,
it would be considered to be unreliable. The extent to which
the measure is lacking in one of these components is refl ected
by the “measurement error,” that is, the amount of error there
is in the measure’s ability to capture (or assess) what it is sup-
posed to capture (be it weight, height, or personality). Thus, for
a measure to be considered reliable, it has to have high internal
consistency, high test–retest reliability, and high interrater reli-
ability (although this latter point can depend on other factors,
as you will see below). We will deal with each of these compo-
nents below.
The aspect of reliability—internal consistency—refers to
how much association there is between the items that are mea-
suring the construct in question. It is essentially the correla-
tions between the items of the test. For instance, imagine we
wanted to measure a person’s intelligence and gave the person a
101. between the test items. Similarly, in a personality questionnaire
that aims to measure, say, ambition, we may have items (or
questions) asking about a person’s tendency to persist on tasks,
their reactions to competition, or their eagerness to advance. If
we then included questions about the person’s tendency to visit
art galleries, to daydream, to read scientifi c magazines, and so
on, we would not expect the test to be internally consistent.
Many of the items of the test would not be associated with one
another. If different parts of the test are measuring different
variables, it is hard to see how it could be a good test. Thus,
internal consistency of a test is necessary for a test to be
reliable
and therefore useful.
The second aspect of reliability, test–retest reliability, refers
to the extent to which observations (for instance, score on a per-
sonality scale) can be replicated. It is what we illustrated with
the weight scale example. Does the scale give identical read-
ings each time you are on it, or does it give different values? In
terms of personality measurement, test–retest reliability refers
to the similarity of test scores between different occasions. That
is, the correlation between test and retest scores is the index of
the test’s reliability. If a group of people, for example, take a
test
of Extraversion on two different occasions, say, a few weeks in
between, it is expected that they should score approximately the
same on the second occasion as they did on the fi rst (assuming
that there will be no change in the construct being measured,
i.e., in people’s actual Extraversion levels). If there was no con-
sistency between the scores, that is, if the test gave different
scores to people at these different occasions, then no trust could
be placed on the scores. It should be noted that we are referring
to test–retest reliability in terms of rank-order consistency (see
section on Stability Versus Change for a reminder of rank-order
stability). So, a person scoring similarly means that they score
similarly relative to others. That is, it is perfectly possible to
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HOW IS PERSONALITY ASSESSED?
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high test–retest reliability even when a signifi cant mean-level
(or absolute) change has occurred in that particular trait (for
instance, test–retest reliability of IQ scores remains high, even
if people become more intelligent as they move from childhood
to adolescence).
The fi nal component of reliability concerns interrater reli-
ability. Interrater reliability refers to the amount of agreement,
or consensus, between two or more raters. For instance, if you
104. rated yourself as a very funny person but your partner
completely
disagreed, interrater reliability would be low. Commonly, inter-
rater reliability involves ratings by others (often referred to as
judges). For instance, how much agreement is there between
your friends that Brad Pitt or Angelina Jolie is beautiful? If
beauty is in the eye of the beholder, of course, there should be
low interrater reliability between your friends’ judgments. That
is, there would be little consensus on how attractive they found
Brad or Angelina. If, on the other hand, they mostly seemed to
agree (and a guess would be that they do), we would say that
the
interrater reliability is high.
This is also the case with regard to personality. In job
interviews, a panel of interviewers generally want to rate you
on different personality traits—how ambitious you are, how
agreeable you are, how socially skilled you are, and so on. If
the
interviewers disagreed on how reliable or friendly you are, for
instance, there would be little value in this method of assess-
ment. As before, at least one judge would be wrong, which in
essence would render all the ratings futile. Thus, interrater reli-
ability is crucial for a personality test to be considered reliable.
It should be noted, however, that there could be value in
having low interrater reliability. For instance, in some
instances,
such as in 360 multisource feedback, interrater reliability is
not necessarily expected. This is because different people may
have seen different parts of the ratee’s personality, and thus,
the ratings would be considered to be complementary and pro-
vide different sources of information (rather than refl ecting
disagreement).
Ahmetoglu_PTR_Ch-03_24-08-12_101-156.indd 115
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Sources of Unreliability (“Error”)
Several factors can infl uence the reliability of a measure. In
technical terms, we would say that there are many sources of
“error” in measurement. These can include factors internal to
the person, such as mood state, motivation, physical state, and
so on, or external factors, such as test-taking conditions and the
nature of the test itself. It is obvious to see how internal factors
could infl uence tests’ reliability. For instance, if a person com-
pletes a test on subjective well-being just after he or she won
the lottery, they would probably respond differently than they
would have just a few hours before (and even some time after
107. the win, as positive effects may wear off with time). Thus, in
this situation, we could not rely on the test score of subjective
well-being. The test score would be unreliable.
Sometimes error in measurement may result from factors
inherent to the test. One source of error is the number of items
included in the test. For instance, if you wanted to test whether
a person is conscientious, you could simply pose the question
“Are you a conscientious person?”—“Yes” or “No”—in a ques-
tionnaire. This makes sense; however, you would probably also
recognize that there would be several sources of error in this
type of questionnaire (even if the person was being honest).
A person may respond “Yes” because they see themselves as
more conscientious than, well, “not conscientious.” However,
in essence, they may still not be very conscientious. The test
doesn’t tell us how conscientious they are. Thus, although the
test is not wrong, there will be quite a bit of error in the test
because it has not been able to capture how conscientious that
person actually is.
If we, on the other hand, asked two or three questions (e.g.,
“Are you conscientious with regard to your university assign-
ments, at work, at home, etc.?”), and perhaps gave them a rating
scale from 1 to 5 on which they could indicate their agreement,
then we would have a better estimate of how conscientious
they are. In essence, the more questions you ask about different
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HOW IS PERSONALITY ASSESSED?
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behaviors related to Conscientiousness, the fewer sources there
would be for error. This is why personality questionnaires usu-
ally comprise dozens and sometimes hundreds of questions.
However, we should note that the remedy isn’t always simply
to include more items to increase reliability. A large amount of
items may lead to fatigue, boredom, anger, or other possible
mood states in test-takers, which, as mentioned before, are
themselves sources of error.
The Practical Importance of Eliminating Error
Error, and thus unreliability, in measurement can have seri-
ous implications, particularly in applied settings. It is therefore
critical that psychologists and practitioners try to minimize the
sources of it. Suppose for instance that we are selecting appli-
cants for a job, based on their scores on Conscientiousness.
Here,
we inevitably need to decide a cut-off score for selection versus
rejection. Imagine that the average Conscientiousness score for
all candidates is 50 and a fi rst candidate scores 75, whereas a
112. ed
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CHAPTER 3
118
general. However, you do not need to draw any such conclu-
sions. Psychometricians have inevitably found a way of dealing
with this issue and there is a statistical way to eliminate this
problem. In plain language, to be able to make a selection deci-
sion based on psychometric scores, we need to know the stan-
dard variability of the scores, that is, how much disparity we
can expect on individuals’ test scores in general, or, on average.
This is what psychologists call standard error of measurement.
We do not need to dwell on the statistics for calculating the
standard error. Instead, we will give you a simple explanation.
First, we know that in a normal (bell-curve) distribution, 68%
of all scores will fall between the mean (average) and ±1 stan-
dard deviation (i.e., the average departure of scores from the
mean). In all, 95% of scores fall between the mean and 2 stan-
dard deviations (note that we can generalize this observation
because most, if not all, human traits show a distribution that
looks like a bell curve). For instance, IQ tests have a mean
score
of 100 and a standard deviation of 15. This means that 68% of
all people score between 85 and 115 and 95% of all people
score
between 70 and 130.
We can then apply this same formula to our example
above. Imagine that our test of Conscientiousness has a stan-
dard error of 5. This would mean that there is a 68% chance
115. 119
The good news is that standard error can be calculated
fairly easily. Interpretations of scores (and selection deci-
sions) can, subsequently, be made by taking this formula into
account. Once calculated, an employer can decide that differ-
ences between two candidates’ scores would have to be beyond
the specifi c error boundaries to be considered enough to make
a selection decision. This would certainly minimize the prob-
abilities of getting it wrong. The takeaway message from this
example is, however, that for all practical testing, it is essential
that the test be highly reliable. A test with low reliability can be
highly detrimental in practical use and would, in general, be
considered to give a poor indication of a person’s real, or true,
personality.
We should fi nally note that even a highly reliable measure
can sometimes be of little use. This is because very high levels
of reliability may indicate that we are measuring rather narrow
and psychologically trivial variables. For instance, it is easy to
increase the internal consistency of a measure by asking an
essentially paraphrased version of the same question over and
over. This may give us very little information about the overall
trait we are trying to assess. Thus, very high internal
consistency
may simply indicate that the test is so specifi c that it is of little
psychological interest (Cattell & Kline, 1977).
In addition to being consistent, therefore, we need to deter-
mine whether the test in question is, in fact, also a useful one.
This is where the next criterion for establishing the quality of a
test comes in, namely, validity.
Validity
118. whether she was pregnant or not, but used a thermometer to do
so. Now, this measure could be perfectly reliable, but it would
no doubt be useless. It measures some variables consistently
but those variables are not related to pregnancy; it is an invalid
measure of pregnancy. Thus, although reliability is an essential
component of a test, validity is arguably even more important
(although, of course, if a test is not reliable, or consistent, it is
diffi cult to see how it could be valid).
Given this defi nition of validity, however, you may be won-
dering how one could actually demonstrate what a personality
measure is measuring. It is easy to validate a thermometer or a
pregnancy test. We can feel as the temperature gets higher and
lower; if a thermometer doesn’t respond to these temperature
changes, it is invalid. We can see whether a woman is pregnant
or not (well, we can tell for certain after birth); if the pregnancy
test repeatedly tells you something different from what you
observe, it is invalid.
However, how do you demonstrate whether a personal-
ity test measures what it claims to measure? This is an impor-
tant psychometric issue, since it is often diffi cult to even agree
on what a psychological construct is in the fi rst place (think
of the notorious diffi culty in agreeing on what intelligence
is). Furthermore, things in psychology are not as observable
as things in physics or chemistry. This diffi culty has led psy-
chologists to develop a number of different ways for assessing
validity.
A very basic, and obvious, way to determine whether a
measure is valid is to examine its face validity, that is, to
simply
check whether it looks valid. For instance, in personality ques-
tionnaires, this would involve verifying that the questions look
relevant. As the old proverb goes: “If it walks like a duck,
quacks