Psychological Perspectives On Studying Juvenile...Monica Rivera
This document provides an overview of trait theory in psychology and compares two prominent trait theories: Eysenck's three-factor model and the five-factor model. Trait theory proposes that personality can be described in terms of habitual patterns of thoughts, behaviors, and emotions. The document discusses key theorists in trait theory like Gordon Allport and outlines the factors in Eysenck and the five-factor model. It also notes criticisms of both approaches and how the theories relate to predicting mental health outcomes.
Graduate Paper--Hierarchical clustring and topology for psychometrics paperColleen Farrelly
This document discusses using hierarchical clustering analysis as an alternative to exploratory factor analysis for validating psychometric surveys that measure bridging constructs. Bridging constructs are complex constructs defined by the intersection of sets of elements rather than higher-order latent factors. The document uses identity as a bridging construct example, measured by ratings on different identity domains across different life contexts. It argues hierarchical clustering is better suited than EFA for such factorially designed surveys as it does not assume an underlying hierarchical structure. The document demonstrates hierarchical clustering on a new identity questionnaire and compares results to EFA, finding hierarchical clustering provides more stable validation for this type of measure.
Examine changes introduced to reform or restructBetseyCalderon89
Examine changes introduced to reform or restructure the U.S. health care delivery system. In a 1,000-1,250 word
paper, discuss action taken for reform and restructuring and the role of the nurse within this changing environment.
Include the following:
1. Outline a current or emerging health care law or federal regulation introduced to reform or restructure
some aspect of the health care delivery system. Describe the effect of this on nursing practice and the
nurse's role and responsibility.
2. Discuss how quality measures and pay for performance affect patient outcomes. Explain how these
affect nursing practice and describe the expectations and responsibilities of the nursing role in these
situations.
3. Discuss professional nursing leadership and management roles that have arisen and how they are
important in responding to emerging trends and in the promotion of patient safety and quality care in
diverse health care settings.
4. Research emerging trends. Predict two ways in which the practice of nursing and nursing roles will grow
or transform within the next five years to respond to upcoming trends or predicted issues in health care.
You are required to cite to a minimum of three sources to complete this assignment. Sources must be published
within the last 5 years and appropriate for the assignment criteria and relevant to nursing practice.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success
Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the
expectations for successful completion.
Health Care Delivery Models
and Nursing Practice
92
C H A P T E R 5
Narrative Analysis
Approaches
Cigdem Esin
Introduction
This chapter is about using narrative analysis. Like the other approaches described in this book, narrative analysis is an umbrella term that covers a plurality of
methods. The narrative analysis approach takes stories as the unit of analysis. The
stories are usually gathered from the accounts of participants and each approach
focuses on a different feature of the story. Features may be the structure (e.g. Labov,
1972), the content (e.g. Riessman, 1993; Lieblich, Tuval-Mashiach & Zilber, 1998) or
the performative function (e.g. Riessman, 1993; Mishler, 1995; Denzin, 2001), for
example. The chapter begi ...
Click to view the Death with Dignity scenario.In the scenario asWilheminaRossi174
Click to view the Death with Dignity scenario.
In the scenario assignments, you are asked to reflect on responses to the presented scenario. It should not just be writing down your first reaction or what you already know.
Reflection involves critical thinking, which means rethinking your existing knowledge and previously held opinions in light of what we have learned about theories of ethics, logic, and reasoning. You will need to question your current knowledge and beliefs.
Discuss the main points of the debate, what stance you take, support that stance, and discuss the opposing argument. Also discuss an ethical theory that would apply to defend your view.
To complete each scenario assignment:
1. Complete the entire scenario.
2. Compose your reflection in a Word document and be sure to address, at a minimum, the following questions:
· Why do you feel the way you do about the issue presented?
· Of the four responses offered in the scenario, which do you think is the most ethical and why?
3. Support your conclusions with evidence and specific examples from the textbook, including a minimum of one theory of ethics to defend your stance.
4. Your reflection must be 1-2 pages in length and follow APA formatting and citation guidelines as appropriate, making sure to cite at least two sources.
5. Review the rubric for specific grading criteria.
Points: 50 eac
Rubric
PHIL_434_OL - Learning Scenario Reflection (1)
PHIL_434_OL - Learning Scenario Reflection (1)
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeIdentification of Main Issues
20 to >15.8 pts
Meets Expectations
Identifies and demonstrates a sophisticated understanding of the main issues in the scenario.
15.8 to >11.8 pts
Approaches Expectations
Identifies and demonstrates an accomplished understanding of some of the issues in the scenario.
11.8 to >0 pts
Does Not Meet Expectations
Does not identify an acceptable understanding of of the issues in the scenario.
20 pts
This criterion is linked to a Learning OutcomeLinks to Course Readings and Additional Research
20 to >15.8 pts
Meets Expectations
Makes appropriate and powerful connections between identified issues and the concepts studied in the course readings and presentations; supplements the reflection with relevant and thoughtful research and documents all sources of information, conclusions with evidence and specific examples from the textbook, including a minimum of one theory of ethics to defend points made
15.8 to >11.8 pts
Approaches Expectations
Makes somewhat vague connections between identified issues and concepts studied in readings and presentations; supplements the reflection with limited research.
11.8 to >0 pts
Does Not Meet Expectations
Makes inappropriate or little connection between issues identified and the concepts studied in the readings; supplements the reflection, if at all, with incomplete research and documentation.
20 pts
This criterion is linked to a Learning OutcomeWriting Mechanics and APA Fo ...
This document summarizes a research article that assesses person-organization fit using a profile comparison approach. The researchers developed an instrument called the Organizational Culture Profile (OCP) to measure individual preferences for organizational culture types and the actual cultures of organizations. Results showed the OCP dimensions were interpretable and person-organization fit predicted later job satisfaction, organizational commitment, and actual employee turnover. This provided evidence for the importance of understanding the fit between individual preferences and organizational cultures.
Understanding Differential Item Functioning and Item bias In Psychological In...CrimsonpublishersPPrs
This document discusses differential item functioning (DIF) and item bias in psychological instruments. It begins by defining DIF as differential group performance on an item when ability levels are equated. The document then reviews how concerns about item bias emerged from the civil rights era and a 1984 court case. It explains that simply comparing item correct rates across groups, as the court case mandated, confounds true ability differences and bias. The document advocates using statistical DIF detection methods to separately identify items with DIF without assuming they are necessarily biased. It concludes that identifying DIF is important for test validity but does not undo social inequalities.
A Theory Of Careers And Vocational Choice Based Upon...Dana Boo
The document discusses the Holland Codes RIASEC theory of careers and vocational choice based on personality types. Psychologist John Holland developed the theory which categorizes personality into six types: Realistic, Investigative, Artistic, Social, Enterprising, and Conventional. The theory uses a three-letter code to represent a client's overall personality based on their interests. Tests like the O*NET Interest Profiler and Interest-Finder use Holland's codes to assess personality types and suggest suitable careers.
Chapter 4Survey Research—Describing and Predicng BehaviorWilheminaRossi174
Chapter 4
Survey Research—Describing and Predic�ng Behavior
Kim Steele/Photodisc/Ge�y Images
Chapter Contents
Introduc�on to Survey Research (h�p://content.thuzelearning.com/books/Malec.5743.13.1/sec�ons/sec1.1#sec1.1)
Designing Ques�onnaires (h�p://content.thuzelearning.com/books/Malec.5743.13.1/sec�ons/sec1.2#sec1.2)
Sampling From the Popula�on (h�p://content.thuzelearning.com/books/Malec.5743.13.1/sec�ons/sec1.3#sec1.3)
Analyzing Survey Data (h�p://content.thuzelearning.com/books/Malec.5743.13.1/sec�ons/sec1.4#sec1.4)
Ethical Issues in Survey Research (h�p://content.thuzelearning.com/books/Malec.5743.13.1/sec�ons/sec1.5#sec1.5)
In a highly influen�al book published in the 1960s, the sociologist Erving Goffman (1963) defined s�gma as an unusual characteris�c that triggers a nega�ve
evalua�on. In his words, "The s�gma�zed person is one who is reduced in our minds from a whole and usual person to a tainted, discounted one" (1963, p. 3).
People's beliefs about s�gma�zed characteris�cs exist largely in the eye of the beholder but have substan�al influence on social interac�ons with the s�gma�zed
(see Snyder, Tanke, & Berscheid, 1977). A large research tradi�on in psychology has been devoted to understanding both the origins of s�gma and the
consequences of being s�gma�zed. According to Goffman and others, the characteris�cs associated with the greatest degree of s�gma have three features in
common: They are highly visible, they are perceived as controllable, and they are misunderstood by the public.
Recently, researchers have taken considerable interest in people's a�tudes toward members of the gay and lesbian community. Although these a�tudes have
become more posi�ve over �me, this group s�ll encounters harassment and other forms of discrimina�on on a regular basis (see Na�onal Gay Task Force, 1984).
One of the top recognized experts on this subject is Gregory Herek, professor of psychology at the University of California at Davis
(h�p://psychology.ucdavis.edu/herek/ (h�p://psychology.ucdavis.edu/herek/) ). In a 1988 ar�cle, Herek conducted a survey of heterosexuals' a�tudes toward both
lesbians and gay men, with the goal of understanding the predictors of nega�ve a�tudes. Herek approached this research ques�on by construc�ng a scale to
measure a�tudes toward these groups. In three studies, par�cipants were asked to complete this a�tude measure, along with other exis�ng scales assessing
a�tudes about gender roles, religion, and tradi�onal ideologies.
Herek's (1988) research revealed that, as hypothesized, heterosexual males tended to hold more nega�ve a�tudes about gay men and lesbians than heterosexual
females. However, the same psychological mechanisms ...
Psychological Perspectives On Studying Juvenile...Monica Rivera
This document provides an overview of trait theory in psychology and compares two prominent trait theories: Eysenck's three-factor model and the five-factor model. Trait theory proposes that personality can be described in terms of habitual patterns of thoughts, behaviors, and emotions. The document discusses key theorists in trait theory like Gordon Allport and outlines the factors in Eysenck and the five-factor model. It also notes criticisms of both approaches and how the theories relate to predicting mental health outcomes.
Graduate Paper--Hierarchical clustring and topology for psychometrics paperColleen Farrelly
This document discusses using hierarchical clustering analysis as an alternative to exploratory factor analysis for validating psychometric surveys that measure bridging constructs. Bridging constructs are complex constructs defined by the intersection of sets of elements rather than higher-order latent factors. The document uses identity as a bridging construct example, measured by ratings on different identity domains across different life contexts. It argues hierarchical clustering is better suited than EFA for such factorially designed surveys as it does not assume an underlying hierarchical structure. The document demonstrates hierarchical clustering on a new identity questionnaire and compares results to EFA, finding hierarchical clustering provides more stable validation for this type of measure.
Examine changes introduced to reform or restructBetseyCalderon89
Examine changes introduced to reform or restructure the U.S. health care delivery system. In a 1,000-1,250 word
paper, discuss action taken for reform and restructuring and the role of the nurse within this changing environment.
Include the following:
1. Outline a current or emerging health care law or federal regulation introduced to reform or restructure
some aspect of the health care delivery system. Describe the effect of this on nursing practice and the
nurse's role and responsibility.
2. Discuss how quality measures and pay for performance affect patient outcomes. Explain how these
affect nursing practice and describe the expectations and responsibilities of the nursing role in these
situations.
3. Discuss professional nursing leadership and management roles that have arisen and how they are
important in responding to emerging trends and in the promotion of patient safety and quality care in
diverse health care settings.
4. Research emerging trends. Predict two ways in which the practice of nursing and nursing roles will grow
or transform within the next five years to respond to upcoming trends or predicted issues in health care.
You are required to cite to a minimum of three sources to complete this assignment. Sources must be published
within the last 5 years and appropriate for the assignment criteria and relevant to nursing practice.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success
Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the
expectations for successful completion.
Health Care Delivery Models
and Nursing Practice
92
C H A P T E R 5
Narrative Analysis
Approaches
Cigdem Esin
Introduction
This chapter is about using narrative analysis. Like the other approaches described in this book, narrative analysis is an umbrella term that covers a plurality of
methods. The narrative analysis approach takes stories as the unit of analysis. The
stories are usually gathered from the accounts of participants and each approach
focuses on a different feature of the story. Features may be the structure (e.g. Labov,
1972), the content (e.g. Riessman, 1993; Lieblich, Tuval-Mashiach & Zilber, 1998) or
the performative function (e.g. Riessman, 1993; Mishler, 1995; Denzin, 2001), for
example. The chapter begi ...
Click to view the Death with Dignity scenario.In the scenario asWilheminaRossi174
Click to view the Death with Dignity scenario.
In the scenario assignments, you are asked to reflect on responses to the presented scenario. It should not just be writing down your first reaction or what you already know.
Reflection involves critical thinking, which means rethinking your existing knowledge and previously held opinions in light of what we have learned about theories of ethics, logic, and reasoning. You will need to question your current knowledge and beliefs.
Discuss the main points of the debate, what stance you take, support that stance, and discuss the opposing argument. Also discuss an ethical theory that would apply to defend your view.
To complete each scenario assignment:
1. Complete the entire scenario.
2. Compose your reflection in a Word document and be sure to address, at a minimum, the following questions:
· Why do you feel the way you do about the issue presented?
· Of the four responses offered in the scenario, which do you think is the most ethical and why?
3. Support your conclusions with evidence and specific examples from the textbook, including a minimum of one theory of ethics to defend your stance.
4. Your reflection must be 1-2 pages in length and follow APA formatting and citation guidelines as appropriate, making sure to cite at least two sources.
5. Review the rubric for specific grading criteria.
Points: 50 eac
Rubric
PHIL_434_OL - Learning Scenario Reflection (1)
PHIL_434_OL - Learning Scenario Reflection (1)
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeIdentification of Main Issues
20 to >15.8 pts
Meets Expectations
Identifies and demonstrates a sophisticated understanding of the main issues in the scenario.
15.8 to >11.8 pts
Approaches Expectations
Identifies and demonstrates an accomplished understanding of some of the issues in the scenario.
11.8 to >0 pts
Does Not Meet Expectations
Does not identify an acceptable understanding of of the issues in the scenario.
20 pts
This criterion is linked to a Learning OutcomeLinks to Course Readings and Additional Research
20 to >15.8 pts
Meets Expectations
Makes appropriate and powerful connections between identified issues and the concepts studied in the course readings and presentations; supplements the reflection with relevant and thoughtful research and documents all sources of information, conclusions with evidence and specific examples from the textbook, including a minimum of one theory of ethics to defend points made
15.8 to >11.8 pts
Approaches Expectations
Makes somewhat vague connections between identified issues and concepts studied in readings and presentations; supplements the reflection with limited research.
11.8 to >0 pts
Does Not Meet Expectations
Makes inappropriate or little connection between issues identified and the concepts studied in the readings; supplements the reflection, if at all, with incomplete research and documentation.
20 pts
This criterion is linked to a Learning OutcomeWriting Mechanics and APA Fo ...
This document summarizes a research article that assesses person-organization fit using a profile comparison approach. The researchers developed an instrument called the Organizational Culture Profile (OCP) to measure individual preferences for organizational culture types and the actual cultures of organizations. Results showed the OCP dimensions were interpretable and person-organization fit predicted later job satisfaction, organizational commitment, and actual employee turnover. This provided evidence for the importance of understanding the fit between individual preferences and organizational cultures.
Understanding Differential Item Functioning and Item bias In Psychological In...CrimsonpublishersPPrs
This document discusses differential item functioning (DIF) and item bias in psychological instruments. It begins by defining DIF as differential group performance on an item when ability levels are equated. The document then reviews how concerns about item bias emerged from the civil rights era and a 1984 court case. It explains that simply comparing item correct rates across groups, as the court case mandated, confounds true ability differences and bias. The document advocates using statistical DIF detection methods to separately identify items with DIF without assuming they are necessarily biased. It concludes that identifying DIF is important for test validity but does not undo social inequalities.
A Theory Of Careers And Vocational Choice Based Upon...Dana Boo
The document discusses the Holland Codes RIASEC theory of careers and vocational choice based on personality types. Psychologist John Holland developed the theory which categorizes personality into six types: Realistic, Investigative, Artistic, Social, Enterprising, and Conventional. The theory uses a three-letter code to represent a client's overall personality based on their interests. Tests like the O*NET Interest Profiler and Interest-Finder use Holland's codes to assess personality types and suggest suitable careers.
Chapter 4Survey Research—Describing and Predicng BehaviorWilheminaRossi174
Chapter 4
Survey Research—Describing and Predic�ng Behavior
Kim Steele/Photodisc/Ge�y Images
Chapter Contents
Introduc�on to Survey Research (h�p://content.thuzelearning.com/books/Malec.5743.13.1/sec�ons/sec1.1#sec1.1)
Designing Ques�onnaires (h�p://content.thuzelearning.com/books/Malec.5743.13.1/sec�ons/sec1.2#sec1.2)
Sampling From the Popula�on (h�p://content.thuzelearning.com/books/Malec.5743.13.1/sec�ons/sec1.3#sec1.3)
Analyzing Survey Data (h�p://content.thuzelearning.com/books/Malec.5743.13.1/sec�ons/sec1.4#sec1.4)
Ethical Issues in Survey Research (h�p://content.thuzelearning.com/books/Malec.5743.13.1/sec�ons/sec1.5#sec1.5)
In a highly influen�al book published in the 1960s, the sociologist Erving Goffman (1963) defined s�gma as an unusual characteris�c that triggers a nega�ve
evalua�on. In his words, "The s�gma�zed person is one who is reduced in our minds from a whole and usual person to a tainted, discounted one" (1963, p. 3).
People's beliefs about s�gma�zed characteris�cs exist largely in the eye of the beholder but have substan�al influence on social interac�ons with the s�gma�zed
(see Snyder, Tanke, & Berscheid, 1977). A large research tradi�on in psychology has been devoted to understanding both the origins of s�gma and the
consequences of being s�gma�zed. According to Goffman and others, the characteris�cs associated with the greatest degree of s�gma have three features in
common: They are highly visible, they are perceived as controllable, and they are misunderstood by the public.
Recently, researchers have taken considerable interest in people's a�tudes toward members of the gay and lesbian community. Although these a�tudes have
become more posi�ve over �me, this group s�ll encounters harassment and other forms of discrimina�on on a regular basis (see Na�onal Gay Task Force, 1984).
One of the top recognized experts on this subject is Gregory Herek, professor of psychology at the University of California at Davis
(h�p://psychology.ucdavis.edu/herek/ (h�p://psychology.ucdavis.edu/herek/) ). In a 1988 ar�cle, Herek conducted a survey of heterosexuals' a�tudes toward both
lesbians and gay men, with the goal of understanding the predictors of nega�ve a�tudes. Herek approached this research ques�on by construc�ng a scale to
measure a�tudes toward these groups. In three studies, par�cipants were asked to complete this a�tude measure, along with other exis�ng scales assessing
a�tudes about gender roles, religion, and tradi�onal ideologies.
Herek's (1988) research revealed that, as hypothesized, heterosexual males tended to hold more nega�ve a�tudes about gay men and lesbians than heterosexual
females. However, the same psychological mechanisms ...
This document describes a multidimensional model for assessing and treating stuttering. The model, called CALMS, focuses on five components: cognitive, affective, linguistic, motor, and social. It aims to account for individual differences in how clients perform in each component and how changing demands influence their communication abilities. The document provides an example case study of how to apply information from a multidimensional assessment using the CALMS model to develop a treatment plan for a school-aged child who stutters.
Dispositional Theory Cattell, Eysenck and AllportTrait theori.docxjacksnathalie
Dispositional Theory: Cattell, Eysenck and Allport
Trait theories focus on the description of personality and the ability to group personality characteristics into a relatively permanent set of dispositions. Typically, trait theorists spend little time discussing the motivation, formation, or dynamics of personality; rather, they are concerned with identifying and labeling personality characteristics. Unlike previous chapters, there is not a single theorist who is primarily responsible for advances in trait theory or our understanding of trait dimensions. Rather, there are a variety of theorists who have each contributed to various aspects of trait identification and factor analysis. View the video "Personality Traits" (text version) for an overview of trait theory.
This week we will examine the trait theories of Cattell, Eysenck and Allport. Using different analytical techniques, each theorist has identified a different set of core personality traits and a different description of the structure of personality.
To get started, read Chapter 13 - Cattell and Eysenck: Trait and Factor Theories and Chapter 14 - Allport: Psychology of the Individual.
Factor Analysis
A trait is a basic dimension of personality that accounts for a cluster of related variables. Typically, traits are identified through factor analysis, a statistical technique based on correlations (a correlation is a statistical relationship between two variables). In simplified terms, factor analysis identifies groups of personality characteristics that are highly correlated with one another. For example, characteristics such as social, talkative, and outgoing are highly correlated; through factor analysis, these characteristics can be grouped together into a more basic dimension, extraversion. The illustration to the right provides a visual depiction of factor analysis. The overlap between characteristics shows the correlation; as a group the characteristics cluster together to create a a personality trait (in this example, the trait is introversion).
Raymond Cattell
Cattell defined a trait as "that which defines what a person will do when faced with a defined situation;" similarly, personality is "that which permits a prediction of what a person will do in a given situation." Personality, then, is based on a collection of traits. But, Cattell differentiated traits even further and distinguished a range of dimensions:
Surface versus Source:
· Surface traits are the numerous characteristics used to describe personality.
· Source traits are the underlying factors that connect various surface traits.
Common versus Unique:
· Common traits are general traits shared by many people.
· Unique traits are traits that are peculiar to a single individual.
Temperament versus Motivation versus Ability:
· Temperament traits focus on how a person behaves.
· Motivation traits traits explain why a person behaves the way they do.
· Ability traits refer to the skills or performance abilities.
Muc ...
An Examination Of Biodata Theory-Based Constructs In A Field ContextNat Rice
This study examined whether items from a biodata inventory were consistent with the constructs proposed by the ecology model of biodata theory. The ecology model posits five constructs - personality resources, social resources, intellectual resources, choice processes, and filter processes - that explain biodata's predictive ability. Item responses from a 142-item biodata inventory completed by over 6,000 job applicants were sorted according to the five theoretical constructs. Results provided moderate support for the constructs and also suggested that items may be more predictive depending on the life stage they reference. Further research is needed to better understand how life stages impact the predictive nature of different constructs.
Develop a 3–4 page research paper based on a selected case study relmackulaytoni
Develop a 3–4 page research paper based on a selected case study related to sexual problems.By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Apply psychological theories to topics in human sexuality.
Apply psychological theories to a case study in human sexuality.
Competency 2: Apply scholarly research findings to topics in human sexuality.
Apply scholarly research findings to a case study in human sexuality.
Competency 3: Explain how ethics inform professional behavior in the field of human sexuality.
Explain how ethics inform professional behavior in the field of human sexuality.
Competency 4: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in the field of psychology.
Write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a psychology professional.
Use APA format and style
Most sexual behavior problems must be delineated within the context of the individual's personality, lifestyle, and relationships with others. It is usually simplistic to label any particular behavior automatically as a problem. Several criteria are given that can be used to define sexual problems and that can help put problematic sex into a more realistic and sensible perspective. Determining when a sexual preference behavior becomes a problem is highly subjective and requires a look into different aspects of an individual's life, including his or her lifestyle and cultural and social belief systems. Sexual abuse, coercion, and assault of others represent serious sexual problems (Kelly, 2015).
Sexually transmitted diseases (STDs) and a variety of other medical conditions can affect the sex organs and sexual activity. Whereas STDs once were discussed only briefly in most human sexuality courses, they are emerging as important issues again. Considering that the incidence of several diseases is on the rise, and that more organisms are being recognized as being capable of sexual transmission, such a trend may be timely. One of the most significant findings of the National Health and Social Life Survey (NHSLS) was the direct correlation between the numbers of sexual partners people have had and the likelihood that they will have had a STD (National Opinion Research Center at the University of Chicago, 1992).
Defining sexual dysfunctions is somewhat subjective, and individual differences in the sexual response cycle are often perfectly normal. Rather than simply labeling each dysfunction and explaining it separately, we must examine it based on the broader picture of sexual responsiveness and the total sexual relationship. In recent years, there has been greater emphasis on potential organic conditions that can manifest themselves in sexual difficulties, including the effects of alcohol, other drugs, and certain medication ...
The document discusses various concepts relevant to comparative social science research including:
- Equivalence across different components of research like definition, selection, data collection etc.
- Sources of error in measurement and response styles like leniency, central tendency, and proximity.
- Validity and reliability as important measurement properties.
- Factor analysis approaches to examine underlying constructs measured by observed variables.
- The strategy of creating functionally equivalent measures across countries for comparative analyses.
- The distinction between emic and etic indicators for describing attitudes and behaviors.
This document appears to be a dissertation that examines how adult attachment systems can be activated through primes and how this influences social evaluations. It provides a review of literature on conceptualizing adult attachment as either traits or states and discusses models of adult attachment. It presents the study's aim to prime participants with either secure or insecure attachments and measure how this affects their attachment state and social evaluations. The dissertation discusses the theoretical background and models of adult attachment in depth to support the study's hypotheses that priming secure attachment would increase security and positive evaluations while priming insecure attachment would have the opposite effect.
This study tested a model of modern homonegativity by examining the relationships between affective characteristics (anger and disgust), cognitive characteristics (religious beliefs and conservative ideology), exposure to queer individuals, and levels of modern homonegativity. The researchers hypothesized that anger, disgust and cognitive characteristics would be associated with higher modern homonegativity, while direct (but not indirect) exposure would be associated with lower homonegativity by impacting cognitive characteristics. Structural equation modeling supported the hypotheses and revealed that direct exposure reduced cognitive characteristics and modern homonegativity, while indirect exposure increased anger.
Children’s Critical Thinking When Learning from Others.docxmccormicknadine86
Children’s Critical Thinking When Learning from Others:
A Critique Submitted by
XXXXXXXXX
El Centro College
Psychology 2301, Section 53xxx, Spring 2013
Running head: CHILDREN AND CRITICAL THINKING 1
Running head: CHIDREN AND CRITICAL THINKING
1
Abstract
Children’s Critical Thinking When Learning from Others
Introduction
Everyday children must decide for themselves about what is a reliable source of information. They must critically evaluate a source, be it a cartoon watched on television or a conversation held with another child or adult. Children must also determine if a resource is reliable and credible or if it is lacking in real information, then think critically about the information that is given. Heyman’s (2008) meta-analytic study explores how critical thinking skills can be taught to children and defines critical thinking and analyses how early and how well these critical thinking skills develop in children. Heyman (2008) also explores how social experiences shape the development of these skills, including a comparison of responses in Chinese and American children. The researcher hopes that information from this study, and prior studies discussed in this article, can be used by parents as a means for guiding their children along a path toward critical thinking (Heyman, 2008). ReviewCritique
CHILDREN AND CRITICAL THINKING 4
References
Heyman, G. D. (2008). Children’s critical thinking when learning from others. Current Directions in Psychological Science, 17(5), pp. 344-347.
ABBREVIATED TITLE IN CAPITAL LETTERS 4
Full Title in Upper and Lower Case Letters
A Critiqué Submitted by
Name of Student
El Centro College
Psychology 2301, Section 53005, Spring 2012
ABBREVIATED TITLE IN CAPITAL LETTERS 2
Running head: ABBREVIATED TITLE IN CAPITAL LETTERS 1
Abstract
The abstract is a summary of YOUR paper but for this assignment you will not be creating much content, so an abstract will not be required. Consequently, you will center the word Abstract as above (the content under the abstract is left justified) and leave this section blank. You will however notice that the header on this and the following pages does not include the words “Running head:” but do include the actual running head which is an abbreviated title that is 50 characters or less in length.
Note: It is advisable for you to use this template as much of the formatting has already been done. Also, when you submit your paper for grading, it will be automatically sent to SafeAssign which analyses your paper for similarities found in other papers that have been submitted, research articles and websites. It is highly functional and will most often catch plagiarism, so please do not plagiarize.
Full Title in Upper and Lower Case LettersSummary
Read the author’s abstract as an example of how to write a summary of the article but do NOT copy their abstract. For the Summary section you will summarize the author’s article in your own words ...
Planning, Negotiating & Implementation Assignment 2
Planning, Negotiating & Implementation Assignment
Treylesia L. Alston
School of Behavioral Science, Liberty University
Author Note
Treylesia L. Alston (L32443087)
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Treylesia L. Alston
Email: [email protected]
Assignment 3: Research Questions & Variables
You will identify a research topic, explain your research idea, construct possible research questions (1 or 2 questions), determine which variables you could potentially use for your research paper (you will need to have 1 dependent variable and 3 independent variables), and state your hypotheses. You will have to give your future survey (Assignment 4) to friends or family, so think about what you will be able to ask them and what information they will be able to provide. We will not survey or interview vulnerable populations (anyone under 18, prisoners, etc.). It is okay if your idea is still a work-in-progress!
PADM 610
Case Study: Human Resources Assignment Instructions
Overview
In this Case Study, you will apply the Statesmanship model discussed in Module 1: Week 1 to a real, specific public administration context. In other words, choose an organization that is dealing with Human Resource policies, strategies, and procedures. Next, apply the statesmanship model discussed Module 1: Week 1 to this situation. The overarching idea of statesmanship is the call for moral character. In the context of this assignment, how can this model be applied to the situation at hand?
You will apply the Statesmanship model needed to deal with challenges of human resources policies, strategies, and procedures. Remember to also discuss the importance of the following:
· Covenant of
hesed
· Covenant of ethics
· Performance Evaluation
· Statecraft
Instructions
· Case Study scenarios must be taken from documented (published) public administration contexts; no hypotheticals are allowed.
· You can focus on one public administration organization or may refer to a particular situation (well-documented by the research) that public administrators faced during an actual event(s).
· All ideas you should be supported with sound reason and citations from the required readings and presentations, and additional resources.
· Paper should be 4–5 double-spaced pages of content in length (this does not include title page or reference pages).
· Paper should be in current APA format.
· Headings should be included and must conform to the content categories listed (i.e., Covenant of
hesed, Covenant of ethics, Performance Evaluation, etc.).
· 3–5 additional scholarly sources must be used. They need to be scholarly and provide relevant public administration theory and practices.
· All required reading and presentations from the assigned reading ...
· Select one ethical marketing issue suggested by a review, of any.docxalinainglis
· Select one ethical marketing issue suggested by a review, of any recent article from a non-academic periodical (e.g. LA Times, Wall St. Journal, Business Week, etc.).
· In the 2-page paper, briefly:
· describe the ethical issue (2-3 sentences),
· discuss the implications for one marketing decision (target market, product, pricing, promotion, distribution)
· include the full article upon which your paper is based. Staple to the back of the paper.
https://www.entrepreneur.com/article/314011
Personality impression formation: a correlational-
experimental design*
JOHN T. PARTINGTON
Brock University
LOUISE CLARKE
University of Western Ontario
ABSTRACT
A correlational-experimental design was used to study personality impression forma-
tion. Subjects rated how they would accept a number of hypothetical stimulus people
represented by combinations of self-referent statements denoting opposite poles of
four personality dimensions. They also gave self-endorsement responses to a person-
ality battery which sampled the same four dimensions. Perceivers were classified into
personality types defining levels of a subject's factor which together with four
stimulus cue factors comprised a complete factorial design for analyzing l i e accep-
tance ratings. Although the main experimental results suggested that stimulus cue
integration may be more linear than configural, the nature of subject-cue interactions
illustrated the need for more representative design in social perception research.
The present investigation focussed on how people form impressions of
others based on limited stimulus information. Asch's (1946) pioneering
studies on this problem suggested that people appear to combine stimulus
cues configurally and that certain traits are more central than others in
determining impressions. However, subsequent work within the Asch
paradigm yielded conflicting findings regarding trait centrality (e.g.,
Kelley, 1950; Wishner, 1960). In addition, considerable evidence favouring
more parsimonious linear models of impression formation has also been
obtained (Anderson, 1962; Triandis & Fishbein, 1963; Goldberg, 1968),
even under widely varied stimulus conditions (Partington, 1967). Not-
withstanding this, it is conceivable that die "fit" between such simple
models and obtained impression formation data may be a design artifact.
That is, the predictive power of these simple linear models may have
been a function of "rigorous" experimental paradigms which varied
stimulus cues in a controlled manner while holding constant other poten-
tially important covariates such as perceiver characteristics, nature of the
responses obtained, and situational effects (cf., Bieri, Atkins, Briar, Lea-
man, Miller, & Tripodi, 1966).
The purpose of the present study was to determine how different types
of perceivers would utilize and integrate information when forming im-
" This research was supported by Canada Council Grant 68-0667 and by the
University of Western Ontar.
Name Panther ID Case Study 1 Media Globaliza.docxroushhsiu
Name: Panther ID:
Case Study 1: Media Globalization and Migration
1) Briefly describe four assumptions about media globalization that Professor Hafez presents. 10 points each (40 total)
2) Briefly describe four critiques Professor Hafez makes of the conventional perspective on media.10 points each (40 total)
3) Briefly describe how Professor Hafez’s perspective expands our understanding of media globalization. (20 points)
Name:
Panther ID:
Case Study
1
:
Media Globalization and Migration
1)
Briefly describe four
assumptions
about
media globalization
that Professor Hafez
presents
.
10 points each (40
total)
2)
Briefly describe four
critiques
Professor Hafez makes of the conventional perspective on media
.
10
points
each (40
total)
3)
Briefly describe how
Professor Hafez’s
perspective
expands our understanding
of media globalization
.
(
2
0 points
)
Name: Panther ID:
Case Study 1: Media Globalization and Migration
1) Briefly describe four assumptions about media globalization that Professor Hafez presents. 10 points each (40 total)
2) Briefly describe four critiques Professor Hafez makes of the conventional perspective on media.10 points each (40
total)
3) Briefly describe how Professor Hafez’s perspective expands our understanding of media globalization. (20 points)
Received: 17 April 2018 Revised: 16 July 2018 Accepted: 20 July 2018
DOI: 10.1002/bsl.2370
S P E C I A L I S S U E A R T I C L E
The relations among animal abuse, psychological
disorders, and crime: Implications for forensic
assessment
Frank R. Ascione1 | Shelby E. McDonald2 | Philip Tedeschi1 |
James Herbert Williams3
1 Graduate School of Social Work, University
of Denver, Denver, CO, USA
2 School of Social Work, Virginia
Commonwealth University, Richmond, VA,
USA
3 School of Social Work, Arizona State
University, Phoenix, AZ, USA
Correspondence
Frank R. Ascione, Ph.D., Scholar‐in‐Residence,
University of Denver, Graduate School of
Social Work, Craig Hall 463, 2148 High St,
Denver, CO 80208, USA.
Email: [email protected]
Behav Sci Law. 2018;36:717–729. wileyo
Abstract
The confluence of developments in the assessment of ani-
mal abuse, the evolution of psychiatric nosology for the
diagnosis of conduct disorder, legislative changes involving
crimes against non‐human animals, and the recent inclusion
of crimes against animals in the FBI's National Incident‐
Based Reporting System, highlights the critical need for
examining the forensic dimensions of animal abuse cases.
We provide an overview of the research literature on these
topics in the hope that forensic evaluators will have an evi-
dence‐based framework for assessing cases they encounter
that include perpetration of violence against animals.
1 | INTRODUCTION
Despite the ubiquity of pets and other animals in Westernized societies, their fate ...
Attitudes, Values and Organizational Culture: Disentangling the ConceptsValerieBez1
1) The document examines the concepts of attitudes, values, and organizational culture and seeks to disentangle them based on empirical survey data from a large Danish insurance company.
2) It finds that employee attitudes were clearly distinct from values, and perceptions of organizational practices were unrelated to values and only partially overlapped with attitudes regarding communication.
3) Perceptions of organizational practices did not form recognizable clusters at the individual level but only at the level of organizational subunits, suggesting they are a better measure of organizational culture than individual attitudes or values.
1
Annotated Bibliography: Topic (Chosen from the list provided)
[Name]
South University Online
[Template instructions: Replace the information in red with your work-then delete this line]
2
Annotated Bibliography: Topic (Chosen from the list provided)
[APA formatted reference for source (list in alphabetical order) using a hanging indent]
[Underneath the reference, give a summary of the article then an analysis:
Summary of article: 1-2 paragraphs that describe the following information in your own words
in paragraph format (not bullet points).
• Why the article was written?
• What are the major points of the article?
• If the article was a study, describe:
o The methods used in the research: Include the participants, how the research question(s)
was tested or measured (e.g. survey, interview, formal testing…)
o The results of the study: What did the researchers find out?
o The conclusions: What did the researchers conclude from the study? What were the
limitations of the research?
NOTE: Do not include citations for the article you are summarizing in an annotated
bibliography. You have already given credit by listing the reference first. This is different
from a paper.]
[Analysis of the article: 1-2 paragraphs describing the following: Whether or not the
points made by the author are logical and supported by evidence and whether the author
demonstrates any bias in presenting the arguments. Were other arguments or possibilities
considered? Are the author’s conclusions supported? Do they fit with your understanding
of the topic and your textbook's description (cite the textbook and any other sources you
use for analyzing your article – include any additional sources you cite as part of your
analysis in your reference list)? Why or why not (provide support for your opinion)?]
3
Example of formatting:
Boonstra, A., & Broekhuis, M. (2010). Barriers to the acceptance of electronic medical records by
physicians from systematic review to taxonomy and interventions. BMC Health Services
Research, 10(1), 231-248. doi:10.1186/1472-6963-10-231
Authors conducted a systematic review of research papers between 1998 and 2009 that
examined physician perceptions of barriers to implementation of electronic medical
records. An examination of 1671 articles….
DeVore, S. D., & Figlioli, K. (2010). Lessons Premier hospitals learned about implementing electronic
health records. Health Affairs, 29(4), 664-667. doi:10.1377/hlthaff.2010.0250
Premier healthcare alliance is a network of 2300 non-profit hospitals and 63,000
outpatient facilities in the United States, This paper summarized lessons learned from
reviewing implementation practices within their system….
4
References
List any references you cited in your analyses of your chosen sources. DO NOT list the references for
the articles you chose as you already referenced them in your an ...
Journal of Personality 862, April 2018VC 2016 Wiley Perio.docxdonnajames55
Journal of Personality 86:2, April 2018
VC 2016 Wiley Periodicals, Inc.
DOI: 10.1111/jopy.12301Unique Associations Between Big
Five Personality Aspects and
Multiple Dimensions of Well-Being
Jessie Sun ,
1,2
Scott Barry Kaufman,
3
and
Luke D. Smillie
1
1
The University of Melbourne
2
University of California, Davis
3
University of Pennsylvania
Abstract
Objective: Personality traits are associated with well-being, but the precise correlates vary across well-being dimensions and
within each Big Five domain. This study is the first to examine the unique associations between the Big Five aspects (rather
than facets) and multiple well-being dimensions.
Method: Two samples of U.S. participants (total N 5 706; Mage 5 36.17; 54% female) recruited via Amazon’s Mechanical Turk
completed measures of the Big Five aspects and subjective, psychological, and PERMA well-being.
Results: One aspect within each domain was more strongly associated with well-being variables. Enthusiasm and Withdrawal
were strongly associated with a broad range of well-being variables, but other aspects of personality also had idiosyncratic
associations with distinct forms of positive functioning (e.g., Compassion with positive relationships, Industriousness with
accomplishment, and Intellect with personal growth).
Conclusions: An aspect-level analysis provides an optimal (i.e., parsimonious yet sufficiently comprehensive) framework for
describing the relation between personality traits and multiple ways of thriving in life.
Keywords: Personality, aspects, Big Five, subjective well-being, psychological well-being
When multiple positive end states are examined, it becomes
apparent that aspects of psychological well-being may be
achieved by more people than just the nonneurotic, extra-
verted members of society. (Schmutte & Ryff, 1997, p. 558)
The large literature describing the associations between person-
ality traits and well-being suggests that Extraversion (the tendency
to be bold, talkative, enthusiastic, and sociable) and Neuroticism
(the tendency to be emotionally unstable and prone to negative
emotions) are especially strong predictors of well-being (e.g.,
Steel, Schmidt, & Shultz, 2008). But is well-being only accessible
to the extraverted and non-neurotic? We propose that more
nuanced insights can be revealed by examining the relation
between narrower traits and a broader spectrum of well-being
dimensions. The goal of the current study is to comprehensively
describe the unique associations between personality aspects and
dimensions of well-being across three well-being taxonomies.
Personality Traits and Three Taxonomies
of Well-Being
Personality traits and well-being dimensions can each be
described at different levels of resolution. The Big Five domains
provide a relatively comprehensive framework for organizing
differential patterns of affect, behavior, and cognition (John,
Naumann, & Soto, 2008). These broad traits can be further bro-
ken dow.
Texting While Driving Essay | Essay on Texting While Driving for .... Messaging while driving essay. Should texting while driving be illegal essay. Should Texting While .... ️ Texting and driving speech conclusion. Free Essays on Persuasive ....
Assessing Attachment In Young Adulthood A Validational StudyCassie Romero
This study aimed to validate measures of attachment in young adulthood and examine the relationship between attachment style and psychosocial adjustment. 170 college students completed questionnaires assessing attachment style and psychosocial well-being. Results showed that self-reported attachment style could reliably categorize participants as secure or insecure, supporting the validity of attachment measures. Secure individuals had more positive views of relationships and better adjustment than insecure peers. This research demonstrates that attachment characteristics influence psychosocial functioning in young adulthood, as in childhood.
TheIncubatorAttribution theory in the organizational.docxssusera34210
The
Incubator
Attribution theory in the organizational
sciences: A case of unrealized potential
MARK J. MARTINKO
1*, PAUL HARVEY
2* AND
MARIE T. DASBOROUGH
3*
1
College of Business, Florida State University, Tallahassee, Florida, U.S.A.
2
Whittemore School of Business and Economics, University of New Hampshire, Durham, New
Hampshire, U.S.A.
3
School of Business, University of Miami, Coral Gables, Florida, U.S.A.
Summary We argue that although attributional processes appear to affect virtually all goal and reward
oriented behavior in organizations, they have not received adequate attention in the organ-
izational sciences. In this Incubator, we encourage scholars to unlock the potential
of attribution theory to develop more complete explanations of organizational behavior.
Copyright # 2010 John Wiley & Sons, Ltd.
Introduction
Attribution processes have been underutilized in the organizational sciences, yet have tremendous
potential to explain a wide range of workplace behaviors. The validity of attribution theory and the
tools to measure attributional processes are well-documented and frequently used by social
psychologists (Martinko, Douglas, & Harvey, 2006). We suspect that the underutilization of attribution
theory in the organizational sciences may have originated from concerns raised in the early-1980s that
cast attribution theory in an overly negative light. In this Incubator, we address those concerns and
demonstrate that attributions are relevant to many organizational phenomena, with a particular
emphasis on attribution styles, which are stable and reliable predictors of human behavior (e.g.,
Martinko, Harvey, & Douglas, 2007).
Definition, Role, and Function of Attributions
When we refer to attribution theory we are referring to the work of Heider (1958), Kelley (1973), and
Weiner (1986), which defines attributions as individuals’ explanations for the causes of their successes
Journal of Organizational Behavior
J. Organiz. Behav. 32, 144–149 (2011)
Published online 25 August 2010 in Wiley Online Library
(wileyonlinelibrary.com) DOI: 10.1002/job.690
*Please address correspondence via email to any or all of the above authors at [email protected]; [email protected];
and [email protected]
Copyright # 2010 John Wiley & Sons, Ltd.
Received 22 January 2010
Accepted 25 January 2010
and failures. The basic premise is that people have an innate desire to understand the causes of
important outcomes in their lives and that their attributions influence their responses to these outcomes
(Heider, 1958). Typical attributional explanations for outcomes are ability, effort, the nature of the task,
and luck.
Attributions are individuals’ beliefs about the causes of their successes and failures (i.e., rewards
and punishments) and influence expectancies, emotions, and behaviors (Martinko et al., 2007).
Recognizing that behavior is influenced by rewards and punishments, as almost all organizational
scholars would agree, ...
1-Racism Consider the two films shown in class Night and Fog,.docxcatheryncouper
1-Racism:
Consider the two films shown in class "Night and Fog", and "Mr. Tanimoto's Journey". What do you think are the salient similarities, if any? What are the crucial differences? Why?
2- Slavery New & Old
Bales notes that New Slavery is very different from Old Slavery. What are some of the differences he describes? What are the links between New Slavery and the Globalized Economy?
Bales also notes that there are things we each can do to end slavery, but that this requires taking a "very dispassionate look at slaves as a commodity" (Bales 250). Why?
Finally, he suggests that activism without a broad-based explanatory framework is worse than none at all. Why does he think so? Do you agree? Why or why not?
3- Human- The Film
How, if at all, does the film "Human" resonate with or reflect themes explored in What Matters? Which of the characters was most compelling to you, and why?
4- Culture and Power Create Scarcity
Recognize that power and culture are inseparable, one does not exist without the other, and currently the dominant form of culture is based upon industrial production requiring essentially infinite energy supplies – which do not in fact exist. So we collectively face a terrible problem. And yet the greatest burden of this problem is being borne by those least able to do anything about it, while at the same time those who benefit most from the economic inequalities imposed by the culture of industrial production and imposed scarcity are unwilling or unable to recognize that things cannot continue as they are. This is our dilemma; one we must solve now or ignore and risk facing unimaginable chaos later.
Concerned about the ultimate implications of his theories about space, time and energy, Einstein pointed out that 20th century problems would never be solved by 19th century thinking. Indeed, by the same token, 21st century problems will not be solved with 20th century thinking either. The same can be said for oversimplified false dichotomies between 'conservatives' and 'liberals' and particularly 'capitalism' and 'communism'. The latter pair of binary opposites are 19th century ideas while the former are legacies of the 20th century.
We are well beyond the political and economic circumstances that informed such artificially limited conceptualizations of the human condition in many, many ways. And yet, these same tired inaccurate philosophical cages are still supposed to encompass the almost infinite variety and subtleties of contemporary global and local political economies? This is essentially the problem Einstein was concerned with when he noted the conceptual poverty of such willed ignorance. Our technological capacity has outstripped our cultural mechanisms of maintaining social control (consider greed: how much is enough?) and exacerbated our ability to impose physically violent solutions to complex and entirely negotiable problems. Our challenge now is to reassert the primacy of compassion and respect for differenc.
This document describes a multidimensional model for assessing and treating stuttering. The model, called CALMS, focuses on five components: cognitive, affective, linguistic, motor, and social. It aims to account for individual differences in how clients perform in each component and how changing demands influence their communication abilities. The document provides an example case study of how to apply information from a multidimensional assessment using the CALMS model to develop a treatment plan for a school-aged child who stutters.
Dispositional Theory Cattell, Eysenck and AllportTrait theori.docxjacksnathalie
Dispositional Theory: Cattell, Eysenck and Allport
Trait theories focus on the description of personality and the ability to group personality characteristics into a relatively permanent set of dispositions. Typically, trait theorists spend little time discussing the motivation, formation, or dynamics of personality; rather, they are concerned with identifying and labeling personality characteristics. Unlike previous chapters, there is not a single theorist who is primarily responsible for advances in trait theory or our understanding of trait dimensions. Rather, there are a variety of theorists who have each contributed to various aspects of trait identification and factor analysis. View the video "Personality Traits" (text version) for an overview of trait theory.
This week we will examine the trait theories of Cattell, Eysenck and Allport. Using different analytical techniques, each theorist has identified a different set of core personality traits and a different description of the structure of personality.
To get started, read Chapter 13 - Cattell and Eysenck: Trait and Factor Theories and Chapter 14 - Allport: Psychology of the Individual.
Factor Analysis
A trait is a basic dimension of personality that accounts for a cluster of related variables. Typically, traits are identified through factor analysis, a statistical technique based on correlations (a correlation is a statistical relationship between two variables). In simplified terms, factor analysis identifies groups of personality characteristics that are highly correlated with one another. For example, characteristics such as social, talkative, and outgoing are highly correlated; through factor analysis, these characteristics can be grouped together into a more basic dimension, extraversion. The illustration to the right provides a visual depiction of factor analysis. The overlap between characteristics shows the correlation; as a group the characteristics cluster together to create a a personality trait (in this example, the trait is introversion).
Raymond Cattell
Cattell defined a trait as "that which defines what a person will do when faced with a defined situation;" similarly, personality is "that which permits a prediction of what a person will do in a given situation." Personality, then, is based on a collection of traits. But, Cattell differentiated traits even further and distinguished a range of dimensions:
Surface versus Source:
· Surface traits are the numerous characteristics used to describe personality.
· Source traits are the underlying factors that connect various surface traits.
Common versus Unique:
· Common traits are general traits shared by many people.
· Unique traits are traits that are peculiar to a single individual.
Temperament versus Motivation versus Ability:
· Temperament traits focus on how a person behaves.
· Motivation traits traits explain why a person behaves the way they do.
· Ability traits refer to the skills or performance abilities.
Muc ...
An Examination Of Biodata Theory-Based Constructs In A Field ContextNat Rice
This study examined whether items from a biodata inventory were consistent with the constructs proposed by the ecology model of biodata theory. The ecology model posits five constructs - personality resources, social resources, intellectual resources, choice processes, and filter processes - that explain biodata's predictive ability. Item responses from a 142-item biodata inventory completed by over 6,000 job applicants were sorted according to the five theoretical constructs. Results provided moderate support for the constructs and also suggested that items may be more predictive depending on the life stage they reference. Further research is needed to better understand how life stages impact the predictive nature of different constructs.
Develop a 3–4 page research paper based on a selected case study relmackulaytoni
Develop a 3–4 page research paper based on a selected case study related to sexual problems.By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Apply psychological theories to topics in human sexuality.
Apply psychological theories to a case study in human sexuality.
Competency 2: Apply scholarly research findings to topics in human sexuality.
Apply scholarly research findings to a case study in human sexuality.
Competency 3: Explain how ethics inform professional behavior in the field of human sexuality.
Explain how ethics inform professional behavior in the field of human sexuality.
Competency 4: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in the field of psychology.
Write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a psychology professional.
Use APA format and style
Most sexual behavior problems must be delineated within the context of the individual's personality, lifestyle, and relationships with others. It is usually simplistic to label any particular behavior automatically as a problem. Several criteria are given that can be used to define sexual problems and that can help put problematic sex into a more realistic and sensible perspective. Determining when a sexual preference behavior becomes a problem is highly subjective and requires a look into different aspects of an individual's life, including his or her lifestyle and cultural and social belief systems. Sexual abuse, coercion, and assault of others represent serious sexual problems (Kelly, 2015).
Sexually transmitted diseases (STDs) and a variety of other medical conditions can affect the sex organs and sexual activity. Whereas STDs once were discussed only briefly in most human sexuality courses, they are emerging as important issues again. Considering that the incidence of several diseases is on the rise, and that more organisms are being recognized as being capable of sexual transmission, such a trend may be timely. One of the most significant findings of the National Health and Social Life Survey (NHSLS) was the direct correlation between the numbers of sexual partners people have had and the likelihood that they will have had a STD (National Opinion Research Center at the University of Chicago, 1992).
Defining sexual dysfunctions is somewhat subjective, and individual differences in the sexual response cycle are often perfectly normal. Rather than simply labeling each dysfunction and explaining it separately, we must examine it based on the broader picture of sexual responsiveness and the total sexual relationship. In recent years, there has been greater emphasis on potential organic conditions that can manifest themselves in sexual difficulties, including the effects of alcohol, other drugs, and certain medication ...
The document discusses various concepts relevant to comparative social science research including:
- Equivalence across different components of research like definition, selection, data collection etc.
- Sources of error in measurement and response styles like leniency, central tendency, and proximity.
- Validity and reliability as important measurement properties.
- Factor analysis approaches to examine underlying constructs measured by observed variables.
- The strategy of creating functionally equivalent measures across countries for comparative analyses.
- The distinction between emic and etic indicators for describing attitudes and behaviors.
This document appears to be a dissertation that examines how adult attachment systems can be activated through primes and how this influences social evaluations. It provides a review of literature on conceptualizing adult attachment as either traits or states and discusses models of adult attachment. It presents the study's aim to prime participants with either secure or insecure attachments and measure how this affects their attachment state and social evaluations. The dissertation discusses the theoretical background and models of adult attachment in depth to support the study's hypotheses that priming secure attachment would increase security and positive evaluations while priming insecure attachment would have the opposite effect.
This study tested a model of modern homonegativity by examining the relationships between affective characteristics (anger and disgust), cognitive characteristics (religious beliefs and conservative ideology), exposure to queer individuals, and levels of modern homonegativity. The researchers hypothesized that anger, disgust and cognitive characteristics would be associated with higher modern homonegativity, while direct (but not indirect) exposure would be associated with lower homonegativity by impacting cognitive characteristics. Structural equation modeling supported the hypotheses and revealed that direct exposure reduced cognitive characteristics and modern homonegativity, while indirect exposure increased anger.
Children’s Critical Thinking When Learning from Others.docxmccormicknadine86
Children’s Critical Thinking When Learning from Others:
A Critique Submitted by
XXXXXXXXX
El Centro College
Psychology 2301, Section 53xxx, Spring 2013
Running head: CHILDREN AND CRITICAL THINKING 1
Running head: CHIDREN AND CRITICAL THINKING
1
Abstract
Children’s Critical Thinking When Learning from Others
Introduction
Everyday children must decide for themselves about what is a reliable source of information. They must critically evaluate a source, be it a cartoon watched on television or a conversation held with another child or adult. Children must also determine if a resource is reliable and credible or if it is lacking in real information, then think critically about the information that is given. Heyman’s (2008) meta-analytic study explores how critical thinking skills can be taught to children and defines critical thinking and analyses how early and how well these critical thinking skills develop in children. Heyman (2008) also explores how social experiences shape the development of these skills, including a comparison of responses in Chinese and American children. The researcher hopes that information from this study, and prior studies discussed in this article, can be used by parents as a means for guiding their children along a path toward critical thinking (Heyman, 2008). ReviewCritique
CHILDREN AND CRITICAL THINKING 4
References
Heyman, G. D. (2008). Children’s critical thinking when learning from others. Current Directions in Psychological Science, 17(5), pp. 344-347.
ABBREVIATED TITLE IN CAPITAL LETTERS 4
Full Title in Upper and Lower Case Letters
A Critiqué Submitted by
Name of Student
El Centro College
Psychology 2301, Section 53005, Spring 2012
ABBREVIATED TITLE IN CAPITAL LETTERS 2
Running head: ABBREVIATED TITLE IN CAPITAL LETTERS 1
Abstract
The abstract is a summary of YOUR paper but for this assignment you will not be creating much content, so an abstract will not be required. Consequently, you will center the word Abstract as above (the content under the abstract is left justified) and leave this section blank. You will however notice that the header on this and the following pages does not include the words “Running head:” but do include the actual running head which is an abbreviated title that is 50 characters or less in length.
Note: It is advisable for you to use this template as much of the formatting has already been done. Also, when you submit your paper for grading, it will be automatically sent to SafeAssign which analyses your paper for similarities found in other papers that have been submitted, research articles and websites. It is highly functional and will most often catch plagiarism, so please do not plagiarize.
Full Title in Upper and Lower Case LettersSummary
Read the author’s abstract as an example of how to write a summary of the article but do NOT copy their abstract. For the Summary section you will summarize the author’s article in your own words ...
Planning, Negotiating & Implementation Assignment 2
Planning, Negotiating & Implementation Assignment
Treylesia L. Alston
School of Behavioral Science, Liberty University
Author Note
Treylesia L. Alston (L32443087)
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Treylesia L. Alston
Email: [email protected]
Assignment 3: Research Questions & Variables
You will identify a research topic, explain your research idea, construct possible research questions (1 or 2 questions), determine which variables you could potentially use for your research paper (you will need to have 1 dependent variable and 3 independent variables), and state your hypotheses. You will have to give your future survey (Assignment 4) to friends or family, so think about what you will be able to ask them and what information they will be able to provide. We will not survey or interview vulnerable populations (anyone under 18, prisoners, etc.). It is okay if your idea is still a work-in-progress!
PADM 610
Case Study: Human Resources Assignment Instructions
Overview
In this Case Study, you will apply the Statesmanship model discussed in Module 1: Week 1 to a real, specific public administration context. In other words, choose an organization that is dealing with Human Resource policies, strategies, and procedures. Next, apply the statesmanship model discussed Module 1: Week 1 to this situation. The overarching idea of statesmanship is the call for moral character. In the context of this assignment, how can this model be applied to the situation at hand?
You will apply the Statesmanship model needed to deal with challenges of human resources policies, strategies, and procedures. Remember to also discuss the importance of the following:
· Covenant of
hesed
· Covenant of ethics
· Performance Evaluation
· Statecraft
Instructions
· Case Study scenarios must be taken from documented (published) public administration contexts; no hypotheticals are allowed.
· You can focus on one public administration organization or may refer to a particular situation (well-documented by the research) that public administrators faced during an actual event(s).
· All ideas you should be supported with sound reason and citations from the required readings and presentations, and additional resources.
· Paper should be 4–5 double-spaced pages of content in length (this does not include title page or reference pages).
· Paper should be in current APA format.
· Headings should be included and must conform to the content categories listed (i.e., Covenant of
hesed, Covenant of ethics, Performance Evaluation, etc.).
· 3–5 additional scholarly sources must be used. They need to be scholarly and provide relevant public administration theory and practices.
· All required reading and presentations from the assigned reading ...
· Select one ethical marketing issue suggested by a review, of any.docxalinainglis
· Select one ethical marketing issue suggested by a review, of any recent article from a non-academic periodical (e.g. LA Times, Wall St. Journal, Business Week, etc.).
· In the 2-page paper, briefly:
· describe the ethical issue (2-3 sentences),
· discuss the implications for one marketing decision (target market, product, pricing, promotion, distribution)
· include the full article upon which your paper is based. Staple to the back of the paper.
https://www.entrepreneur.com/article/314011
Personality impression formation: a correlational-
experimental design*
JOHN T. PARTINGTON
Brock University
LOUISE CLARKE
University of Western Ontario
ABSTRACT
A correlational-experimental design was used to study personality impression forma-
tion. Subjects rated how they would accept a number of hypothetical stimulus people
represented by combinations of self-referent statements denoting opposite poles of
four personality dimensions. They also gave self-endorsement responses to a person-
ality battery which sampled the same four dimensions. Perceivers were classified into
personality types defining levels of a subject's factor which together with four
stimulus cue factors comprised a complete factorial design for analyzing l i e accep-
tance ratings. Although the main experimental results suggested that stimulus cue
integration may be more linear than configural, the nature of subject-cue interactions
illustrated the need for more representative design in social perception research.
The present investigation focussed on how people form impressions of
others based on limited stimulus information. Asch's (1946) pioneering
studies on this problem suggested that people appear to combine stimulus
cues configurally and that certain traits are more central than others in
determining impressions. However, subsequent work within the Asch
paradigm yielded conflicting findings regarding trait centrality (e.g.,
Kelley, 1950; Wishner, 1960). In addition, considerable evidence favouring
more parsimonious linear models of impression formation has also been
obtained (Anderson, 1962; Triandis & Fishbein, 1963; Goldberg, 1968),
even under widely varied stimulus conditions (Partington, 1967). Not-
withstanding this, it is conceivable that die "fit" between such simple
models and obtained impression formation data may be a design artifact.
That is, the predictive power of these simple linear models may have
been a function of "rigorous" experimental paradigms which varied
stimulus cues in a controlled manner while holding constant other poten-
tially important covariates such as perceiver characteristics, nature of the
responses obtained, and situational effects (cf., Bieri, Atkins, Briar, Lea-
man, Miller, & Tripodi, 1966).
The purpose of the present study was to determine how different types
of perceivers would utilize and integrate information when forming im-
" This research was supported by Canada Council Grant 68-0667 and by the
University of Western Ontar.
Name Panther ID Case Study 1 Media Globaliza.docxroushhsiu
Name: Panther ID:
Case Study 1: Media Globalization and Migration
1) Briefly describe four assumptions about media globalization that Professor Hafez presents. 10 points each (40 total)
2) Briefly describe four critiques Professor Hafez makes of the conventional perspective on media.10 points each (40 total)
3) Briefly describe how Professor Hafez’s perspective expands our understanding of media globalization. (20 points)
Name:
Panther ID:
Case Study
1
:
Media Globalization and Migration
1)
Briefly describe four
assumptions
about
media globalization
that Professor Hafez
presents
.
10 points each (40
total)
2)
Briefly describe four
critiques
Professor Hafez makes of the conventional perspective on media
.
10
points
each (40
total)
3)
Briefly describe how
Professor Hafez’s
perspective
expands our understanding
of media globalization
.
(
2
0 points
)
Name: Panther ID:
Case Study 1: Media Globalization and Migration
1) Briefly describe four assumptions about media globalization that Professor Hafez presents. 10 points each (40 total)
2) Briefly describe four critiques Professor Hafez makes of the conventional perspective on media.10 points each (40
total)
3) Briefly describe how Professor Hafez’s perspective expands our understanding of media globalization. (20 points)
Received: 17 April 2018 Revised: 16 July 2018 Accepted: 20 July 2018
DOI: 10.1002/bsl.2370
S P E C I A L I S S U E A R T I C L E
The relations among animal abuse, psychological
disorders, and crime: Implications for forensic
assessment
Frank R. Ascione1 | Shelby E. McDonald2 | Philip Tedeschi1 |
James Herbert Williams3
1 Graduate School of Social Work, University
of Denver, Denver, CO, USA
2 School of Social Work, Virginia
Commonwealth University, Richmond, VA,
USA
3 School of Social Work, Arizona State
University, Phoenix, AZ, USA
Correspondence
Frank R. Ascione, Ph.D., Scholar‐in‐Residence,
University of Denver, Graduate School of
Social Work, Craig Hall 463, 2148 High St,
Denver, CO 80208, USA.
Email: [email protected]
Behav Sci Law. 2018;36:717–729. wileyo
Abstract
The confluence of developments in the assessment of ani-
mal abuse, the evolution of psychiatric nosology for the
diagnosis of conduct disorder, legislative changes involving
crimes against non‐human animals, and the recent inclusion
of crimes against animals in the FBI's National Incident‐
Based Reporting System, highlights the critical need for
examining the forensic dimensions of animal abuse cases.
We provide an overview of the research literature on these
topics in the hope that forensic evaluators will have an evi-
dence‐based framework for assessing cases they encounter
that include perpetration of violence against animals.
1 | INTRODUCTION
Despite the ubiquity of pets and other animals in Westernized societies, their fate ...
Attitudes, Values and Organizational Culture: Disentangling the ConceptsValerieBez1
1) The document examines the concepts of attitudes, values, and organizational culture and seeks to disentangle them based on empirical survey data from a large Danish insurance company.
2) It finds that employee attitudes were clearly distinct from values, and perceptions of organizational practices were unrelated to values and only partially overlapped with attitudes regarding communication.
3) Perceptions of organizational practices did not form recognizable clusters at the individual level but only at the level of organizational subunits, suggesting they are a better measure of organizational culture than individual attitudes or values.
1
Annotated Bibliography: Topic (Chosen from the list provided)
[Name]
South University Online
[Template instructions: Replace the information in red with your work-then delete this line]
2
Annotated Bibliography: Topic (Chosen from the list provided)
[APA formatted reference for source (list in alphabetical order) using a hanging indent]
[Underneath the reference, give a summary of the article then an analysis:
Summary of article: 1-2 paragraphs that describe the following information in your own words
in paragraph format (not bullet points).
• Why the article was written?
• What are the major points of the article?
• If the article was a study, describe:
o The methods used in the research: Include the participants, how the research question(s)
was tested or measured (e.g. survey, interview, formal testing…)
o The results of the study: What did the researchers find out?
o The conclusions: What did the researchers conclude from the study? What were the
limitations of the research?
NOTE: Do not include citations for the article you are summarizing in an annotated
bibliography. You have already given credit by listing the reference first. This is different
from a paper.]
[Analysis of the article: 1-2 paragraphs describing the following: Whether or not the
points made by the author are logical and supported by evidence and whether the author
demonstrates any bias in presenting the arguments. Were other arguments or possibilities
considered? Are the author’s conclusions supported? Do they fit with your understanding
of the topic and your textbook's description (cite the textbook and any other sources you
use for analyzing your article – include any additional sources you cite as part of your
analysis in your reference list)? Why or why not (provide support for your opinion)?]
3
Example of formatting:
Boonstra, A., & Broekhuis, M. (2010). Barriers to the acceptance of electronic medical records by
physicians from systematic review to taxonomy and interventions. BMC Health Services
Research, 10(1), 231-248. doi:10.1186/1472-6963-10-231
Authors conducted a systematic review of research papers between 1998 and 2009 that
examined physician perceptions of barriers to implementation of electronic medical
records. An examination of 1671 articles….
DeVore, S. D., & Figlioli, K. (2010). Lessons Premier hospitals learned about implementing electronic
health records. Health Affairs, 29(4), 664-667. doi:10.1377/hlthaff.2010.0250
Premier healthcare alliance is a network of 2300 non-profit hospitals and 63,000
outpatient facilities in the United States, This paper summarized lessons learned from
reviewing implementation practices within their system….
4
References
List any references you cited in your analyses of your chosen sources. DO NOT list the references for
the articles you chose as you already referenced them in your an ...
Journal of Personality 862, April 2018VC 2016 Wiley Perio.docxdonnajames55
Journal of Personality 86:2, April 2018
VC 2016 Wiley Periodicals, Inc.
DOI: 10.1111/jopy.12301Unique Associations Between Big
Five Personality Aspects and
Multiple Dimensions of Well-Being
Jessie Sun ,
1,2
Scott Barry Kaufman,
3
and
Luke D. Smillie
1
1
The University of Melbourne
2
University of California, Davis
3
University of Pennsylvania
Abstract
Objective: Personality traits are associated with well-being, but the precise correlates vary across well-being dimensions and
within each Big Five domain. This study is the first to examine the unique associations between the Big Five aspects (rather
than facets) and multiple well-being dimensions.
Method: Two samples of U.S. participants (total N 5 706; Mage 5 36.17; 54% female) recruited via Amazon’s Mechanical Turk
completed measures of the Big Five aspects and subjective, psychological, and PERMA well-being.
Results: One aspect within each domain was more strongly associated with well-being variables. Enthusiasm and Withdrawal
were strongly associated with a broad range of well-being variables, but other aspects of personality also had idiosyncratic
associations with distinct forms of positive functioning (e.g., Compassion with positive relationships, Industriousness with
accomplishment, and Intellect with personal growth).
Conclusions: An aspect-level analysis provides an optimal (i.e., parsimonious yet sufficiently comprehensive) framework for
describing the relation between personality traits and multiple ways of thriving in life.
Keywords: Personality, aspects, Big Five, subjective well-being, psychological well-being
When multiple positive end states are examined, it becomes
apparent that aspects of psychological well-being may be
achieved by more people than just the nonneurotic, extra-
verted members of society. (Schmutte & Ryff, 1997, p. 558)
The large literature describing the associations between person-
ality traits and well-being suggests that Extraversion (the tendency
to be bold, talkative, enthusiastic, and sociable) and Neuroticism
(the tendency to be emotionally unstable and prone to negative
emotions) are especially strong predictors of well-being (e.g.,
Steel, Schmidt, & Shultz, 2008). But is well-being only accessible
to the extraverted and non-neurotic? We propose that more
nuanced insights can be revealed by examining the relation
between narrower traits and a broader spectrum of well-being
dimensions. The goal of the current study is to comprehensively
describe the unique associations between personality aspects and
dimensions of well-being across three well-being taxonomies.
Personality Traits and Three Taxonomies
of Well-Being
Personality traits and well-being dimensions can each be
described at different levels of resolution. The Big Five domains
provide a relatively comprehensive framework for organizing
differential patterns of affect, behavior, and cognition (John,
Naumann, & Soto, 2008). These broad traits can be further bro-
ken dow.
Texting While Driving Essay | Essay on Texting While Driving for .... Messaging while driving essay. Should texting while driving be illegal essay. Should Texting While .... ️ Texting and driving speech conclusion. Free Essays on Persuasive ....
Assessing Attachment In Young Adulthood A Validational StudyCassie Romero
This study aimed to validate measures of attachment in young adulthood and examine the relationship between attachment style and psychosocial adjustment. 170 college students completed questionnaires assessing attachment style and psychosocial well-being. Results showed that self-reported attachment style could reliably categorize participants as secure or insecure, supporting the validity of attachment measures. Secure individuals had more positive views of relationships and better adjustment than insecure peers. This research demonstrates that attachment characteristics influence psychosocial functioning in young adulthood, as in childhood.
TheIncubatorAttribution theory in the organizational.docxssusera34210
The
Incubator
Attribution theory in the organizational
sciences: A case of unrealized potential
MARK J. MARTINKO
1*, PAUL HARVEY
2* AND
MARIE T. DASBOROUGH
3*
1
College of Business, Florida State University, Tallahassee, Florida, U.S.A.
2
Whittemore School of Business and Economics, University of New Hampshire, Durham, New
Hampshire, U.S.A.
3
School of Business, University of Miami, Coral Gables, Florida, U.S.A.
Summary We argue that although attributional processes appear to affect virtually all goal and reward
oriented behavior in organizations, they have not received adequate attention in the organ-
izational sciences. In this Incubator, we encourage scholars to unlock the potential
of attribution theory to develop more complete explanations of organizational behavior.
Copyright # 2010 John Wiley & Sons, Ltd.
Introduction
Attribution processes have been underutilized in the organizational sciences, yet have tremendous
potential to explain a wide range of workplace behaviors. The validity of attribution theory and the
tools to measure attributional processes are well-documented and frequently used by social
psychologists (Martinko, Douglas, & Harvey, 2006). We suspect that the underutilization of attribution
theory in the organizational sciences may have originated from concerns raised in the early-1980s that
cast attribution theory in an overly negative light. In this Incubator, we address those concerns and
demonstrate that attributions are relevant to many organizational phenomena, with a particular
emphasis on attribution styles, which are stable and reliable predictors of human behavior (e.g.,
Martinko, Harvey, & Douglas, 2007).
Definition, Role, and Function of Attributions
When we refer to attribution theory we are referring to the work of Heider (1958), Kelley (1973), and
Weiner (1986), which defines attributions as individuals’ explanations for the causes of their successes
Journal of Organizational Behavior
J. Organiz. Behav. 32, 144–149 (2011)
Published online 25 August 2010 in Wiley Online Library
(wileyonlinelibrary.com) DOI: 10.1002/job.690
*Please address correspondence via email to any or all of the above authors at [email protected]; [email protected];
and [email protected]
Copyright # 2010 John Wiley & Sons, Ltd.
Received 22 January 2010
Accepted 25 January 2010
and failures. The basic premise is that people have an innate desire to understand the causes of
important outcomes in their lives and that their attributions influence their responses to these outcomes
(Heider, 1958). Typical attributional explanations for outcomes are ability, effort, the nature of the task,
and luck.
Attributions are individuals’ beliefs about the causes of their successes and failures (i.e., rewards
and punishments) and influence expectancies, emotions, and behaviors (Martinko et al., 2007).
Recognizing that behavior is influenced by rewards and punishments, as almost all organizational
scholars would agree, ...
Similar to QuestionChapter 12 discusses the structure of our the court syst.docx (20)
1-Racism Consider the two films shown in class Night and Fog,.docxcatheryncouper
1-Racism:
Consider the two films shown in class "Night and Fog", and "Mr. Tanimoto's Journey". What do you think are the salient similarities, if any? What are the crucial differences? Why?
2- Slavery New & Old
Bales notes that New Slavery is very different from Old Slavery. What are some of the differences he describes? What are the links between New Slavery and the Globalized Economy?
Bales also notes that there are things we each can do to end slavery, but that this requires taking a "very dispassionate look at slaves as a commodity" (Bales 250). Why?
Finally, he suggests that activism without a broad-based explanatory framework is worse than none at all. Why does he think so? Do you agree? Why or why not?
3- Human- The Film
How, if at all, does the film "Human" resonate with or reflect themes explored in What Matters? Which of the characters was most compelling to you, and why?
4- Culture and Power Create Scarcity
Recognize that power and culture are inseparable, one does not exist without the other, and currently the dominant form of culture is based upon industrial production requiring essentially infinite energy supplies – which do not in fact exist. So we collectively face a terrible problem. And yet the greatest burden of this problem is being borne by those least able to do anything about it, while at the same time those who benefit most from the economic inequalities imposed by the culture of industrial production and imposed scarcity are unwilling or unable to recognize that things cannot continue as they are. This is our dilemma; one we must solve now or ignore and risk facing unimaginable chaos later.
Concerned about the ultimate implications of his theories about space, time and energy, Einstein pointed out that 20th century problems would never be solved by 19th century thinking. Indeed, by the same token, 21st century problems will not be solved with 20th century thinking either. The same can be said for oversimplified false dichotomies between 'conservatives' and 'liberals' and particularly 'capitalism' and 'communism'. The latter pair of binary opposites are 19th century ideas while the former are legacies of the 20th century.
We are well beyond the political and economic circumstances that informed such artificially limited conceptualizations of the human condition in many, many ways. And yet, these same tired inaccurate philosophical cages are still supposed to encompass the almost infinite variety and subtleties of contemporary global and local political economies? This is essentially the problem Einstein was concerned with when he noted the conceptual poverty of such willed ignorance. Our technological capacity has outstripped our cultural mechanisms of maintaining social control (consider greed: how much is enough?) and exacerbated our ability to impose physically violent solutions to complex and entirely negotiable problems. Our challenge now is to reassert the primacy of compassion and respect for differenc.
1-http://fluoridealert.org/researchers/states/kentucky/
2-
3-School fluoridation studies in Elk Lake, Pennsylvania, and Pike County, Kentucky--results after eight years.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1229128/?page=1
4-American Association for Dental Research Policy Statement on Community Water Fluoridation
http://journals.sagepub.com/doi/abs/10.1177/0022034518797274
5- Ground-Water Quality in Kentucky: Fluoride - University of Kentucky
http://www.uky.edu/KGS/pdf/ic12_01.pdf
6-Kentucky Oral Health Program Brochure - Cabinet for Health.
https://chfs.ky.gov/agencies/dph/dmch/cfhib/Oral%20Health%20Program/beigebrochureoralhealth80107.pdf
7-
8-
9-
PIIS00028177146263
98.pdf
746 JADA, Vol. 131, June 2000
Enamel fluorosis is a hypomineralization of the
enamel caused by the ingestion of an amount of
fluoride that is above optimal levels during
enamel formation.1,2 Clinically, the appearance of
enamel fluorosis can vary. In its mildest form, it
appears as faint white lines or streaks visible
only to trained examiners under controlled exam-
ination conditions. In its pronounced form, fluo-
rosis manifests as white mottling of the teeth in
which noticeable white lines or streaks often
have coalesced into larger opaque areas.2,3 Brown
staining or pitting of the enamel also may be
present.2,3 In its most severe form, actual break-
down of the enamel may occur.2,3
In recent years, there has been an increase in
the prevalence of children seen with enamel fluo-
A B S T R A C T
Background. Few studies have evaluated the
impact of specific fluoride sources on the prevalence of
enamel fluorosis in the population. The author con-
ducted research to determine attributable risk percent
estimates for mild-to-moderate enamel fluorosis in two
populations of middle-school–aged children.
Methods. The author recruited two groups of
children 10 to 14 years of age. One group of 429 had
grown up in nonfluoridated communities; the other
group of 234 had grown up in optimally fluoridated
communities. Trained examiners measured enamel
fluorosis using the Fluorosis Risk Index and meas-
ured early childhood fluoride exposure using a ques-
tionnaire completed by the parent. The author then
calculated attributable risk percent estimates, or the
proportion of cases of mild-to-moderate enamel fluo-
rosis associated with exposure to specific early fluo-
ride sources, based on logistic regression models.
Results. In the nonfluoridated study sample,
sixty-five percent of the enamel fluorosis cases were
attributed to fluoride supplementation under the pre-
1994 protocol. An additional 34 percent were
explained by the children having brushed more than
once per day during the first two years of life. In the
optimally fluoridated study sample, 68 percent of the
enamel fluorosis cases were explained by the children
using more than a pea-sized amount of toothpaste
during the first year of life, 13 percent by having
been inappropriately given a fluoride supple.
1. Consider our political system today, in 2019. Which groups of peo.docxcatheryncouper
1. Consider our political system today, in 2019. Which groups of people are
excluded from participating in the political process?
Please identify at least two groups of people who are excluded and engage with at least one of your colleagues and explain why you either agree or disagree with the group of people that they identified. As always, use your critical thinking skills to answer this.
2.
What speech is protected under the
first amendment
and what speech is
excluded
from first amendment protection? And why?
.
1-Ageism is a concept introduced decades ago and is defined as .docxcatheryncouper
1-Ageism is a concept introduced decades ago and is defined as “the prejudices and stereotypes that are applied to older people sheerly on the basis of their age…” (Butler, Lewis, & Sutherland, 1991).
DQ: What are some common misconceptions you have heard or believed about older adults? What can you do to dispel these myths?
2-Please use textbook as, at least, one reference.
3-Please abide by APA 7th edition format in your writing.
4-Answers should be 2-3 Paragraphs made up of 3-4 sentences each
UNIT 1 CHAPTER 4 LIFE TRANSITIONS AND HISTORY (ATTACHED)
.
1. Create a PowerPoint PowerPoint must include a minimum of.docxcatheryncouper
1.
Create a PowerPoint:
PowerPoint must include a minimum of 12 slides (including Title Slide and Reference slide). Ensure that information is cited in-text throughout the presentation. Use inspirational quotes, graphics, visual aids, and video clips to enhance your presentation. Ensure that information included on your slides is properly paraphrased and cited; the use of direct quotes is prohibited. A minimum of three sources should be included (your textbook counts); ensure sources are credible.
Once you have chosen your format, choose a type of stress (schoolwork, family, job, a relationship, etc) and answer all of the following questions:
1. Give examples that causes the stress.
2. Describe healthy coping mechanisms you can use to help with stress.
3. Discuss of the warning signs of stress is in your life.
4. Describe the short-term effects stress can have on an individual.
5. Describe the long-term effects stress can have on an individual.
.
1. Compare vulnerable populations. Describe an example of one of the.docxcatheryncouper
1. Compare vulnerable populations. Describe an example of one of these groups in the United States or from another country. Explain why the population is designated as "vulnerable." Include the number of individuals belonging to this group and the specific challenges or issues involved. Discuss why these populations are unable to advocate for themselves, the ethical issues that must be considered when working with these groups, and how nursing advocacy would be beneficial.
2.
How does the community health nurse recognize bias, stereotypes, and implicit bias within the community? How should the nurse address these concepts to ensure health promotion activities are culturally competent? Propose strategies that you can employ to reduce cultural dissonance and bias to deliver culturally competent care. Include an evidence-based article that address the cultural issue. Cite and reference the article in APA format.
.
1. Complete the Budget Challenge activity at httpswww.federa.docxcatheryncouper
1. Complete the Budget Challenge activity at: https://www.federalbudgetchallenge.org/challenges/20/pages/overview
a. Keep a record of your selections and why you decided to select them and not the other options. ( keep a record of your selections in piece of paper so you can go back and reflect on your choices in your write-up. For instance, the first choice is about investments. So, on a piece of paper write down whether you selected any of the investment choices and a quick note about why you chose (for example) to spend $30B to establish a National Infrastructure Bank but didn't select to invest in the other options.) your selections as those reflect your own personal, subjective, choices. I will grade the assignment based on whether you have provided a thoughtful written response that answers the questions posted on the instructions.
b. When you’ve finished, save your results summary page.
2. Write a 2.5+ page summary overview of your experience, discussing your budget selections and analyzing your responses. Use the following questions to guide your response, but don't be limited by them:
a. What was challenging?
b. What was easy?
c. What do your selections say about your policy priorities and political ideologies?
** source: (Author Last Name, Year, pg.)
June 2003: WAY IN THE MIDDLE OF THE AIR
“Did you hear about it?”
“About what?”
“The niggers, the niggers!”
“What about ’em?”
“Them leaving, pulling out, going away; did you hear?”
“What you mean, pulling out? How can they do that?”
“They can, they will, they are.”
“Just a couple?”
“Every single one here in the South!”
“No.”
“Yes!”
“I got to see that. I don’t believe it. Where they going — Africa?”
A silence.
“Mars.”
“You mean the planet Mars?”
“That’s right.”
The men stood up in the hot shade of the hardware porch. Someone quit lighting a pipe. Somebody else spat out into the hot dust of noon.
“They can’t leave, they can’t do that.”
“They’re doing it, anyways.”
“Where’d you hear this?”
“It’s everywhere, on the radio a minute ago, just come through.”
Like a series of dusty statues, the men came to life.
Samuel Teece, the hardware proprietor, laughed uneasily. “I wondered what happened to Silly. I sent him on my bike an hour ago. He ain’t come back from Mrs. Bordman’s yet. You think that black fool just pedaled off to Mars?”
The men snorted.
“All I say is, he better bring back my bike. I don’t take stealing from no one, by God.”
“Listen!”
The men collided irritably with each other, turning.
Far up the street the levee seemed to have broken. The black warm waters descended and engulfed the town. Between the blazing white banks of the town stores, among the tree silences, a black tide flowed. Like a kind of summer molasses, it poured turgidly forth upon the cinnamon-dusty road. It surged slow, slow, and it was men and women and horses and barking dogs, and it was little boys and girls. And from the mouths of the people partaking of this tide came the sound of a river. A summer-.
1. Connections between organizations, information systems and busi.docxcatheryncouper
1. Connections between organizations, information systems and business processes.
2. There are a number of benefits associated with cutting edge business analytics.
3. Three conditions that contribute to data redundancy and inconsistency are:
4. Network neutrality
5. Simple Object Access Protocol (SOAP).
6. Outsourcing IT-advantages and disadvantages
7. The security challenges faced by wireless networks
.
1-Experiences with a Hybrid Class Tips And PitfallsCollege .docxcatheryncouper
1-Experiences with a Hybrid Class: Tips And Pitfalls
College Teaching Methods & Styles Journal, 2006, Vol.2(2), p.9-12
Notes
This paper will discuss the author's experiences with converting a traditional classroom-based course to a hybrid class, using a mix of traditional class time and web-support. The course which was converted is a lower-level human relations class, which has been offered in both the traditional classroom-based setting and as an asynchronous online course. After approximately five years of offering the two formats independently, the author decided to experiment with improving the traditional course by adopting more of the web-based support and incorporating more research and written assignments in "out of class" time. The course has evolved into approximately 60% traditional classroom meetings and 40% assignments and other assessments out of class. The instructor's assessment of the hybrid nature of the class is that students are more challenged by the mix of research and writing assignments with traditional assessments, and the assignments are structured in such a way as to make them more "customizable" for each student. Each student can find some topics that they are interested in to pursue in greater depth as research assignments. However, the hybrid nature of the class has resulted in an increased workload for the instructor. The course has been well received by the students, who have indicated that they find the hybrid format appealing.
2-Undergraduate Research Methods: Does Size Matter? A Look at the Attitudes and Outcomes of Students in a Hybrid Class Format versus a Traditional Class Format.
Author
Gordon, Jill A.
Barnes, Christina M.
Martin, Kasey J.
Publisher
Taylor & Francis Ltd
Is Part Of
Journal of Criminal Justice Education, 2009, Vol.20 (3), p.227-249
Notes
The goal of this study is to understand if there are any variations regarding student engagement and course outcomes based on the course format. A new course format was introduced in fall of 2006 that involves a hybrid approach (large lecture with small recitations) with a higher level of student enrollment than traditional research methods courses. During the same time frame, the discipline maintained its traditional research methods courses as well. A survey was administered to all students enrolled in research methods regardless of course format in fall 2006 and spring 2007. Student responses are discussed, including information concerning the preparation, design, cost and benefits of offering a hybrid research methods course format.
3- Distance Education: Linking Traditional Classroom Rehabilitation Counseling Students with their Colleagues Using Hybrid Learning Models.
Author
Main, Doug
Dziekan, Kathryn
Publisher
Springer Publishing Company, Inc.
Is Part Of
Rehabilitation Research, Policy & Education, 2012, Vol.26 (4), p.315-321
Notes
Current distance learning technological advances allow real and virtual classrooms to unite. In this .
RefereanceSpectra.jpg
ReactionInformation.jpg
WittigReactionOfTransCinnamaldehye.docx
Wittig Reaction of trans-Cinnamaldehyde
GOAL: Identify the major isomer of the Wittig reaction
E,E-1,4-diphenyl-1,3-butadiene OR E,Z-1,4-diphenyl-1,3-butadiene
Attached are the:
1. Drawing of the overall reaction
2. Drawing of the structure of the two possible isomers
3. Reference NMR spectra of what is labeled trans, trans-1,4-diphenyl-1,3-butadiene
4. IR spectra
5. UV vis spectra
6. 1H NMR not-detailed
7. 1H NMR detailed
8. BASED ON # 4, 5 and 7 Identify the major isomer of the Wittig reaction, can the integration values of the NMR be used to give approximate percent of each isomer
IR.jpg
UV-visSpectra.jpg
NMR.jpg
NMR-DeterminePredominantIsomer.jpg
...
Reconciling the Complexity of Human DevelopmentWith the Real.docxcatheryncouper
Reconciling the Complexity of Human Development
With the Reality of Legal Policy
Reply to Fischer, Stein, and Heikkinen (2009)
Laurence Steinberg Temple University
Elizabeth Cauffman University of California, Irvine
Jennifer Woolard Georgetown University
Sandra Graham University of California, Los Angeles
Marie Banich University of Colorado
The authors respond to both the general and specific con-
cerns raised in Fischer, Stein, and Heikkinen’s (2009)
commentary on their article (Steinberg, Cauffman, Wool-
ard, Graham, & Banich, 2009), in which they drew on
studies of adolescent development to justify the American
Psychological Association’s positions in two Supreme
Court cases involving the construction of legal age bound-
aries. In response to Fischer et al.’s general concern that
the construction of bright-line age boundaries is inconsis-
tent with the fact that development is multifaceted, variable
across individuals, and contextually conditioned, the au-
thors argue that the only logical alternative suggested by
that perspective is impractical and unhelpful in a legal
context. In response to Fischer et al.’s specific concerns
that their conclusion about the differential timetables of
cognitive and psychosocial maturity is merely an artifact of
the variables, measures, and methods they used, the au-
thors argue that, unlike the alternatives suggested by Fi-
scher et al., their choices are aligned with the specific
capacities under consideration in the two cases. The au-
thors reaffirm their position that there is considerable
empirical evidence that adolescents demonstrate adult lev-
els of cognitive capability several years before they evince
adult levels of psychosocial maturity.
Keywords: policy, science, adolescent development, chro-
nological age
In our article (Steinberg, Cauffman, Woolard, Graham,& Banich, 2009, this issue), we asked whether therewas scientific justification for the different positions
taken by the American Psychological Association (APA) in
two related Supreme Court cases—Hodgson v. Minnesota
(1990; a case concerning minors’ competence to make
independent decisions about abortion, in which APA ar-
gued that adolescents were just as mature as adults) and
Roper v. Simmons (2005; a case about the constitutionality
of the juvenile death penalty, in which APA argued that
adolescents were not as mature as adults). On the basis of
our reading of the extant literature in developmental psy-
chology, as well as findings from a recent study of our own,
we concluded that the capabilities relevant to judging in-
dividuals’ competence to make autonomous decisions
about abortion reach adult levels of maturity earlier than do
capabilities relevant to assessments of criminal culpability,
and that it was therefore reasonable to draw different age
boundaries between adolescents and adults in each in-
stance.
In their commentary on our article, Fischer, Stein, and
Heikkinen (2009, this issue) raised both general and spe-
cif ...
Reexamine the three topics you picked last week and summarized. No.docxcatheryncouper
Reexamine the three topics you picked last week and summarized. Now, break out each case into a list of ethical and legal considerations that might help to analyze each case—summarize the considerations in two paragraphs for each case.
For each case, also ask one legal and one ethical question that might present. Consider the principles of ethics from Week 1 and the laws addressed this week. You should also use outside references to dig deeper into each case for your list.
3 topics identified in paper below from last week
· The Principal of Justice
· Autonomy
· Non-maleficence
Health Care Ethics
Health care ethics is a set of beliefs, moral principles and values that guide health care centers and related institutions to make choices with regard to medical care. Some health ethics include: respect for autonomy, justice and non-maleficence (Percival, 1849).
The principle of justice in health care ensures that there is respect for people’s rights, fair distribution of health resources and respect for laws that are morally acceptable. There are mainly two elements in this principle; equity and equality. Equity ensure that are all cases have equal access to treatment regardless of the patients’ status in ethnic background, age, sexuality, legal capacity, disability, insurance cover or any other discriminating factors.
It is important to study this ethical issue of justice since there have been an increasing report of doctors and medical staff failing to administer certain treatment services to certain kind of patients. Consequently, there have been debates in countries such as the UK over the refusal to give expensive treatment to patients who are likely to benefit from the treatment but cannot afford it. One ethical in the principle of justice is as to whether the health care center is creating an environment for sensible and fair use of health care resources and no particular type of patients are shun away or stigmatized. The legal question is whether the health care center is breaking the law against inequality and discrimination particularly racism, tribalism, gender insensitivity and other discrimination noted and prohibited in the country’s constitution.
The second area of health care ethics is respect for autonomy. Autonomy means self-determination or self-rule. Hence, this principle stipulates that one should be allowed to direct their health life according to their personal rationale. The patients have a right to determine their own destiny freely and independently as well as having their decision respected (Pollard, 1993).
This principle is important for study because not many people would not want to be treated as those with dementia; a disease involving loss of mental power. Many people are afraid of the prospect of not being able to decide their own fate and exercise self-determination. An ethical question in this principle of respect for autonomy is whether the health care center ensures that the patient is provided with ...
Reconstruction
Dates:
The Civil War?_________
Reconstruction? ________
9-9-12
*
*
9/7/2010
Foner Chapter 15
"What Is Freedom?": Reconstruction, 1865–1877
*
After the Civil War, freed slaves and white allies in the North and South attempted to redefine the meaning and boundaries of American freedom. Freedom, once for whites only, now incorporated black Americans. By rewriting laws, African-Americans, for the first time, would be recognized as citizens with equal rights and the right to vote, even in the South. Blacks created their own schools, churches, and other institutions. Though many of Reconstruction’s achievements were short-lived and defeated by violence and opposition, Reconstruction laid the basis for future freedom struggles.
Introduction: Sherman Land
From the Plantation to the Senate
*
After the Civil War, freed slaves and white allies in the North and South attempted to redefine the meaning and boundaries of American freedom. Freedom, once for whites only, now incorporated black Americans. By rewriting laws, African Americans, for the first time, would be recognized as citizens with equal rights and the right to vote, even in the South. Blacks created their own schools, churches, and other institutions. Though many of Reconstruction’s achievements were short-lived and defeated by violence and opposition, Reconstruction laid the basis for future freedom struggles.
Click image to launch video
Q: Chapter 15 includes a new comparative discussion on the aftermath of slavery in various Western Hemisphere societies. You see important commonalities in the struggle over land and labor in post-Emancipation societies. How do you situate the experiences of former slaves in the United States in this borrowed content.
A: Well, just as slavery was a hemispheric institution, so was emancipation. It’s useful for us in thinking about the aftermath of slavery in the United States, the Reconstruction era and after to see what happened to other slaves in places where slavery was abolished. What you see is a similar set of issues and conquests taking place everywhere slaves desire land of their own—this is the No. 1 thing, they want autonomy, they want independence from white control. All of these regions are agricultural, everywhere former slaves demand land. In some places they get land fairly effectively, like in Jamaica, West Indies, where there’s a lot of unoccupied land they can take. In some places they don’t, but that battle to who’s going to have access to land and economic resources is a commonality in the aftermath of slavery. So too is the effort of local plantation owners trying to get the plantation going again and to force slaves to work back on the plantations, or if not, to bring labor from somewhere else—in the West Indies they bring workers from China, from India, from southeast Asia to replace slaves who were moving off on land of their own. They can’t quite do that in the United States—they tried to bring ...
Record, Jeffrey. The Mystery Of Pearl Harbor. Military History 2.docxcatheryncouper
Record, Jeffrey. "The Mystery Of Pearl Harbor." Military History 28.5 (2012): 28-39.Academic Search Complete. Web. 10 Dec. 2013.
According to the article "The Mystery of Pearl Harbor," it briefly examines the reason why Japan starts a war with the United States. On December 7th, 1941, Japan with about 182 aircrafts from the first assault invade U.S. Pacific fleet of Pearl Harbor. Japan's ultimate goal was to overthrow East Asia. The main point of this article is mainly for Japan's goal for economic security and determined to achieve their goal to conquer East Asia. Moreover, they wouldn't let U.S. stop them. Japan was humiliated to be dependent on the United States, including American imported oil. Ultimately, they fought a war that could not won since U.S. was more superior. United States outproduce Japan in every category of ammunition and armaments. If someone were to ask me what this article was about, I would say that this article is an inevitable defeat from Japan.
I believe this source was definitely helpful. This article made me realize how important Pearl Harbor is. If anything, we could have lost to the Japanese and everything would change. Personally, I believe our army played a significant role during the war between Japan and United States. I believe that this source is reliable. This source can be slightly biased because in the article, it says “If the Pacific War was inevitable, was not Japan's crushing defeat as well? If so, then why did Japan start a war that, as British strategist Colin Gray has argued, it "was always going to lose?”
This article can clearly be used for a American history classes. Several of the first paragraphs include a clear understanding and a great topic for students to discuss. This would benefit students who does not know anything about Pearl Harbor. This would be appropriate for students to realize what America has been through during the 1940’s. I admit I now have a better understanding of Pearl Harbor, this article enhanced my perspective and changed the way I view it.
Hanyok, Robert J. "The Pearl Harbor Warning That Never Was." Naval History 23.2 (2009): 50-53. Academic Search Complete. Web. 11 Dec. 2013.
This article particularly argues that Americans believe that the surprising attack from Japan Navy planes could not have happened without some sort of conspiracy or warning. Without a doubt, Americans thought that U.S. political and military leaders kept this serious warning from Pearl Harbor’s commanders. Furthermore, the National Security Agency Documentary, “West Wind Clear seemed to be not found. Robert Hanyok’s attempted to clear up the issue and as a result, the warning for the chief Navy doe- breaker was just a figment of his imagination.
I believe that this article offers reliable sources. Hanyok provides source documents for historical scholars and researchers. This article was extremely helpful due to the controversy with the “West Wind Clear. The goal of this article was basically des ...
Reasons for Not EvaluatingReasons from McCain, D. V. (2005). Eva.docxcatheryncouper
Reasons for Not Evaluating
Reasons from McCain, D. V. (2005). Evaluation basics. Arlington, VA: ASTD Press, pp. 14-16.
Below are reasons to not evaluate, but there are things you can do to overcome these reasons!
· Click Edit (upper right on the tool bar) to get into edit mode.
· Add at least 2 ideas to the page to overcome one or more of these reasons for not evaluating. Please explain in enough detail that someone reading this wiki will be able to understand it!
· Add your name in parenthesis after your idea so we know who contributed which idea!
· Click Save (upper right on tool bar) to save your changes.
1. Evaluation requires a particular skill set.
· Doing evaluation requires no particular skill. It only requires a desire to look into it a course or program and ask the right questions that would answer the whether or not the course was effective. There are many tools that would help in doing an evaluation. (D. Clark)
· Skills can be learned. Learning to evaluate is simply another avenue of training. If the skills to evaluate do not exist in your organization then the training may need to start at the Trainer level before moving on to more organizational specific training, (D Casper)
2. Evaluation is not a priority.
· In order to make progress in any learning environment, it is necessary to initiate check points and measurements producing an evaluation of knowledge (Valle)
· Evaluation is never a priority until things are going bad and the reason is not clear, Evaluation helps us understand where the issues are. (Jim K)
3. Evaluation is not required.
· Currently, as students we are being evaluated to check in our progress ion order to measure our understanding of the tasks given. We get a grade, it is required for this course.(Valle)
· Why are you only providing what is required? Why not go a little further and make the training better? (J. Sprague)
4. Evaluation can result in criticism.
· In order to grow as a person or a company we all need criticism, of course this needs presented in a positive light and in a way that people can learn and grow. (Jim K)
· In today's culture where everybody gets a trophy or everybody gets an "A" no matter how they perform it is not "PC" to criticize someone and hurt their feelings! Criticism is what motivated me to succeed and go beyond just what is normal! We need to stop equating "Criticism" with "Fault Finding" and realize we do more harm than good by not pointing out shortcomings and errors. (D Casper)
5. You can't measure training.
· In my place of work in the industry, we had to measure training. Time was spent in educating employees into new ways to create a product, cost effectiveness, supply management chain and distribution. Measuring effectiveness of the training was in direct correlation with the success of the given product into market.(Valle)
· You can always measure whether or not the training was successful. The key is to look for the right types of measurements. It may be measured ...
Recognize Strengths and Appreciate DifferencesPersonality Dimens.docxcatheryncouper
This document provides information about personality types based on the Personality Dimensions system. It discusses introverts and extraverts, analyzing the key differences in their preferences, strengths, challenges, and tips for thriving at work. Introverts are described as preferring solitary activities to recharge, while extraverts gain energy from social interaction. The document also provides a detailed analysis of the Inquiring Green personality type, including their needs, strengths, challenges, and tips for managing them at work.
Real-World DecisionsHRM350 Version 21University of Phoe.docxcatheryncouper
Real-World Decisions
HRM/350 Version 2
1
University of Phoenix Material
Real-World Decisions
Read the following scenarios, which represent real-world decisions, and respond to each in 150 to 200 words.
Scenario One
You are the director of production at a multinational company. Your position is in Tokyo, Japan. Recently, this division experienced production quota problems. You determine that you must identify a team leader who will lead the work team to tackle the problem. You identify several possible team leaders, including Joan, a manager who is an expatriate US citizen and has recently arrived in your company’s Japanese office. You are also aware of Bob, a European national who has worked at the facility for about a year. His experience includes reengineering production processes at one of the company’s production facilities in Europe. The final candidate is Noriko, a Japanese national who has been at the facility for several years.
Questions
The team you assemble is composed of American expatriates and Japanese nationals. Compare the three candidates for the position. Based on cultural norms and traditions, what cultural factors and management styles may benefit or present obstacles for others on the team? Explain.
Response
Scenario Two
You have been assigned to an overseas position with your company. The local government of the host country offers gifts periodically to senior management as a way of thanking them for opening a facility and employing locals. These gifts include cash or merchandise into the thousands of dollars. Typically, to refuse a gift is considered an insult. Your country’s policy is to prohibit employees from accepting anything from clients and customers of more than $50. Your employer values its relationship with the host country and government officials, and it intends to continue operating in the venue.
Questions
How would you address a situation where you are presented with a gift of more than $50? Explain your rationale. How could your actions affect your company? How could your decision affect your working relationship with your company’s and the host country’s officials?
Response
Scenario Three
Christine, the leading expert in information technology (IT) organizational design, works for a large consulting firm and has been asked to work on a temporary assignment in Saudi Arabia. One of her firm’s biggest revenue-generating customers is embarking on an initiative to redesign the IT structure to improve efficiency and effectiveness, and to align the business unit’s output with the organization’s strategic objectives. The customer has read research reports and articles Christine has published, and the chief executive officer has asked Christine to handle this project. She is excited about the professional challenge of the assignment, but she is unsure of adopting customs and practices in a Muslim country.
Questions
Discuss the ethical considerations for Christine and her company. What implications m ...
Real Clear PoliticsThe American Dream Not Dead –YetBy Ca.docxcatheryncouper
Real Clear Politics
“The American Dream: Not Dead –Yet
By Carl M. Cannon and Tom Bevan
March 6, 2019
Solid pluralities of Americans think their country is heading in the wrong direction, have lost faith in its prominent public institutions, and believe both major political parties are an impediment to realizing the American Dream. Nonetheless, that dream persists – threatened, yes, but not nearly dead.
These are the findings in the latest poll from RealClear Opinion Research, focusing on how Americans view their future possibilities and how much economic guidance and oversight should be provided by government. The answers provide a road map for the 2020 election season.
Nearly four times as many respondents say the American Dream is “alive and well” for them personally (27 percent) as those who say it’s “dead” (7 percent). The overwhelming majority express a more nuanced outlook. Two-thirds of those surveyed believe the American Dream is under moderate to severe duress: 37 percent say it is “alive and under threat” while another 28 percent say it is “under serious threat, but there is still hope.”
“In this poll, most people are telling us that the American Dream isn’t working as they believe it should be,” said John Della Volpe, polling director of RealClear Opinion Research. “The overwhelming number of people are not seeing the fruits of working hard, whether it’s through a professional (finances) or a personal (happiness) lens.”
The panel of 2,224 registered voters was probed for its views on other foundational aspects of 21st century American civic life, including their views of capitalism and socialism, and how they see the future unfolding for the younger generation of Americans.
Asked, for example, whether the American Dream is alive for those under 18 years of age, the attitudes were decidedly pessimistic -- especially among Baby Boomers and the so-called Silent Generation (Americans born between the mid-1920 and mid-1940s), those who have been in control of our public and private institutions for decades. While 23 percent of Baby Boomers and Silent Generation voters say the American Dream is alive for them (already the lowest percentage among all age groups) only 15 percent say they believe it will be there for the next generation.
Measuring attitudes about the American Dream means different things to different people. For this survey, RealClear Opinion Research defined it for the poll respondents by using Merriam-Webster’s dictionary, which describes the American Dream as “a happy way of living that can be achieved by anyone in the U.S. especially by working hard and becoming successful.”
As one would expect, perceptions of the health of this idea differ by party, age, education and class. Among the most striking findings in the survey were the variances by ethnicity. Asian-Americans are the most likely to say the American Dream is working for them (41 percent) – twice the percentage as Hispanics. Despite such differences, ...
Recommended Reading for both Papers.· Kolter-Keller, Chapter17 D.docxcatheryncouper
Recommended Reading for both Papers.
· Kolter-Keller, Chapter17 Designing & Managing Integrated Marketing Communications
· Kolter-Keller, Chapter18 Managing Mass Communications: Advertising, Sales Promotions, Events & Experiences and Public Relations
· Kolter-Keller, Chapter19 Managing Personal Communications: Direct and Interactive Marketing, Word of Mouth and Personal Selling
· PDF link to Kolter_keller 14th edition :
· http://socioline.ru/files/5/283/kotler_keller_-_marketing_management_14th_edition.pdf
· Keller,K.L.(2001).Mastering the Marketing Communications Mix: Micro and Macro Perspectives on Integrated Marketing Communication Programs. Journal of Marketing Management, Sep2001, Vol. 17 (7/8), 819-84.
· Luo, Xueming and Donthu, Naveen; Marketing's Credibility: A Longitudinal Investigation of Marketing Communication Productivity and Shareholder Value; The Journal of Marketing. Oct., 2006, Vol. 70, Issue 4, p70-91.
· Wright, E., Khanfar, N.M., Harrington, C., & Kizer,L.E. (2010). The Lasting Effects Of Social Media Trends On Advertising.Journal of Business & Economics Research, Vol. 8 (11), 73-80
Grading Rubric for both papers
· Identifies all or most of the key issues presented by the case.
· Discussion of issues reflects strong critical thinking and analytical skill.
· Discussion/analysis makes all or most of the recommendations called for by the case issues.
· Recommendations are supported by data from all or most of the relevant case facts and exhibits data.
· Data are creatively manipulated and applied. Discussion and recommendations are presented clearly, logically, and succinctly with no or few grammatical or other errors.
· Discussion/analysis reflects strong understanding of principles presented in course readings/materials.
· Where relevant, discussion/analysis employs proper APA style. Length limitations and other form/format requirements (if any) are followed.
1.The Changing Communications Environment 2 pages
Emerging media technologies have vastly empowered customers to decide whether or how they want to receive commercial content. Consumers are no longer passive recipients of marketing communications and the real challenge for a marketer is how to regain the customers’ attention through the clutter.
1 Web-based technologies can be combined with traditional media to build a successful marketing communication campaign. Cite two specific examples of companies/brands using this combination approach and discuss what made these campaigns successful. Did the two use similar techniques?
With the help of relevant examples, can you describe how modern technologies can be used to promote interactivity between the product and the customers? In this context discuss the use of social media to generate excitement around a brand. Can you cite any recently launched new products that have managed to achieve this?
2.Personal Application Paper, one and a half pages
Provide a detailed overview of Procter and Gamb ...
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
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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.
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!
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.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2. by six dimensions: Honesty–Humility (H), Emotionality
(E), Extraversion (X), Agreeableness (A), Conscientiousness
(C), and Openness to Experience (O) (Ashton & Lee, 2001,
2007). The most widely used measure of these six personality
dimensions is the HEXACO Personality Inventory–Revised
(HEXACO-PI-R), a self- or observer report instrument that
is available in 200-, 100-, and 60-item versions (Ashton &
Lee, 2009; Lee & Ashton, 2004, 2006), with the latter two
being widely used in personality research. Although there is
a published article reporting the detailed psychometric
properties of the HEXACO-60 (Ashton & Lee, 2009), there
has not yet been such an article specific to the HEXACO-100,
except for some brief reports on other language versions
of it (e.g., Romero, Villar, & López-Romero, 2015). In the
present research, we report the psychometric properties of
the HEXACO-100 using two large data sets cumulated in
the past few years.
The HEXACO Model of Personality Structure
As with the five-factor model (FFM), the HEXACO model
originated from research based on the lexical approach to
personality structure. In typical lexically based studies of
personality structure, researchers compile a comprehen-
sive list of familiar personality-descriptive adjectives of a
given language. Self- or observer ratings on the adjectives,
as provided by a large sample of participants, are then fac-
tor analyzed to identify a few major dimensions that
explain much of the covariation among those terms.
Research of this kind has been conducted in several
European and Asian languages, and the largest factor space
to replicate widely across languages has been the six-factor
solution (see Ashton et al., 2004; De Raad et al., 2014; Lee
& Ashton, 2008). The content of the HEXACO-PI-R was
based in large part on that of the six cross-culturally repli-
3. cated lexical personality factors.
The precursor of the HEXACO-PI-R (the HEXACO-PI)
was introduced by Lee and Ashton (2004). This earlier instru-
ment contained six broad factor-level scales, each of which
included four facet-level scales. A 25th facet-level scale,
Altruism, was later added both because of the importance of
that trait (as shown by the heavy representation of relevant
terms in personality lexicons) and also because of its role in
the theoretical interpretation of the HEXACO factors; note
that Altruism is an “interstitial” facet, which is expected to
divide its loadings across three factors (Honesty–Humility,
Emotionality, and Agreeableness). Another interstitial facet-
level scale, Negative Self-Evaluation, was added but later
removed, at which point the Expressiveness facet-level scale
659134ASMXXX10.1177/1073191116659134AssessmentLee
and Ashton
research-article2016
1University of Calgary, Calgary, Alberta, Canada
2Brock University, St. Catharines, Ontario, Canada
Corresponding Author:
Kibeom Lee, Department of Psychology, University of Calgary,
2500 University Drive NW, Calgary, Alberta T2N 1N4, Canada.
Email: [email protected]
Psychometric Properties of the
HEXACO-100
Kibeom Lee1 and Michael C. Ashton2
Abstract
Psychometric properties of the 100-item English-language
HEXACO Personality Inventory–Revised (HEXACO-
PI-R) were examined using samples of online respondents (N =
4. 100,318 self-reports) and of undergraduate students
(N = 2,868 self- and observer reports). The results were as
follows: First, the hierarchical structure of the HEXACO-100
was clearly supported in two principal components analyses:
each of the six factors was defined by its constituent facets
and each of the 25 facets was defined by its constituent items.
Second, the HEXACO-100 factor scales showed fairly low
intercorrelations, with only one pair of scales (Honesty–
Humility and Agreeableness) having an absolute correlation
above
.20 in self-report data. Third, the factor and facet scales showed
strong self/observer convergent correlations, which far
exceeded the self/observer discriminant correlations.
Keywords
HEXACO, Honesty–Humility, personality measurement,
personality structure, self/observer agreement
mailto:[email protected]
https://sagepub.com/journalsPermissions.nav
https://doi.org/10.1177/1073191116659134
https://journals.sagepub.com/home/asm
http://crossmark.crossref.org/dialog/?doi=10.1177%2F10731911
16659134&domain=pdf&date_stamp=2016-07-13
544 Assessment 25(5)
of Extraversion was replaced by the Social Self-Esteem
facet-level scale. These changes completed the HEXACO-
PI-R, which thus contains 25 facet-level scales, including 24
univocal facets plus the interstitial Altruism facet. For a
detailed history of the HEXACO-PI-R, see http://hexaco.org/
history, and for definitions of its factor- and facet-level scales,
see http://hexaco.org/scaledescriptions.
5. As discussed elsewhere (Ashton & Lee, 2007; Lee &
Ashton, 2012b), the theoretical interpretation of the six
HEXACO personality factors categorizes them into two broad
conceptual groups. First, the Extraversion, Conscientiousness,
and Openness to Experience dimensions represent individual
differences in engagement within three different domains of
endeavor: social, work-related, and idea-related. Second, the
Honesty–Humility, Emotionality, and Agreeableness dimen-
sions represent individual differences in three different
forms of altruistic tendencies. Specifically, Honesty–
Humility represents a tendency to treat others fairly even
when one could successfully exploit them, and Agreeableness
represents a tendency to be patient with others even when
one may be treated unfairly by them. In this way, Honesty–
Humility and Agreeableness represent two forms of recipro-
cal-altruistic tendency. Emotionality is conceptualized to
represent a tendency to prevent harms to self and kin, and is
thereby relevant to kin altruism (see detailed discussion in
Ashton & Lee, 2007).
The latter three personality dimensions distinguish the
HEXACO model from the FFM. Specifically, the variance
in FFM Agreeableness and Emotional Stability is redistrib-
uted into these three HEXACO dimensions, which also
incorporate a large amount of new variance not captured by
the FFM. This latter fact was demonstrated in Lee and
Ashton’s (2013) comparison between the NEO Five-Factor
Inventory and HEXACO-60 in which each of the FFM
dimensions was explained by the full set of HEXACO
dimensions, and vice versa. Results indicated that although
all of the FFM dimensions were accounted for adequately by
the HEXACO dimensions, HEXACO Honesty–Humility,
Emotionality, and (to a lesser degree) Agreeableness were
not satisfactorily accounted for by the FFM dimensions.
These results were obtained in cross-source analyses
(whereby self-reports were used in predicting observer
6. reports, or vice versa) as well as same-source analyses, and
have also been found in same-source analyses involving the
full-length versions of the two inventories (Gaughan,
Miller, & Lynam, 2012).
The recognition that the HEXACO model contains vari-
ance not shared with the FFM has inspired several empirical
studies examining the HEXACO factors in relation to vari-
ous outcome variables. Many of these studies investigated
variables that are expected to be related to the Honesty–
Humility, Emotionality, or Agreeableness dimensions.
Among these variables are guilt and shame proneness
(Cohen, Wolf, Panter, & Insko, 2011), moral character
(Cohen, Panter, Turan, Morse, & Kim, 2014), altruistic
behavior in economic game contexts (Hilbig & Zettler,
2009; Zettler, Hilbig, & Heydasch, 2013), religiousness
(Aghababaei, Wasserman, & Nannini, 2014; Saroglou,
Pichon, Trompette, Verschueren, & Dernelle, 2005), risk
taking (Ashton, Lee, Pozzebon, Visser, & Worth, 2010;
Weller & Thulin, 2012), the “dark triad” traits (Lee et al.,
2013), workplace impression management behaviors
(Bourdage, Wiltshire, & Lee, 2015), forgiving versus retali-
ating behaviors (Lee & Ashton, 2012a), phobic tendencies
(Ashton, Lee, Visser, & Pozzebon, 2008), schizotypy
(Winterstein et al., 2011), vocational interests (McKay &
Tokar, 2012), political attitudes (Chirumbolo & Leone,
2010; Zettler, Hilbig, & Haubrich, 2011), academic aptitude
and performance (Noftle & Robins, 2007), and so on. The
use of the HEXACO model as an organizing framework for
personality characteristics has been steeply increasing in
recent years.
In this article, we provide psychometric information on
the 100-item English-language version of the HEXACO-
PI-R. The results reported here are based on two large data
7. sets. First, we collected self-reports through the HEXACO-
PI-R online survey site. This site was originally developed
in 2009 to provide basic information about the inventory
and to allow researchers and teachers to download the
inventory materials in various languages. In October 2014,
we added a HEXACO online survey page to this website,
where any visitors wishing to learn about their HEXACO
personality profile can complete the inventory online. We
used here the data collected through this online survey site
cumulated over its first full year. Second, we also obtained
self-reports on the HEXACO-100, as well as observer
reports from closely acquainted persons, as part of ongoing
research in university student samples; for the present
report, we combined these latter data as cumulated from
2007 up until the end of 2014.
Method
Participants and Procedures
Online Sample. Between October 19, 2014 and October 18,
2015, 104,467 individuals submitted responses on the self-
report form of the English-language HEXACO-100 on a
recently launched online survey site (http://hexaco.org). Of
these, 100,639 participants responded to all of the 100 items
and made correct responses to all of the three attentiveness-
check items interspersed throughout the inventory (e.g.,
“This is an attentiveness check; please indicate ‘neutral’”).
The participants were further screened out on the basis of
two additional checks for data quality. First, to screen out
the respondents who provided extremely incoherent
responses, we computed a standard deviation of the item
responses on each of the six factor-level scales (i.e., after
recoding of reverse-keyed items), and calculated for each
respondent an average of the six standard deviations. Our
8. http://hexaco.org/history
http://hexaco.org/history
http://hexaco.org/scaledescriptions
http://hexaco.org
Lee and Ashton 545
previous data from student samples suggested that it is
extremely unlikely that a respondent will have a value of
1.60 or greater on this variable, and therefore, we excluded
respondents according to this criterion. Second, to screen
out persons who overused the same response option (or oth-
erwise showed very little variation in use of response
options), we computed for each respondent a standard devi-
ation of responses on all HEXACO-100 items before recod-
ing of reverse-keyed items. Our previous data from student
samples suggested that it is extremely unlikely that a
respondent will have a value of less than 0.70 on this vari-
able, and therefore, we excluded respondents according to
this criterion. After the application of these three screening
criteria, a sample of 100,318 respondents remained.1
Of the 100,318 respondents included in the final online
sample, 48.4% were female and 50.2% were male (the
remaining 1.4% did not provide gender information). With
regard to the age of participants, 1,373 participants did not
indicate their age; of the remaining participants, the mean
age was 37.1 years and the standard deviation was 14.1. A
majority of the participants indicated their highest level of
completed education as high school (19.2%), university/
college (41.6%), or graduate/professional school (32.8%).
Of those who indicated high school, 47% indicated that
they are currently attending a postsecondary education.
Undergraduate Student Sample. In ongoing research since
9. 2007, the HEXACO-100 has been administered to under-
graduate students and their close acquaintances (typically
friends, romantic partners, or relatives, with most of the
acquaintances also being students). In this research, partici-
pants attended sessions in pairs of two closely acquainted
persons, both of whom provided self-reports and observer
reports of the other dyad member on the HEXACO-100.
Participants completed the questionnaires in a small group
setting (10 pairs or fewer), and participants were seated
separately from (and were not permitted to communicate
with) the other members of their respective pairs.
The final sample included 2,868 participants (hereafter
the student sample); 64.3% were female and 34.9% were
male (0.8% did not indicate their sex). The average age of
the participants was 20.9 (SD = 3.9). The length of time that
the participants indicated having known each other ranged
from 6 months to 37 years (M = 5.0 years, SD = 4.7), and
the median subjective rating as to how well they feel they
know their participating partners was 8 on a scale from 0 to
10 (M = 8.1, SD = 1.4).
HEXACO-100. The paper-and-pencil format of the inven-
tory was used for the student sample. Different subsets of
student respondents also completed different sets of addi-
tional self-report survey materials. Participants provided
self-reports on the HEXACO-100 (and other measures) first
and then observer reports on the HEXACO-100 (and, in
some cases, additional measures). For all HEXACO-100
items, a 1-to-5 response scale was used, with response
options given as 1 = strongly disagree, 2 = disagree, 3 =
neutral (neither agree nor disagree), 4 = agree, and 5 =
strongly agree. Within each facet-level scale, between one
and three of the four items are reverse-scored; within each
factor-level scale, between 7 and 10 of the 16 items are
10. reverse-scored. A respondent’s scale score is computed as
the average of his or her responses across all items belong-
ing to the scale, after recoding of reverse-scored items.
For the online questionnaire, the order of items was the
same as that of the paper-and-pencil version; the items were
presented one at a time, with the next item presented imme-
diately after the participants submitted a response to an
item. The three attentiveness-check items (see above) were
inserted after Items 24, 49, and 74. After completing the
HEXACO-100, the online participants were asked to
answer optional research-related and demographic ques-
tions. Each online participant’s HEXACO-100 scale scores
were provided to that person along with some distributional
data and some background information about personality
measurement in the form of FAQs.
Results
Descriptive Statistics and Alpha Reliabilities
Table 1 shows means, standard deviations, and alpha reli-
abilities of the HEXACO-100 scales from the two samples.
Alpha reliabilities of the self- and observer reports of the
HEXACO-100 factor-level scales all fell in the .80s. At the
facet level, alpha reliabilities of the self-report scales (in the
order of the student and online samples) ranged from .52
and .59 for Unconventionality to .81 and .83 for Greed
Avoidance, with a mean of .70 and .73. Alpha reliabilities of
the observer report facet scales ranged from .45
(Unconventionality) to .82 (Fairness), with a mean of .72.
Table 1 also provides means and standard deviations
for self- and observer report scales in the student sample
and for the self-report scales in the online sample. The
means and standard deviations are also reported sepa-
11. rately for each sex within each sample, and d statistics
indicate the sex differences in standardized units. Mean
scale scores were in most cases fairly close to the scale
midpoint of 3.0, but ranged as high as about 3.7 (for
Openness in the online sample). Scale standard deviations
were typically around 0.60 for factor-level scales and
around 0.80 for facet-level scales, and thus equaled about
15% and 20%, respectively, of the possible range of
scores (i.e., 4.0). Within the student sample, self-reports
averaged slightly higher than did observer reports
for Emotionality (d = 0.20) and Openness to Experience
(d = 0.31), but observer reports averaged slightly higher
than did self-reports for Agreeableness (d = 0.24).
With regard to the differences between the online and
student samples (within self-report data), the former sample
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121. differences may reflect a combination of some demographic
differences between the two samples, such as their mean
age and sex composition, as well as true personality differ-
ences and response style differences; however, detailed
consideration of the sources of these score differences is
beyond the scope of this article.
Consistent with the findings of previous studies, apprecia-
ble gender differences were found for self-reports
on Honesty–Humility (women higher than men, with
ds = 0.49 and 0.42 for the student and online samples, respec-
tively) and Emotionality (women higher than men, with ds =
1.23 and 0.92 for the student and online samples, respectively)
as well as, in the student sample, observer reports on Honesty–
Humility (d = 0.45) and on Emotionality (d = 1.28).
Factor Structure of the HEXACO-100
Within each sample, we conducted principal components
analyses both at the facet level (with the aim of recovering
the six broad factors) and at the item level (with the aim of
recovering the 25 narrower facets). With regard to the latter
analyses, we are not aware of any previous studies in which
the items of an omnibus personality inventory have been
analyzed with the aim of recovering separate factors for
each of the facets of the inventory.
Facet-Level Analysis. Three principal components analyses
involving the 25 facet scales were conducted: self-reports
from the student sample, observer reports from the student
sample, and self-reports from the online sample. (The cor-
relation matrices for the three data sets are shown in
Supplementary Tables 1-3; all supplementary materials
available online at http://asm.sagepub.com/content/by/sup-
plemental-data.) The scree plots of eigenvalues in all three
data sets clearly suggested a break between the seventh and
122. sixth dimensions (see Figure 1). Table 2 shows the results of
the six-component solution after varimax rotation as
obtained in each of the three data sets. Within each analysis,
all of the 24 facets that are assigned to a single dimension
showed their highest loadings on their designated compo-
nents. As expected, the Altruism scale divided its loadings
on Honesty–Humility, Emotionality, and Agreeableness in
all three analyses, with loadings in the .30s and .40s on
those dimensions. We should also note that many of the
other 24 facet scales showed one or more appreciable and
theoretically meaningful secondary loadings. As seen in
Table 2, the pattern of secondary loadings was found to be
very similar across three analyses.
Item-Level Analysis. We conducted a principal components
analysis at the item level separately for each of the three
data sets. The scree plots obtained from the two self-report
Figure 1. Eigenvalues from the three principal components
analyses.
samples showed a clear elbow after the first seven factors,
whereas the scree plot from observer report sample showed
it after the first six factors.2
Given that the primary purpose of the item-level analyses
was to assess the empirical distinctness of the 25 facet scales in
the HEXACO-100, we first rotated the 25 components using
the varimax criterion. In these varimax-rotated solutions, the
large majority of the 25 components were defined primarily by
the designated items, but a few components were jointly
defined by items from two facets in the same factor domain.
We then rotated the 25 compon-ents using the orthogonal
Procrustes–targeted rotation (Paunonen, 1997; Schönemann,
1966), with the four items of each facet being targeted on their
own component. The Procrustes-rotated solutions produced
123. components that corresponded very closely to the 25 facets
(see Supplementary Tables 4-6): In the two self-report data
sets, all 100 items showed their strongest loadings on their
intended components, typically ranging from the .50s to the
.70s. The average loadings shown by the constituent items of
the facets on their intended components ranged from .49
(Altruism) to .73 (Greed Avoidance) in the online sample, and
from .50 (Altruism) to .74 (Greed Avoidance) in the student
sample. In observer report data, 97 of 100 items showed their
highest loadings on the intended components; one item in
Unconventionality and two items in Altruism showed their
highest loadings on other components. The average loadings
of the constituent items for the 25 facets in observer reports
ranged from .50 (Altruism) to .74 (Greed Avoidance). The
item-level principal components analyses therefore support the
distinctness of the 25 facet scales.
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Table 4. Self/Observer Agreement for HEXACO-100 Factor and
Facet Scales.
r r
Honesty–Humility .46 Agreeableness .47
Sincerity .20 Forgivingness .35
Fairness .45 Gentleness .35
Greed Avoidance .47 Flexibility .35
Modesty .30 Patience .43
Mean WFCC/mean WFDC .36/.19 Mean WFCC/mean WFDC
.37/.25
Emotionality .61 Conscientiousness .52
Fearfulness .51 Organization .52
Anxiety .40 Diligence .37
Dependence .44 Perfectionism .42
Sentimentality .47 Prudence .33
Mean WFCC/mean WFDC .46/.30 Mean WFCC/mean WFDC
.41/.25
Extraversion .56 Openness to Experience .56
Social Self-Esteem .38 Aesthetic Appreciation .49
Social Boldness .53 Inquisitiveness .45
Sociability .45 Creativity .50
Liveliness .45 Unconventionality .36
Mean WFCC/mean WFDC .45/.28 Mean WFCC/mean WFDC
.45/.26
Interstitial facet
Altruism .36
211. Note. N = 2,863. WFCC = within-factor convergent correlation
(self/observer correlation for same facet scale); WFDC =
within-factor discriminant
correlation (self/observer correlation for different facet scales
within same factor).
Correlations Between the HEXACO Factor
Scales
Consistent with the findings from previous studies, the cor-
relations between the HEXACO factor scales were gener-
ally low (see Table 3). Within the student sample, the
strongest correlation was that between Honesty–Humility
and Agreeableness, both in self-reports (r = .30) and in
observer reports (r = .39). In self-reports from the student
sample, no other correlation between factor scales had an
absolute value exceeding .20. With respect to observer
reports in the student sample, three other correlations had
absolute values exceeding .20, but none reaching .30. In
the online sample (based on self-reports), the highest cor-
relation was again that between Honesty–Humility and
Agreeableness (r = .42); all other correlations had absolute
values below .20. Interestingly, the correlation between
Honesty–Humility and Agreeableness in the online sample
was found to be noticeably higher than that in the student
sample self-reports (.42 vs. .30).
One possible reason for the difference in correlations
involves the way by which many of the online participants
found the HEXACO website. Many of the early participants in
the online sample had likely visited the HEXACO-PI-R web-
site with an intrinsic interest in learning about their personality
profile. However, beginning on June 9, 2014, an article about
Machiavellianism appeared in a popular science magazine,
and that article included a link to the online HEXACO-PI-R.
212. Shortly thereafter, several online newspapers, including
mass-market tabloids, published articles with eye-catching
headlines (e.g., How Machiavellian Are You?) and links to the
online HEXACO-PI-R. Such publicity resulted in a mas-
sive influx of persons who provided self-reports on the
HEXACO-100: about 78,129 persons responded during the 2
weeks from June 9 to June 23. Given the results reported else-
where in this article, it appears that this influx of respondents
did not in general compromise the psychometric properties of
the HEXACO-100. However, the participants who responded
on or after June 9 differed from those who responded before
that date. Specifically, the “posttabloid article” participants
tended to show lower means than the earlier participants in
Honesty–Humility (d = −0.23), Agreeableness (d = −0.37), and
Openness to Experience (d = −0.16), as well as a higher
standard
deviation in Honesty–Humility (by 10%) and lower standard
deviations in Extraversion (by 10%) and Conscientiousness (by
7%).3 Also, the correlations between Honesty–Humility
facets, and the correlation between Honesty–Humility and
Agreeableness, were clearly higher among the later partici-
pants. When we calculated the correlations among the
HEXACO factor scales using only the sample of 8,233 respon-
dents who completed the inventory before the massive influx
of the media-directed respondents (see Table 3), the correlation
between Honesty–Humility and Agreeableness was only .28,
which is very similar to what was observed in the student self-
report data. The correlation between self-reports of Honesty–
Humility and Agreeableness was thus around .30 for the online
pretabloid article participants and the student participants, but
increased to around .40 for online participants who mainly
Lee and Ashton 551
213. were attracted by tabloid newspaper articles about assessing
one’s manipulative tendencies.4 In the Discussion section, we
consider explanations for the increased correlation within the
latter group of participants.
Self/Observer Agreement
The student sample includes 2,863 pairs of well-acquainted
persons who provided self- and observer reports on the
HEXACO-100, and we examined self/observer agreement
in the HEXACO-100 variables among these persons.5 As
shown in Table 4, the self/observer agreement correla-
tions for the factor scales were .61 for Emotionality, .56
for Extraversion and Openness to Experience, .52 for
Conscientiousness, .47 for Agreeableness, and .46 for
Honesty–Humility. In contrast, the self/observer discrim-
inant correlations between factor scales all fell below .20
except for that between self-report Emotionality and
observer report Conscientiousness (r = .20). Table 4 also
shows self/observer agreement correlations for the 25 facet
scales. These values ranged from .20 (Sincerity) to .53
(Social Boldness) with a mean of .42. Note that the Sincerity
scale showed a noticeably lower agreement relative to other
facet scales, as the next two lowest self/observer agreement
correlations were .30 and .33, for Modesty and Prudence,
respectively. In the Discussion section, we comment further
on the findings for Sincerity.
The mean of self/observer agreement correlations for
facets within the same factor (referred as mean within-
factor convergent correlation) were much stronger than the
mean self/observer correlations between different facets in
the same factor (referred as mean within-factor discrimi-
nant correlation), a finding that supports the empirical dis-
tinctness of the facets within the same factor. (The self/
214. observer correlations between different facets from the dif-
ferent factor domains—that is, cross-factor discriminant
correlations—were expectedly lower than were within-
factor discriminant correlations, with a mean absolute cor-
relation of .07.)
Discussion
Summary of Results
In this report, we examined the psychometric properties of
self- and observer report forms of the HEXACO-100 using
two large data sets, one of which includes data consisting of
reciprocal self- and observer reports in close acquaintances.
The results showed that across data sets and sources, the scales
showed appropriate score distributions, with mean scores not
far from scale midpoints and with the standard deviations
about 15% (factor scales) or 20% (facet scales) of the possible
range of scores. Alpha reliabilities were in the .80s for factor-
level scales and averaged above .70 for the facet-level scales.
Principal components analyses of the 25 facet-level scales
produced six components that were clearly interpretable as the
HEXACO dimensions; also, principal components analyses of
the 100 items produced 25 components that corresponded
quite closely to the facets. Self/observer agreement between
closely acquainted persons averaged in the .50s for factor-level
scales and above .40 for the facet-level scales; moreover, self/
observer correlations for the same facet averaged at least 50%
higher than self/observer correlations for different facets from
the same factor-level scale. Thus, the results supported the con-
struct validity of both factor- and facet-level scales in the
HEXACO-100. Below, we discuss some of the results in
detail.
Alpha Reliabilities
215. As noted above, we obtained alpha reliabilities in the .80s
for the factor-level scales and averaging above .70 (but
ranging from the .50s to the .80s) for the facet-level scales.
It is sometimes claimed, without explanation, that an alpha
of .70 represents a minimally acceptable level of alpha reli-
ability. We note, however, for the brief (four-item) facet-
level scales of the HEXACO-100, even a moderately high
mean interitem correlation of .30 would produce an alpha
reliability of only .63.6 In our opinion, it would be unwise to
achieve an arbitrarily determined level of alpha reliability
by (a) making the items very similar, with corresponding
loss of content validity or (b) exploiting response style vari-
ance (such as by excluding reverse-scored items and/or by
making items more extreme in social desirability), thereby
weakening the discriminant validity of the scales (see
Ashton et al., in press).
We think that even the HEXACO-100 facets having rela-
tively low reliability are useful for research purposes, given
the evidence of their convergent and discriminant validity
as shown in Table 4. In a similar way, McCrae, Kurtz,
Yamagata, and Terracciano (2011) have demonstrated that
for the NEO-PI-R, facet scales with lower alpha reliability
(i.e., α < .60) tend to show similar levels of validity to those
of other facet scales with higher alpha reliability. However,
because of the brevity of the HEXACO-100 facet scales, a
considerable fraction of the scale variance will be attribut-
able to the individual items; therefore, we recommend that
researchers who examine the associations of these scales
with various external criteria also check the item-level asso-
ciations with those criteria, to ensure that the facet-level
associations are not due to the variance of a particular item.
Correlations Between the HEXACO Factor-Level
Scales
216. As with the findings from the previous studies (e.g., Ashton,
Lee, Goldberg, & de Vries, 2009), the correlations between the
HEXACO factor scales were found to be much lower than
what has typically been observed for Big Five measures.
Within self-report data, an absolute correlation exceeding .20
552 Assessment 25(5)
was observed for only one pair of scales, Honesty–Humility
and Agreeableness. In contrast, correlations between self-
report scales measuring the Big Five are typically much higher,
with about half of the 10 scale intercorrelations falling between
.20 and .40 (or higher) for widely used Big Five measures such
as the NEO Five-Factor Inventory and the NEO-PI-R (Costa &
McCrae, 1992), the Big Five Inventory (John & Srivastava,
1999), and the Big Five Aspect Scales (DeYoung, Quilty, &
Peterson, 2007). (See, e.g., Table 2 in Lee & Ashton, 2013;
Table 6 in DeYoung et al., 2007; Appendix F in Costa &
McCrae, 1992.) We note that the relatively weak correlations
between HEXACO-100 factor-level scales, as compared with
the correlations between Big Five scales, would leave little
room for any higher-order factor(s) of considerable size,
regardless of whether such factors were to reflect real person-
ality variation or merely response biases (see Ashton et al.,
2009, for a discussion of higher-order personality factors).
Within observer report data, correlations between factor-
level scales tended to be higher than in self-reports but were
still modest, with only one correlation in the .30s, and three
in the .20s. The higher correlations in observer report data
are consistent with previous results suggesting that observer
reports of personality provide a less differentiated descrip-
tion than do self-reports (e.g., Ashton & Lee, 2010; Beer &
217. Watson, 2008).
In each of our samples, the highest correlating pair of fac-
tor-level scales was Honesty–Humility and Agree-ableness.
We believe that the modest positive correlation between these
two scales can be understood in relation to our interpretation of
their underlying dimensions as representing the personality
bases of reciprocally altruistic tendencies (e.g., Ashton & Lee,
2007). That is, although Honesty–Humility and Agreeableness
represent two different forms of reciprocal-altruistic tenden-
cies, the combination of high Honesty–Humility and high
Agreeableness (vs. low Honesty–Humility and low
Agreeableness) is of particular importance in everyday interac-
tions with others because it is this blend that determines an
overall tendency to cooperate with (vs. defect against) others.
For this reason, coherent personality traits (or single personal-
ity descriptors) tend to be densely located in this region,
whereas opposite-signed blends are scarce. As a result, mea-
sures of Honesty–Humility and Agreeableness tend to be mod-
estly positively correlated (see detailed discussion in Ashton,
Lee, & de Vries, 2014). But even for Honesty–Humility and
Agreeableness, some of the correlations between facets are
only slightly above zero: in the most extreme case, the Sincerity
facet of Honesty–Humility correlated only .10, .15, and .11
with the Patience facet of Agreeableness in the student self-
report, student observer report, and online self-report data sets,
respectively (with the last value dropping to only .07 if based
only on the “pretabloid” respondents).
As noted in the Results section, the correlation between
Honesty–Humility and Agreeableness was noticeably higher
(r = .42) when calculated from the sample of respondents who
were mostly attracted through tabloid newspaper articles
describing Machiavellian tendencies. Although a detailed
analysis of the reason for this relatively high correlation is
218. beyond the scope of this article, we suspect that it resulted
partly from increased variance among the “posttabloid”
respondents in an underlying Honesty–Humility factor. That
is, the tabloid articles could have increased the variance in an
underlying Honesty–Humility factor, both by attracting more
respondents with lower levels of Honesty–Humility and also
by priming respondents to choose consistently high- or low-
Honesty-Humility response options. To the extent that the vari-
ance in an underlying Agreeableness factor was not increased,
and to the extent that Agreeableness facets tend to have modest
positive secondary loadings on the underlying Honesty–
Humility factor, increased variance in the latter factor would
also increase the proportion of Agreeableness scale variance
that overlaps with Honesty–Humility.
Self/Observer Agreement of the Factor-Level
Scales
As we have reported elsewhere for subsamples of the cur-
rent sample, the levels of self/observer agreement of the
HEXACO-100 scales are rather high, ranging from the mid-
dle .40s to the low .60s. It is of some interest that the two
factor-level scales having self/observer correlations below
.50—Honesty–Humility and Agreeableness—are those that
we interpret as being relevant to reciprocal-altruistic or
cooperative tendencies. We suspect that observer reports on
these dimensions will tend to be influenced by the current
level of harmony or conflict in the relationship between the
observer and the target person, and thus will often tend to
overestimate or underestimate the target person’s levels of
these dimensions. This possibility is consistent with the
finding that the correlations between these two scales are
higher within observer reports than within self-reports, but
we cannot test this possibility directly in the current data.
Self/observer agreement for the HEXACO-PI-R scales
219. is typically slightly higher than is found for Big Five or
FFM scales of comparable length (see, e.g., Lee & Ashton,
2013). This fact, in combination with the typically lower
scale intercorrelations within each source, means that self-
reports on HEXACO-PI-R scales are able to equal self-
reports on Big Five scales in the prediction of observer reports
on the latter, whereas self-reports on HEXACO-PI-R scales
substantially exceed self-reports on Big Five scales in the
prediction of observer reports on the former. Such results
imply that measures of the HEXACO factors capture essen-
tially all of the valid variance in measures of the Big Five,
but that measures of the Big Five miss much of the valid
variance in measures of the HEXACO factors.
Distinctness of the Facet-Level Scales
Many omnibus personality inventories are organized hierar-
chically such that many narrow facet scales are subsumed in
Lee and Ashton 553
a few broad factors (e.g., the NEO-PI-R; Costa & McCrae,
1992). The factor structure of these personality inventories
has frequently been examined through analyses in which
the few broad factors are extracted from the facet scales (or
occasionally, from the items), but never through analyses in
which the many narrower facet-level factors are extracted
from items. That is, the conceptualized differences among
the facet scales have been assumed, but have not been
empirically evaluated.
In the present research, we conducted a principal compo-
nents analysis involving 100 items and examined 25 com-
ponents defined by those items. The 25 components rotated
220. to a predetermined target structure showed a fairly close
correspondence to that target structure. That is, nearly all of
the components were loaded most strongly by the four
items making up the facet scale. These results were recov-
ered across online and student samples as well as across
self- and observer reports within the latter sample, and
thereby strongly support the empirical distinctness of the
HEXACO-100 facet scales.
In addition, results involving self/observer correlations
also support the empirical distinctness of the facet scales.
When we compare convergent correlations of facet scales
(i.e., self/observer agreement) with the “semidiscriminant”
correlations between facet scales within the same factor, no
convergent correlation other than that of the Sincerity facet
was exceeded by any of the within-factor discriminant cor-
relations, and even Sincerity had a convergent correlation
exceeding its own semidiscriminant correlations. (Low
cross-source agreement has previously been observed for
other personality traits involving interpersonal manipulation
[e.g., “social adroitness”; Jackson, 1978], and this suggests
that even closely acquainted individuals have somewhat lim-
ited accuracy in judging this aspect of each other’s personali-
ties.) Likewise, the mean within-factor convergent
correlations were at least 50% larger than the mean within-
factor discriminant correlations. These results thus support
the conceptual distinctness of the HEXACO-100 facet scales.
One potential explanation for the variation across facet
scales in self/observer agreement correlations is that the
scales are differentially influenced by socially desirable
responding. Recent analyses by de Vries, Realo, and Allik
(2016) showed that across HEXACO items, self/observer
agreement showed a modest negative correlation with the
absolute value of item evaluativeness (r = −.21), and thus
suggest at least some role of scale (un)desirability in self/
221. observer agreement.
Relations With the HEXACO-60 and
HEXACO-200
The HEXACO-60 has been described elsewhere (Ashton &
Lee, 2009). We recommend this shorter version of the
inventory (i.e., 10 items for each scale) for research in
which time constraints do not allow administration of the
HEXACO-100. The HEXACO-60, whose items are a sub-
set of the HEXACO-100 (but not simply the first 60 such
items), shows very high correlations at the factor-scale level
with the HEXACO-100: in the present online sample, all six
convergent correlations exceeded .95. When we compute the
convergent correlations of the HEXACO-60 scales with the
corresponding ad hoc scales consisting of the remaining six
items from the HEXACO-100, the convergent correlations
ranged from .67 (Conscientiousness) to .81 (Honesty–
Humility) with a mean of .74 (see Supplementary Table 7 for
the full results).
The present findings support the validity of the
HEXACO-100 facet scales, and as explained earlier, we rec-
ommend this inventory for many contexts in which researchers
are interested in facet-level as well as factor-level measure-
ment. To examine the relationships of the facet scales of the
HEXACO-100 with the corresponding longer scales of the
HEXACO-200, we computed convergent correlations using a
previously collected self-report data set in which the latter
inventory was administered (N = 877 undergraduate students).
The convergent correlations between the two sets of facet
scales ranged from .90 (Unconventionality) to .96
(Organization). We also computed the correlations of the
HEXACO-100 facet scales with the corresponding alternative
facet scales comprising the four items from the HEXACO-200
222. not chosen for the HEXACO-100. The convergent correlations
ranged from .58 (Creativity) to .83 (Organization) with a mean
of .70 (see Supplementary Table 8 for the full results). These
results suggest that the HEXACO-100 is adequate for facet-
and factor-level assessments for research purposes. The
HEXACO-200 is preferable when the researcher wants to
measure the facets with high reliability and when a long
administration time is available. This would be the case in
some applied contexts and in pure research focusing on vari-
ous specific facets.
Finally, we should note that the Altruism scale that is
located interstitially among Honesty–Humility, Emotionality,
and Agreeableness is not included in the HEXACO-60.
Researchers who wish to use the HEXACO-60 but who are
interested in measuring this aspect of personality are advised
to add the items of the four-item Altruism scale included in
the HEXACO-100.
Other Inventories Measuring Similar Sets of Six
Personality Factors
There are currently some other measures of six factors similar
to those of the HEXACO-PI-R. The Brief HEXACO Inventory
(de Vries, 2013) has been developed with the express aim of
providing a shorter measure of the six HEXACO constructs.
The 24-item Brief HEXACO Inventory was found to show
strong psychometric properties for such a brief instrument,
including an adequate factor structure as well as good conver-
gent validity with the personality dimensions included in the
original HEXACO-PI-R. This instrument is suitable when
554 Assessment 25(5)
223. administration time is extremely limited but approximate indi-
cations of the broad factors are satisfactory.
Thalmayer, Saucier, and Eigenhuis (2011) developed the
Questionnaire Big Six Scale (QB6) to operationalize the
lexical six factors that are broadly similar to the six
HEXACO constructs. A recent report by Thielmann, Hilbig,
Zettler, and Moshagen (2016) showed that the six factors
assessed by the QB6 and the HEXACO-60 were broadly
similar to each other. The factor similarities were higher
for Emotionality, Extraversion, Agreeableness, and Consci-
entiousness (rs >|.63|) than for Honesty–Humility and
Openness to Experience (rs <|.46|). The QB6 appears to be
a psychometrically sound short measure, but researchers
should note the conceptual differences between the two
models in relation to the latter two personality dimensions.
Finally, there is a measure known as the Mini-IPIP6
(Sibley et al., 2011), which adds an Honesty–Humility scale
to the Mini-IPIP5 previously developed by Donnellan,
Oswald, Baird, and Lucas (2006) to measure the classic Big
Five. We should note that the factors assessed by the Mini-
IPIP6 are not isomorphic to the six HEXACO constructs.
First, Agreeableness and Neuroticism of the Mini-IPIP6 are
two of the Big Five factors, and therefore, do not align
directly with Agreeableness and Emotionality in the
HEXACO model. In addition, the Honesty–Humility scale
included in the Mini-IPIP6 is fairly narrow in that it includes
only “humility” aspects (greed avoidance and modesty) and
not “honesty” aspects (sincerity and fairness). The Mini-
IPIP6 appears to be a psychometrically sound short mea-
sure, but researchers should note these differences between
the constructs it assesses and those assessed by the
HEXACO-PI-R.
Future Research Directions
224. Below, we discuss some future research directions. First,
no studies yet have been conducted to examine to the extent
that psychometric properties of the HEXACO-PI-R gener-
alize across various demographic groups (e.g., sex, age,
nationality, etc.), across rating conditions (e.g., supervised
face-to-face administration vs. unsupervised online admin-
istration, or low-stakes research conditions vs. high-stakes
job application conditions, etc.), and across different lan-
guage versions. As such, investigating measurement invari-
ance issues would be desirable. Exploratory structural
equation modeling might be particularly useful for this
purpose (see Marsh, Morin, Parker, & Kaur, 2014). Second,
in the years to come, we may attempt to improve the valid-
ity of the inventory by identifying and replacing items that
are culturally less generalizable or are outdated. Third, it is
important to continue to assess to what extent and in what
ways the HEXACO-PI-R can add to personality invento-
ries widely used in the literature. Although studies have
shown that the Honesty–Humility, Emotionality, and
Agreeableness dimensions contain much valid variance not
captured by the Big Five factors (e.g., Lee & Ashton,
2013), it is of interest to identify important criterion vari-
ables and personality phenomena (e.g., age trends, similar-
ity between social partners, etc.) that are associated with
that variance. Thus far, such studies have been primarily
focusing on the Honesty–Humility dimension (Ashton &
Lee, 2008; Hilbig & Zettler, 2015), with some attention to
Emotionality (Ashton et al., 2008; Gaughan et al., 2012),
but future research might examine Emotionality and
Agreeableness in more detail.
Conclusion
Our results showed strong psychometric properties for the
225. 100-item version of the HEXACO-PI-R, as examined in
self-reports from an online sample and in both self- and
observer reports from a student sample. Descriptive statis-
tics and alpha reliabilities were appropriate. The 25 facets
showed the expected pattern of loadings on six broad
dimensions, and the 100 items also defined their intended
25 facet-level dimensions. Correlations between the factor-
level scales were rather weak. Strong convergent correla-
tions and weak discriminant correlations were obtained
between self-reports and observer reports from closely
acquainted persons. We recommend the HEXACO-100 for
use in research settings whenever a measure of the major
personality dimensions is desired.
Acknowledgments
The authors thank Mike Edmonds for developing and launching
the HEXACO-PI-R online survey site.
Declaration of Conflicting Interests
The author(s) declared the following potential conflicts of
interest
with respect to the research, authorship, and/or publication of
this
article: The authors have received royalties for non-academic
use
of the HEXACO-PI-R.
Funding
The author(s) disclosed receipt of the following financial
support
for the research, authorship, and/or publication of this article:
This
research was supported by Social Sciences and Humanities
226. Research Council of Canada grant 410-2011-0089.
Notes
1. The cutoff values used for the latter two procedures were
deliberately chosen to be very conservative, because the pur-
pose of this procedure was to screen out obviously invalid
responses, ones that could be detected by visual inspection
(e.g., 3333333333, 1234512345, etc.). Consequently, only
a very small number of responses were excluded by these
Lee and Ashton 555
criteria, and including these responses did not make any dis-
cernible differences in the present results.
2. The varimax-rotated six-component solutions all showed
dimensions clearly interpretable as the six HEXACO factors.
When we examined the varimax-rotated seven-component
solution in the analyses involving self-report items, the sev-
enth component did not have any substantive meaning but
the pattern of loadings on this component corresponded fairly
closely with the item direction of keying. As such, the emer-
gence of the small seventh component in self-reports reflects
acquiescence response bias. This small factor did not emerge
in the analysis involving observer reports, a finding consis-
tent with a recently reported result indicating that acquies-
cence bias is more prominent in self-reports than in observer
reports (Ashton, de Vries, & Lee, in press).
3. We include in the “posttabloid article” sample all persons
who responded on or after June 9th, because the effect of the
tabloid articles appeared to have persisted for months, with
traffic to the hexaco.org website remaining two or three times
227. higher than before the articles appeared.
4. The pretabloid and posttabloid article samples differed in
some demographic variables. Specifically, the posttabloid
article participants were on average older (37.8 years vs. 29.8
years), slightly more likely to be men (50.4% vs. 48.4%), and
more likely to have postgraduate degrees (33.6% vs. 22.9%).
None of these differences in demographic variables could
explain the difference in the correlation between Honesty–
Humility and Agreeableness across the two samples.
5. We have previously reported self/observer agreement for the
factor scales within a large subset of this sample (see, e.g.,
Ashton et al., 2014, Table 4).
6. Item-total facet correlations as observed in the online sam-
ple are provided in the appendix found in the supplementary
materials.
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Qual Quant (2013) 47:2025–2047
DOI 10.1007/s11135-011-9640-9
Determinants of social desirability bias in sensitive
surveys: a literature review
Ivar Krumpal
239. survey designers could generate
more valid data by selecting appropriate data collection
strategies that reduce respondents’
discomfort when answering to a sensitive question.
Keywords Sensitive questions · Social desirability bias · Survey
design ·
Survey Methodology · Measurement error
1 Introduction
An increasing number of survey statisticians and social
scientists focus on the investigation
of social taboos, illegal behavior and extreme opinions.
Different national surveys contain
item batteries asking about sensitive information. For example,
the German General Social
Survey (ALLBUS) 2000 asked interviewees to self-report on
following four minor offences:
(1) using public transportation without buying a valid ticket, (2)
driving a car with more
than the permitted level of blood alcohol, (3) taking goods from
a department store without
paying, and (4) deliberately making false statements on tax
forms in order to pay less. Other
240. I. Krumpal (B)
Department of Sociology, University of Leipzig, Beethovenstr.
15, 04107 Leipzig, Germany
e-mail: [email protected]
123
2026 I. Krumpal
surveys, like the US National Crime Victimization Survey
(NCVS) or the European Crime
and Safety Survey (EU ICS), ask questions on sensitive topics
like experiences with criminal
victimization. Recently, a national study on right-wing
extremism was conducted in Ger-
many, collecting data on socially undesirable attitudes like anti-
Semitism, xenophobia, and
chauvinism (Decker and Brähler 2006). In Switzerland, the
Swiss Multicenter Adolescent
Survey on Health (SMASH) 2002 asked 16–20 years old youths
about their use of illicit
drugs, and their drinking and smoking habits. To cite a last
example, the US General Social
241. Survey (GSS) monitors the sexual activity of the population and
also asks about very sen-
sitive topics like prostitution (‘Thinking about the time since
your 18th birthday, have you
ever had sex with a person you paid or who paid you for sex?’)
or infidelity (‘Have you ever
had sex with someone other than your husband or wife while
you were married?’). Obtain-
ing valid and reliable data on the basis of such items has proven
to be a difficult business
and the possibilities of doing so continues to be a lively
research activity. Survey method-
ologists’ state-of-the-art knowledge suggests that answers to
sensitive questions are often
distorted by social desirability bias. The first section of this
article reviews the main theoret-
ical explanations regarding the process of self-reporting in
sensitive surveys. ‘Sensitivity’ is
a complex theoretical concept whose dimensions are identified
and discussed. Next, psycho-
logical mechanisms are presented, relating ‘sensitivity’ to other
theoretical constructs and to
different aspects of data quality. The review focuses on the
behavior of both main actors of
a survey interview, the respondent and the interviewer, and
242. discusses how survey response
is affected by (a) perceived gains, risks and losses of the
respondent and (b) the behavior
of the interviewer. The second section reviews empirical
findings on the effectiveness of
different survey methods (such as randomized response or the
unmatched count technique)
on the respondent’s propensity to misreport in sensitive surveys
and outlines future research
perspectives.
2 Sensitivity and social desirability: defining the concepts
For the term ‘sensitivity’ different conceptualizations can be
observed in the survey literature
(Lee 1993). One approach is post hoc assessment of sensitivity
via empirical indicators of
survey quality (Lensvelt-Mulders 2008; Tourangeau and Yan
2007). For example, questions
that are supposed to be sensitive are often associated with
comparatively higher item non-
response rates than non-sensitive questions. Table 1 summarizes
item nonresponse rates for
selected items, taken from the German General Social Survey
(ALLBUS). The questions
243. were administered to a national random sample from all German
speaking persons who
resided in private households in Germany and were 18 years old
or older:
Table 1 shows that some items (household net income and
voting intention) have consis-
tently more missing data than other items (religious
denomination, educational attainment,
membership of a trade union, employment status and age).
Against the background of the
assumption ‘the more sensitive the item is the higher item
nonresponse will be’ it seems
apparent that the income question has the highest sensitivity of
all items with nonresponse
rates ranging from 20.7 to 26.2%. In contrast, questions asking
about employment status and
age seem to have the lowest sensitivity with proportions of
missing data ranging from 0.0 to
0.4% for age and from 0.1 to 0.2% for employment status
respectively.
Other empirical approaches ask respondents to assess the
sensitivity of survey items on
specific rating-scales (Bradburn and Sudman 1979; Coutts and
244. Jann 2011). Recently, Coutts
and Jann (2011, p. 184) carried out an online survey study that
asked 2,075 respondents
from a German access panel to rate several petty offences
(keeping to much change, freerid-
123
Determinants of social desirability bias in sensitive surveys
2027
Table 1 Rates of item nonresponse (%) for the German general
social survey ALLBUS, selected years and
items
Topic ALLBUS 1990 (%) ALLBUS 2000 (%) ALLBUS 2006
(%)
Household net-income 26.2 23.5 20.7
Voting intentiona 14.4 22.7 14.2
Religious denomination 0.4 0.7 0.5
245. Educational attainment 0.8 0.3 0.2
Membership of a trade union 1.7 0.2 0.4
Employment status 0.1 0.2 0.1
Age 0.4 0.0 0.3
Data was either collected by PAPI—paper and pencil
interviewing (ALLBUS 1990 and 2000), CAPI—com-
puter assisted personal interviewing (ALLBUS 2000 and 2006),
or CASI—computer assisted self interviewing
(ALLBUS 2006)
a Statistic includes answer category ‘don’t know’
ing, shoplifting, marihuana use and drunk driving) and immoral
activities (to cheat on one’s
partner). For each item, a total sensitivity score was calculated
by adding the proportions of
interviewees who stated (1) that the behavior in question is not
alright, and (2) that admitting
it would be uncomfortable for most. The most sensitive topics
turned out to be shoplifting
(79%) and infidelity (73%). These were followed by drunk
246. driving (53%) and marijuana use
(43%), both with medium sensitivity scores. In contrast,
freeriding (22%) and keeping too
much change (20%) were considered as topics with lower
sensitivity.
Theory-driven approaches try to distinguish different aspects of
the theoretical construct
‘sensitivity’. According to Lee and Renzetti a topic labeled
‘sensitive’ is one that “potentially
poses for those involved a substantial threat, the emergence of
which renders problematic for
the researcher and/or the researched, the collection, holding,
and/or dissemination of research
data” (Lee and Renzetti 1993, p. 5). They argue that research on
sensitive topics seems to be
linked with risks and costs, such as negative feelings of shame
and embarrassment or nega-
tive consequences, such as the possibility of sanctions. Finally,
they strongly emphasize the
social dimension of sensitivity: “In other words, the sensitive
character of a piece of research
seemingly inheres less in the topic itself and more in the
relationship between that topic and
the social context within which the research is conducted” (Lee
247. and Renzetti 1993, p. 5).
Another useful specification of the concept ‘sensitivity’ is
introduced by Tourangeau and
Yan (2007). They distinguish between three distinct aspects of
the term ‘sensitivity’:
1. The first dimension is ‘intrusiveness’ and refers to the fact
that within a given culture
certain questions per se may be perceived as too private or
taboo, independent of the
respondents’ true status on the variable of interest. Questions
asking about the respon-
dents’ sexual preferences, health status or income are often
perceived as too intrusive.
2. The second dimension is ‘threat of disclosure’, pertaining to
respondents’ concerns about
possible risks, costs or negative consequences of truthfully
reporting a sensitive behavior
should the sensitive answers become known to third persons or
institutions beyond the
survey setting. Such negative consequences could be: job loss,
family upset or even pros-
ecution. Questions asking the respondent to self-report illegal
248. behavior (e.g. employee
theft, tax fraud or illegal entry in surveys of immigrants) may
fall into this category.
3. The third dimension is ‘social desirability’. This dimension
refers to truthfully reporting
an attitude or behavior that clearly violates existing social
norms and thus is deemed unac-
ceptable by society. To conform to social norms, respondents
may present themselves in a
123
2028 I. Krumpal
positive light, independent of their actual attitudes and true
behaviors respectively. More
specifically, ‘social desirability’ refers to the respondents’
tendency to admit to socially
desirable traits and behaviors and to deny socially undesirable
ones. Finally, socially
desirable answers could also be conceptualized as respondents’
temporary social strate-
249. gies coping with the different situational factors in surveys (e.g.
presence of interviewer,
topic of question, etc.).
Unlike ‘intrusiveness’, the problem associated with ‘social
desirability’ is not the sen-
sitivity of a question but the sensitivity of an answer. Fowler
(1995, p. 29) summarizes
this issue as follows: “Questions tend to be categorized as
‘sensitive’ if a ‘yes’ answer is
likely to be judged by society as undesirable behaviour.
However, for those for whom the
answer is ‘no’ questions about any particular behaviour are not
sensitive.” Whereas answers
suggesting deviations from social norms are seen socially
undesirable, self-reports suggest-
ing norm-conforming behaviors are considered socially
desirable associated with expected
gains such as social approval of the interviewer. Given that,
respondents tend to underre-
port socially undesirable behavior and overreport socially
desirable behavior. They distort
their answers towards the social norm in order to maintain a
socially favorable self-presen-
tation (an overview of the literature of social norms can be
250. found in Rauhut and Krumpal
2008).
Two sub-dimensions of the concept ‘social desirability’ are
often distinguished (Randall
and Fernandes 1991): One sub-dimension refers to social
desirability as a stable personality
characteristic, such as a constant need for social approval and
impression management, to
cause socially desirable misreporting (Crowne and Marlowe
1960, 1964; DeMaio 1984).
A strong approval motive and an invariant desire to generate a
positive image may thus
reduce the interviewee’s willingness to disclose self-
stigmatizing information. By contrast,
the second sub-dimension refers to social desirability as an item
characteristic, considering
various activities or attitudes to be more or less socially
undesirable and thus relates perceived
desirability of a behavior to particular items. Thus, effects of
social desirability are strongly
influenced by characteristics of a specific item (Groves 1989).
Social desirability refers to making oneself look good in terms
of prevailing cultural
251. norms when answering to specific survey questions. However,
the general need for social
approval and impression management may vary with specific
subgroup norms (Johnson and
van de Vijver 2002; Lee and Renzetti 1993). Furthermore, the
tendency to give socially
desirable responses may vary across cultural orientations like
collectivistic cultures that
emphasize good relationships with other group members versus
individualistic orientations
that set value on the pursuit of one’s personal values, attitudes
and goals (Lalwani et al.
2006).
3 Response error and other types of survey errors
Questions asking about sensitive topics are assumed to generate
response errors thus hav-
ing a negative impact on data quality. Before investigating how
sensitive questions increase
the likelihood of response errors, especially response bias, it is
important to define the terms
‘response error’ and ‘response bias’ and distinguish these
concepts from other types of survey
errors. Useful typologies of survey errors can be seen in Fox
252. and Tracy (1986) and Groves
et al. (2004). One fundamental distinction classifies survey
errors as either sampling errors
or nonsampling errors.
The first class of survey error, sampling error, arises from the
fact that only a subset of
all potential respondents in the sampling frame is actually
measured. The survey methodol-
123
Determinants of social desirability bias in sensitive surveys
2029
ogy literature distinguishes two types of sampling errors:
sampling variance and sampling
bias (Groves et al. 2004, p. 57). Sampling variance arises from
the fact that by a random
process many different samples each with different subsets of
elements could be drawn from
the population under investigation. Each possible sample will
produce different estimates on
253. the survey statistic. Sampling bias can result from the
possibility that certain subgroups in the
target population are not represented (or underrepresented) in
the sampling frame thus the
selection process excluding them systematically. To the extent
that excluded members differ
from included members on key variables of the survey, the
survey statistics will systematically
deviate from the true parameters of the target population.
The second class of error, nonsampling error, is much more
relevant in sensitive sur-
veys (Fox and Tracy 1986, p. 8). One type of error in this class
is nonresponse error, which
refers to differences between the values of statistics computed
on the basis of the entire
sample and statistical estimates based only on the actual
respondent subset of the sample.
Another type of nonsampling error is response error. This kind
of error arises from an obser-
vational gap between the true score of a respondent and the
actual answer provided (Marquis
et al. 1981, pp. 2–8). Response error is derived from the
observation process itself, the term
‘response error’ is often used synonymously with ‘measurement
254. error’. Each specific type
of nonsampling error can be separated into a random part, which
reduces the reliability of
measurements and a nonrandom part introducing bias into
survey estimates. The system-
atic part of nonresponse error is often labeled ‘nonresponse
bias’ representing systematic
differences between respondents and nonrespondents.
Technically, nonresponse bias for the
sample mean is defined as the product of the nonresponse rate
and the difference between
the nonrespondent and the respondent mean. The nonresponse
rate is “the proportion of eli-
gible sample elements for which data are not collected” (Groves
et al. 2004, p. 59). When
nonresponse (e.g. refusals to answer a sensitive question) is
related to key variables of the
survey (e.g. sensitive behavior to be measured) the results may
be no longer valid. Addi-
tionally, the standard error of the estimates becomes greater as
the sample size becomes
smaller.
The basic distinction between random and systematic error can
also be applied to response
255. error, the best documented source of error in sensitive surveys.
The formal notation of
response error on an individual level decomposes an answer Ai t
of respondent i on occasion
t into three components (Tourangeau et al. 2000, pp. 266–267):
1. The first is the true score Ti , which represents the
respondent’s actual status on the var-
iable in question. Respondents’ true scores can sometimes be
determined via external
data sources like medical or administrative records.
2. The second reflects any general directional tendency across
respondents to misreport,
more specifically to underreport socially undesirable activities
and to overreport socially
desirable activities respectively. This component is called bias
b. Response bias is “a
systematic tendency to respond to a range of questionnaire
items on some other basis
than the specific item content” (Paulhus 1991, p. 17).
3. The third component, random error ei t , is directionless with
an expected value assumed
to be zero: E (ei t ) = 0. This error component varies between
256. respondents and between
occasions within a single respondent:
Ai t = Ti + b + ei t
If b �= 0, survey measurements of the respondent’s true status
are no longer valid. Whereas
random error cancels out over repeated measurements, response
bias does not. Rather, the
systematic difference between observed scores and true scores
persists.
123
2030 I. Krumpal
There is ample empirical evidence that respondents
systematically overreport socially
desirable behaviors and attitudes and systematically underreport
socially undesirable ones
(Barnett 1998; Lee 1993; Tourangeau et al. 2000; Beyer and
Krumpal 2010). For example,
underreporting is quite common for socially undesirable