This presentation illustrates the research study which I pursued during my M.S. program at the University of Tennessee-Knoxville. This is a qualitative Meta-Analysis of science teachers professional development in formative assessment.
This presentation illustrates the research study which I pursued during my M.S. program at the University of Tennessee-Knoxville. This is a qualitative Meta-Analysis of science teachers professional development in formative assessment.
Role & responsibilities of a clinical research coordinatorRadhika Nagare
Clinical Research Coordinator (CRC) is a specialized research person working with and under the direction of the Principal Investigator .While the Principal Investigator(PI) is primarily responsible for the overall designing, conducting, and management of the clinical trial, the CRC supports, and coordinates the regular clinical trial activities and plays a crucial role in the conduct of the study. By doing these duties, the CRC works with the PI, sponsor ,department, and institution to support and provide guidance on every related aspects of the study.
Making a website is more then making pretty picture and some sales jargon. You have to fully understand the project, your audience, current traffic trends and the even more important – the business goals before every writing a line of code.
1 You have been tasked to perform a CRISPR based knockout of your.docxkarisariddell
1: You have been tasked to perform a CRISPR based knockout of your gene. Identify all candidate sgRNAs which can knockout all isoforms of your gene. Paste the excel spreadsheet with a list below.
2: Annotate in benchling where these candidate sgRNAs are
3: For two of the sgRNAs you have found, design PCR primers which will amplify the target site and produces a product less < 1000 bp
4: Indicate where in the target site the double strand break will happen.`
5: What is the impact on the protein coding sequence if the following NHEJ mutations occur:
(A) Single base deletion
(B) Two base deletion
(C) Three base deletion
Journal of Pcnonaluy and Social Psychology
1»M. Vd 47, No 6. 1292-1302
Copynghi I9S4 by the
American Psychological Association. Inc
Influence of Gender Constancy and Social Power
on Sex-Linked Modeling
Kay Bussey
Macquarie University
New South Wales, Australia
Albert Bandura
Stanford University
Competing predictions derived from cognitive-developmental theory and social
learning theory concerning sex-linked modeling were tested. In cognitive-develop-
mental theory, gender constancy is considered a necessary prerequisite for the
emulation of same-sex models, whereas according to social learning theory, sex-
role development is promoted through a vast system of social influences with
modeling serving as a major conveyor of sex role information. In accord with
social learning theory, even children at a lower level of gender conception emulated
same-sex models in preference to opposite-sex ones. Level of gender constancy
was associated with higher emulation of both male and female models rather
than operating as a selective determinant of modeling. This finding corroborates
modeling as a basic mechanism in the sex-typing process. In a second experiment
we explored the limits of same-sex modeling by pitting social power against the
force of collective modeling of different patterns of behavior by male and female
models. Social power over activities and rewarding resources produced cross-sex
modeling in boys, but not in girls. This unexpected pattern of cross-sex modeling
is explained by the differential sex-typing pressures that exist for boys and girls
and socialization experiences that heighten the attractiveness of social power
for boys.
Most theories of sex role development as-
sign a major role to modeling as a basic
mechanism of sex role learning (Bandura,
1969; Kagan, 1964; Mischel, 1970; Sears,
Rau & Alpert, 1965). Maccoby and Jacklin
(1974) have questioned whether social prac-
tices or modeling processes are influential in
the development of sex-linked roles. They
point to findings that in laboratory situations
children do not consistently pattern their
This research was supported by Research Grant No.
M-S162-21 from the National Institute of Mental Health,
U.S. Public Health Services, and by the Lewis S. Haas
Child Development Research Fund, Stanford University.
We thank Martin Curland, Brad Carpenter, Bren.
1 You have been tasked to perform a CRISPR based knockout of your.docxjeremylockett77
1: You have been tasked to perform a CRISPR based knockout of your gene. Identify all candidate sgRNAs which can knockout all isoforms of your gene. Paste the excel spreadsheet with a list below.
2: Annotate in benchling where these candidate sgRNAs are
3: For two of the sgRNAs you have found, design PCR primers which will amplify the target site and produces a product less < 1000 bp
4: Indicate where in the target site the double strand break will happen.`
5: What is the impact on the protein coding sequence if the following NHEJ mutations occur:
(A) Single base deletion
(B) Two base deletion
(C) Three base deletion
Journal of Pcnonaluy and Social Psychology
1»M. Vd 47, No 6. 1292-1302
Copynghi I9S4 by the
American Psychological Association. Inc
Influence of Gender Constancy and Social Power
on Sex-Linked Modeling
Kay Bussey
Macquarie University
New South Wales, Australia
Albert Bandura
Stanford University
Competing predictions derived from cognitive-developmental theory and social
learning theory concerning sex-linked modeling were tested. In cognitive-develop-
mental theory, gender constancy is considered a necessary prerequisite for the
emulation of same-sex models, whereas according to social learning theory, sex-
role development is promoted through a vast system of social influences with
modeling serving as a major conveyor of sex role information. In accord with
social learning theory, even children at a lower level of gender conception emulated
same-sex models in preference to opposite-sex ones. Level of gender constancy
was associated with higher emulation of both male and female models rather
than operating as a selective determinant of modeling. This finding corroborates
modeling as a basic mechanism in the sex-typing process. In a second experiment
we explored the limits of same-sex modeling by pitting social power against the
force of collective modeling of different patterns of behavior by male and female
models. Social power over activities and rewarding resources produced cross-sex
modeling in boys, but not in girls. This unexpected pattern of cross-sex modeling
is explained by the differential sex-typing pressures that exist for boys and girls
and socialization experiences that heighten the attractiveness of social power
for boys.
Most theories of sex role development as-
sign a major role to modeling as a basic
mechanism of sex role learning (Bandura,
1969; Kagan, 1964; Mischel, 1970; Sears,
Rau & Alpert, 1965). Maccoby and Jacklin
(1974) have questioned whether social prac-
tices or modeling processes are influential in
the development of sex-linked roles. They
point to findings that in laboratory situations
children do not consistently pattern their
This research was supported by Research Grant No.
M-S162-21 from the National Institute of Mental Health,
U.S. Public Health Services, and by the Lewis S. Haas
Child Development Research Fund, Stanford University.
We thank Martin Curland, Brad Carpenter, Bren ...
Running head Examining the reasons 1Examining the reasons 16.docxcharisellington63520
Running head: Examining the reasons 1
Examining the reasons 16
Case Study: Examining the Reasons Why Women Stay
with Their Abusive Male Partner.
Domestic violence is quite common in many forms in today’s contemporary society. In fact, domestic violence is more prevalent than it was in the past. In most of the cases of domestic violence, women tend to be victims more than men are. The woman in the relationship is often faced with the hard position of making the decision to leave or not. A number of factors often deter women from making the decision to leave their abusive lovers. These factors are often social/cultural, economic and or psychological (Loveisrespect.org, 2013). They depend on the nature or the status of the relationship and those in it.
Topic
Domestic Violence
Problem
Domestic violence is a major social problem. Domestic violence breaks down the society as well create an emotionally unhealthy family foundation. Studies have shown kids who grew up in homes where there was domestic violence tend to grow up to be abusers themselves, or they have the tendencies to stay in abusive relationships.
Research Question
What are the reasons that women give for choosing to stay in abusive relationships?
Purpose
By conducting this research study, it will help to narrow down the reasons why the woman stays in the abusive relationship or marriage. The research will better help psychologists to gain a clearer understanding of to handle this specific patient. In addition, the research will help community organizers to create effective programs and resources for the abusive woman.
Lived Experience
Capturing the lives of women who choose or chose to stay in domestic violence relationship
Participant Criteria
Females between the ages 18-35, who are in a domestic violence relationship or who has left a domestic violence relationship in the past twelve months.
Time
Currently in a domestic violence relationship or has left a domestic relationship within the past twelve months.
Literature Review
Dziegielewski S. F., Campbell K. & Turnage B. F. (2005). Domestic Violence: Focus Groupsfrom the Survivors’ Perspective. Retrieved.
The authors did a study to find out why women who were in abusive relationships or were married were unable to leave. To carry out the study they grouped such women into three; the first group consisted of those who had a desire to leave, group two consisted of those women who already had a plan and lastly group three were women who had left and had no expectations of going back. They then asked them to write down the reasons why they had planned as above or could not do as above.
The authors found out that the reasons given by the three categories of women had similarity in terms of context. Despite the status to which they already belonged, they had similar reasons for leaving or returning to their relationships. Some of the reasons included fear, limited resources and quite weirdly, some of the women claimed that t.
P1 IZOArchives of Sexual Behavior pp744-aseb-460154 Februar.docxgerardkortney
P1: IZO
Archives of Sexual Behavior pp744-aseb-460154 February 3, 2003 12:24 Style file version July 26, 1999
Archives of Sexual Behavior, Vol. 32, No. 2, April 2003, pp. 103–114 ( C! 2003)
Handedness, Sexual Orientation, and Gender-Related
Personality Traits in Men and Women
Richard A. Lippa, Ph.D.1
Received April 19, 2002; revision received October 1, 2002; accepted November 15, 2002
This study assessed large numbers of heterosexual and homosexual men and women on handedness
andgender-relatedpersonality traits. Initialanalysesemployedadichotomousmeasureofhandedness
(right-handed vs. non–right-handed). For men and women combined, homosexual participants had
50% greater odds of being non–right-handed than heterosexual participants, a statistically significant
difference.Homosexualmenhad82%greateroddsofbeingnon–right-handedthanheterosexualmen,
astatisticallysignificantdifference,whereashomosexualwomenhad22%greateroddsofbeingnon–
right-handedthanheterosexualwomen,anonsignificantdifference.Whenparticipantswereclassified
into five graduated categories of handedness, both men and women showed significant homosexual–
heterosexualdifferences inhandednessdistributions.Withingroups,handedness showedanumberof
weak but statistically significant associations with sex-typed occupational preferences, self-ascribed
masculinity, and self-ascribed femininity, but not with instrumentality or expressiveness. Rates of
non–right-handedness were virtually identical for heterosexual men and women, suggesting that sex
differences in handedness may result from higher rates of homosexuality in men.
KEY WORDS: handedness; sexual orientation; sex differences; masculinity; femininity.
INTRODUCTION
Ina recentmeta-analysis,Lalumière,Blanchard,and
Zucker(2000)compiledevidenceonassociationsbetween
handedness and sexual orientation in men and women.
Data from 6,182 homosexual and 14,808 heterosexual
men showed that homosexual men had 34% greater odds
of being non–right-handed than heterosexual men, and
datafrom805homosexualand1,615heterosexualwomen
showed that homosexual women had 91% greater odds of
being non–right-handed than heterosexual women. Both
of these differences were statistically significant. A num-
ber of recent studies have also indicated that gender iden-
titydisorder isassociatedwithnon–right-handedness (see
Green and Young, 2001, and Zucker, Beaulieu, Bradley,
Grimshaw, and Wilcox, 2001, for reviews and new data).
Although there is now considerable evidence for an
association between non–right-handedness and certain
kinds of strong gender-atypicality (e.g., homosexuality,
1Department of Psychology, California State University, Fullerton,
California 92834; e-mail: [email protected]
gender identity disorder), the evidence is weaker for
associations between handedness and other kinds of
gender-related individual differences. Perhaps the best-
documented finding is that there are slightly higher rates
of left-handedness in males than females. In an int.
Journal of Pcnonaluy and Social Psychology1»M. Vd 47, No 6. .docxcroysierkathey
Journal of Pcnonaluy and Social Psychology
1»M. Vd 47, No 6. 1292-1302
Copynghi I9S4 by the
American Psychological Association. Inc
Influence of Gender Constancy and Social Power
on Sex-Linked Modeling
Kay Bussey
Macquarie University
New South Wales, Australia
Albert Bandura
Stanford University
Competing predictions derived from cognitive-developmental theory and social
learning theory concerning sex-linked modeling were tested. In cognitive-develop-
mental theory, gender constancy is considered a necessary prerequisite for the
emulation of same-sex models, whereas according to social learning theory, sex-
role development is promoted through a vast system of social influences with
modeling serving as a major conveyor of sex role information. In accord with
social learning theory, even children at a lower level of gender conception emulated
same-sex models in preference to opposite-sex ones. Level of gender constancy
was associated with higher emulation of both male and female models rather
than operating as a selective determinant of modeling. This finding corroborates
modeling as a basic mechanism in the sex-typing process. In a second experiment
we explored the limits of same-sex modeling by pitting social power against the
force of collective modeling of different patterns of behavior by male and female
models. Social power over activities and rewarding resources produced cross-sex
modeling in boys, but not in girls. This unexpected pattern of cross-sex modeling
is explained by the differential sex-typing pressures that exist for boys and girls
and socialization experiences that heighten the attractiveness of social power
for boys.
Most theories of sex role development as-
sign a major role to modeling as a basic
mechanism of sex role learning (Bandura,
1969; Kagan, 1964; Mischel, 1970; Sears,
Rau & Alpert, 1965). Maccoby and Jacklin
(1974) have questioned whether social prac-
tices or modeling processes are influential in
the development of sex-linked roles. They
point to findings that in laboratory situations
children do not consistently pattern their
This research was supported by Research Grant No.
M-S162-21 from the National Institute of Mental Health,
U.S. Public Health Services, and by the Lewis S. Haas
Child Development Research Fund, Stanford University.
We thank Martin Curland, Brad Carpenter, Brent Sha-
phren, Deborah Skriba, Erin Dignam, and Pamela Minet
for serving as models. We are indebted to Marilyn
Waterman for filming and editing the videotape modeling
sequence, to Eileen Lynch and Sara Buxton, who acted
as experimenters, and to Nancy Adams, who assisted in
collecting the data. Finally, we also thank the staff and
children from Bing Nursery School, Stanford University.
Requests for reprints should be sent to either Kay
Bussey, School of Behavioral Sciences, Macquarie Uni-
versity, North Ryde, Australia, 2113, or to Albert Bandura,
Department of Psychology, Stanford University, Building
420 Jordan Hall, Stanford, ...
Journal of Pcnonaluy and Social Psychology1»M. Vd 47, No 6. .docxdonnajames55
Journal of Pcnonaluy and Social Psychology
1»M. Vd 47, No 6. 1292-1302
Copynghi I9S4 by the
American Psychological Association. Inc
Influence of Gender Constancy and Social Power
on Sex-Linked Modeling
Kay Bussey
Macquarie University
New South Wales, Australia
Albert Bandura
Stanford University
Competing predictions derived from cognitive-developmental theory and social
learning theory concerning sex-linked modeling were tested. In cognitive-develop-
mental theory, gender constancy is considered a necessary prerequisite for the
emulation of same-sex models, whereas according to social learning theory, sex-
role development is promoted through a vast system of social influences with
modeling serving as a major conveyor of sex role information. In accord with
social learning theory, even children at a lower level of gender conception emulated
same-sex models in preference to opposite-sex ones. Level of gender constancy
was associated with higher emulation of both male and female models rather
than operating as a selective determinant of modeling. This finding corroborates
modeling as a basic mechanism in the sex-typing process. In a second experiment
we explored the limits of same-sex modeling by pitting social power against the
force of collective modeling of different patterns of behavior by male and female
models. Social power over activities and rewarding resources produced cross-sex
modeling in boys, but not in girls. This unexpected pattern of cross-sex modeling
is explained by the differential sex-typing pressures that exist for boys and girls
and socialization experiences that heighten the attractiveness of social power
for boys.
Most theories of sex role development as-
sign a major role to modeling as a basic
mechanism of sex role learning (Bandura,
1969; Kagan, 1964; Mischel, 1970; Sears,
Rau & Alpert, 1965). Maccoby and Jacklin
(1974) have questioned whether social prac-
tices or modeling processes are influential in
the development of sex-linked roles. They
point to findings that in laboratory situations
children do not consistently pattern their
This research was supported by Research Grant No.
M-S162-21 from the National Institute of Mental Health,
U.S. Public Health Services, and by the Lewis S. Haas
Child Development Research Fund, Stanford University.
We thank Martin Curland, Brad Carpenter, Brent Sha-
phren, Deborah Skriba, Erin Dignam, and Pamela Minet
for serving as models. We are indebted to Marilyn
Waterman for filming and editing the videotape modeling
sequence, to Eileen Lynch and Sara Buxton, who acted
as experimenters, and to Nancy Adams, who assisted in
collecting the data. Finally, we also thank the staff and
children from Bing Nursery School, Stanford University.
Requests for reprints should be sent to either Kay
Bussey, School of Behavioral Sciences, Macquarie Uni-
versity, North Ryde, Australia, 2113, or to Albert Bandura,
Department of Psychology, Stanford University, Building
420 Jordan Hall, Stanford,.
This study was a test of the hypothesis that demographic variables (e.g. gender, education) would predict who would be closed minded about the idea of asexuality as a sexual orientation. The participants received the link to the survey on the researcher’s Facebook page. The survey asked the participants’ awareness of asexuality, educational background, feelings towards the topic of sex, religious background, gender, race, age, sexual orientation, and where they were raised. The survey also asked three questions regarding the participants’ beliefs about asexuality as a sexual orientation. The results did show a significant affect on attitudes of gender, and previous education about asexuality. The study also found a strong but not significant relationship between attitudes and religiosity.
• Presented at the Third Annual Conference of the International Network for Sexual Ethics and Politics in Ghent, Belgium 2013
• Presented at the Tenth Annual Conference of The Society for the Scientific Study of Sexuality in San Diego, CA 2013
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
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
South African Journal of Science: Writing with integrity workshop (2024)
Research project power point
1. The Younger Generations’ View on Masculinity and Femininity in Relation to Personality Traits Amber Fonderwhite
2. The concepts of masculine and feminine are not present at birth. Instead, these ideas are rooted in society’s definition that and individual learns throughout their life. Children indirectly learn one’s gender identity by imitating the thoughts, feelings, or behavior of same-sex teachers, parents, peers, or same-sex models in the media (Coan, 1989). Research and social role theory have suggest that people will use the norm expectation of their gender to guide their behavior and to act in accordance to social role (Vogel, Wester, Heesaker& Madon, 2003). A study that was done showed that male and females often identify with stereotypical ideas of masculine and feminine. The results showed that women how higher self-ratings on the feminine factors and males had higher self-ratings on the masculine factors. (Coan, 1989) Cultures around the world have their own definitions of masculinity and femininity. As Margret mead discovered in her study of three different cultures in New Guinea. (Kimmel, 2008) Background Research
3. The purpose of this study is to see if male and female teenagers of today still believe in rigid gender stereotypes when it comes to personality traits. My hypothesis is that teenagers, especially males, will still have stereotypical views on what personality traits are considered to be masculine and feminine. Hypothesis
4. Methods: A survey that consisted of a list of 52 personality traits. Twenty-one of the traits were stereotypically “masculine,” twenty-one were stereotypically “feminine,” and ten were neutral. The traits were then scrambled into random order on the list. Next to each trait the participants were asked to write an “M” for masculine, “F” for feminine, or “N” for neutral depending on what they perceived the trait to be. Subjects: 32 High school students Average age of the participants was 16.5 years. Method and Subjects
5. The male participants labeled 11 of the 21 traits under the masculine category as masculine. (52%)In comparison, females said that 5 of 21 of those traits were masculine(24%) Males labeled 13 of the 21 traits in the feminine category as “feminine.” (62%) Females labeled 10 of the 21 traits in this category as “feminine.” (48%) Both the male and female participants labeled 8 of the 10 neutral traits as “neutral.” “Being rough” (100% of males and 94% of females) and “aggressive” (88% of both) were the top rated masculine traits. “Sloppy” was labeled “neutral” by 81% of females but “masculine” by 56% of males. “Nurturing” (88% of males and 94% of females) and “emotional” (79% of males and 81% of females) were found to be feminine by majority of both groups. Surprisingly, “easily hurt (emotionally)” was labeled “feminine” by 94% of females but only 69% of males. The male and female participants had a few differing views on what they thought of as neutral traits. But seven they agreed on were: studious, irrational, cynical, carefree, energetic, and well mannered. Results Pt. 1
7. The results supported one part of my hypothesis. Male participants were more likely to identify traits as stereotypically “masculine” or “feminine.” In contrary of my hypothesis the overwhelming response from both male and females for many of the stereotypical traits was “neutral.” I was expecting more stereotypical responses to the list of traits. Lack of stereotypical responses may mean that the younger generations are pulling away from strict gender stereotypes. If I were to do this study again I would like to create a more in depth survey and distribute it to a larger sample group. I would also like to include different age groups and compare the opinions of them all to determine if there is a significant difference in the responses. Conclusion
8. Coan, R. (1989). Dimensions of Masculinity and Femininity: A Self-Report Inventory. Journal of Personality Assessment, 53(4), 816. Retrieved from Academic Search Complete database. Kimmel, Michael. 2008. The Gendered Society,Third Edition. New York, New York. Oxford Vogel, David L., Stephen R. Wester, Martin Heesacker, and Stephanie Madon. "Confirming Gender Stereotypes: A Social Role Perspective." Sex Roles , Vol. 48 (2003): 519-527. References
