Sheet1Table 1: temperature and impact energy values for steelTable 3: width of the steel specimen prior to impact (inches)steelTemp °CSpecimenWidth #1Width #2Width #3Width Average-70-44025100A0.37500.37500.37400.3747Impact energy (ft-lbs)535577865B0.37450.37550.37700.3757732486983C0.37400.37400.37900.37571826556794D0.37400.37700.37350.37481439546880E0.37400.37800.37900.377010276775951030637690Table 4: width of aluminum specimen prior to impact (inches)516357694SpecimenWidth #1Width #2Width #3Width Average6163476103A0.37650.37650.37700.3767516617694B0.37650.37650.37700.3767617476673C0.37650.37800.37850.37771319547085D0.37750.37700.38000.37828194166108E0.37600.37600.37700.376313142790138Avg9.230769230823.538461538549.461538461573.307692307792.4615384615Table 5: width of the steel specimen after impact (inches)SpecimenWidth #1Width #2Width #3Width AverageA0.37400.37300.37400.3737Table 2: temperature and impact energy values for aluminumB0.37450.37450.37350.3742aluminumTemp °CC0.37300.39650.37450.3813-70-44025100D0.37250.37450.37400.3737Impact energy (ft-lbs)910988E0.37350.37350.37350.37358989898989Table 6: width of aluminum specimen after impact (inches)98889SpecimenWidth #1Width #2Width #3Width Average1010101010A0.37550.38400.37600.378591011108B0.37650.37950.37550.37728791111C0.37600.38100.37650.377888788D0.37650.37800.37750.3773117879E0.37700.37600.37750.37688778767788Table 7: changes in width of St specimen78888SpecimenInitial WidthFinal WidthΔ Width711997A0.37470.3737-0.0010Avg8.38461538468.46153846158.46153846158.61538461548.4615384615B0.37570.3742-0.0015C0.37570.38130.0057D0.37480.3737-0.0012E0.37700.3735-0.0035Table 8: changes in width of Al specimenSpecimenInitial WidthFinal WidthΔ WidthA0.37670.37850.0018B0.37670.37720.0005C0.37770.37780.0002D0.37820.3773-0.0008E0.37630.37680.0005
Impact Energies vs Temperature
Steel -70.0 -44.0 0.0 25.0 100.0 9.23076923076923 23.53846153846154 49.46153846153846 73.30769230769231 92.46153846153846 Aluminum -70.0 -4 4.0 0.0 25.0 100.0 8.384615384615385 8.461538461538461 8.461538461538461 8.615384615384614 8.461538461538461
Temperature (°C)
Impact Energies
(ft-lbs)
Changes in Width vs Temperature
Steel 0.00183333333333335 0.0005 0.000166666666666648 -0.000833333333333408 0.0005 9.23076923076923 23.53846153846154 49.46153846153846 73.30769230769231 92.46153846153846 Aluminum 0.00183333333333335 0.0005 0.000166666666666648 -0.000833333333333408 0.0005 8.384615384615385 8.461538461538461 8.461538461538461 8.615384615384614 8.461538461538461
Temperature (°C)
Changes in Width
(in)
REFLECTION PAPER (50 points) Name: Click here to enter text.
HUM / NSCI / SSCI 325 ID: Click here to enter text.
Date: Click here to enter text.
1. Describe the most important thing(s) you learned or re-learned in this class (give a detailed summary and cite specific content from class/readings) about gender and gender-related topics. Make sure to describe why this content was meaningful to you. (Use the remainder of this pag.
Digital media & society cmst 301 project 4 final exam1. foANIL247048
This document provides instructions for a final exam for a Digital Media & Society course. Students must download an exam file and type their responses directly into it. They must answer 4 of 8 essay questions, with each response being at least 500 words. Responses must be original, cite at least two scholarly sources, and follow APA style guidelines. The exam is open book and worth 20% of the student's final grade.
Sociology 101 Introduction to SociologyProfessor LaBagnaraSocChereCheek752
Sociology 101: Introduction to Sociology
Professor LaBagnara
Sociological Imagination Paper assignment
Writing exercise 1
April 16th, 4 PM
100 points
Objective: Practice thinking sociologically about your own life and the community around you.
Background: Sociological imagination is a phrase from sociologist C. Wright (The Promise). Mills was interested in how an average American understood his or her everyday life. He found that people’s understandings of the world are limited by the social situations they find themselves in, particularly their family, friends, schools, and workplaces. It is hard to see the larger picture and how your life fits in. Sociological imagination is a quality of mind that can be developed with conscientious practice, and that helps you understand the larger meanings of experiences. In particular, it helps you connect private troubles or choices to public issues, and to understand the influence of culture, socialization, stratification on your life and lives of others. To use the sociological imagination, it is important to pay attention to the social and historical context in which we find ourselves. This does not mean that the social context determines what happens to us entirely. Rather, our choices are shaped by the society we live in and larger forces.
Writing Assignment 1
Write 3 pages in which you apply the sociological imagination to your own life, or to the life of someone close to you. First, write about the situation without sociological imagination. Then, relate the situation to one or more concept, theory, or fact that we have covered in class so far. For example, you might write about how you perform gender in everyday life, how gender shapes your choices and options, or your first experience with racism. Or you might analyze assumptions about sexuality in how you were raised. Or you might think through what it means to have grown up poor, working, or middle class, etc.
Details:
· Introduce the concept of sociological imagination in your own words, and provide an overview of how you will apply it to the situation in your paper
· Describe the situation Include an explanation of what led up to the situation, specifics of the situation, how it has been resolved or how you think it might get resolved, who are the players involved, how you feel about the situation and why. Describe any choices that have been made or not made and why.
· Provide psychological, moral, evolutionary, or personal explanation(s) for the situation. In other words, how would you explain the situation without sociological imagination? For example, you might talk about how your struggles with weight are due to lack of willpower
· Use sociological imagination to explain the situation sociologically, connecting the personal to larger forces. Review class notes and readings to connect the situation to concepts or theories (week 3) we learned in class. You do not need to do outside research, but if you do use other s ...
GE 3000 – Introduction Section (Research Problem Statement)Int.docxshericehewat
GE 3000 – Introduction Section (Research Problem Statement)
Introduction: Formulating a Research Problem is the first and most important step of the research process. While the main portion of your work for this semester is focused on the Literature Review, the introduction to the research paper - The Research Problem Statement – is an important step in setting up the research problem to be investigated.
The Research Problem Statement comes before the Literature Review and acts as an introduction in a full-length research paper. The Research Problem Statement should be about 250-350 words in length, or about a page to a page-and-a-half when double-spaced. You must cite a minimum of two references (two scholarly sources) in proper MLA or APA format.
The main questions a Research Problem answers are:
· What will be researched? Identify a specific problem, program, or phenomenon
· Who will be researched? Who is the study population (people)?
Questions you should ask yourself when composing the Research Problem:
(Note that these questions are not necessarily going to be explicitly answered question-by-question in the Research Problem Statement. Rather, these are things that you should be thinking about and able to answer for yourself before you begin constructing the document).
· Who is the study population? How can you further refine the study population?
· What exactly do you want to understand about the topic/problem?
· Is the Research Problem too broad?
· How relevant is the research to your study area/discipline/major/interests?
· What motivates you to do the research on the chosen topic/problem?
· Why should others be interested in your chosen topic/problem?
· What are the concepts and issues to be studied?
· What concepts and measurements have to be further defined before the study begins?
· Do you have enough time to complete the research?
· Is an answer to the Research Problem obvious?
Constructing a Research Problem
A Research Problem typically consists of three parts: 1) the ideal, 2) the reality, and 3) the consequences.
1. Part A- the ideal: Describes a desired goal or ideal situation; explains how things should be.
2. Part B - the reality: Describes a condition that prevents the goal, state, or value in Part A from being achieved or realized at this time; explains how the current situation falls short of the goal or ideal.
3. Part C - the consequences: Identifies the way you propose to improve the current situation and move it closer to the goal or ideal.
Steps to Writing a Research Problem:
Step 1 (statement 1): Construct statement 1 by describing a goal or desired state of a given situation, phenomenon etc. This will build the ideal situation (what should be, what is expected, desired). How should things be in your topic? What is the ideal scenario?
Step 2 (statement 2): Describe a condition that prevents the goal, state, or value discussed in step 1 from being achieved or realized at the present time. This will build ...
Assignment 1 write an ORIGINAL brief essay of 300 words or mo.docxdeanmtaylor1545
Assignment 1:
write an ORIGINAL brief essay of 300 words or more describing the history and background of OWASP.Describe the vulnerabilities breifly?
Assignment 2:
Write an overview for Common Weakness Enumeration and their scoring system. Pick one of the common weaknesses identified and describe it.
Assignment 3:
Topic:
Then pick and three passwords: one not secure, one acceptable, and one very secure. Then write a brief description of the passwords you have chosen,
indicating why they are secure or not secure.
Assignment 4:
An IT Security consultant has made three primary recommendations regarding passwords:
Prohibit guessable passwords
1. such as common names, real words, numbers only
2. require special characters and a mix of caps, lower case and numbers in passwords
3. Reauthenticate before changing passwords
4. user must enter old pw before creating new one
5. Make authenticators unforgeable
6. do not allow email or user ID as password
Using WORD, write a brief paper of 200-300 words explaining each of these security recommendations. Do you agree or disagree with these recommendations. Would you change, add or delete any of these?
Add additional criteria as you see necesarry.
Assignment 5:
Do a bit of research on JSON and AJAX.
How do they relate to the the Same-Origin policy?
Assignment 6:
Use the Web to search for methods to prevent XSS attacks.
Write a brief description of more than one method.
Use your own words and supply references.
Assignment 7:
Topic:
The Dangers of Detailed Errors
Validating Input
Single Account Security
SQL Injection in Stored Procedures
Insecure Direct Object References
You are the web master of a college website. You share a server with other school departments such as accounting and HR.
Based on this chapter, create at least five security-related rules for staff members who are adding web pages being added to your site.
Include a justification and explanation for each rule. Rules should relate to college, staff and student, and system information security.
Assignment 8:
Do a bit if research into File Inclusion Vulnerability.
What is it?
Why is is dangerous?
What is the difference of low and remote inclusion?
What methods can me employed to prevent a security breach?
What programming languages are vulnerable to this type of attack.
Assignment 9:
Topic:
Threat Modeling
Threat Assessment
You are the web master for the Republican Party National Committee. Prepare a risk assessment analysis for your website. Some questions to consider:
Who is likely to attack your site?
When are attacks likely to occur?
What sort of attacks might take place?
How can you best minimize attacks and protect the integrity of your site?
Assignment 10:
Do a bit of research on penetration testing techniques. Investigate and document the following
Five network penetration testing techniques
Advantages and disadvantages of each
One notable social engineering test
Possible negative implications of penetration tesing.
.
HSAD 301- Weekly Discussion Board Grading Rubric
Students will earn points as follows:
Response to Assignment, Demonstration of Knowledge, and Quality of Response to other learners’ postings
Excellent
35 pts
Average
18 pts
Below Average
9 pts
None
0 pts
Clearly understands concepts and incorporates them in discussion
Always includes examples and real life applications, or reference/s
Always advances discussion
Understands concepts and incorporates them in discussion
Often/sometimes includes examples and real life applications, or reference/s.
Often/sometimes advances discussion
Not evident concepts are understood and are not incorporated in discussion
Examples and real life applications, or reference/s are not included
Responses are copied, have little to do with concepts and does not advance discussion
Did not post a response to the weekly discussion board assignment.
Did not respond/post to other learners’ postings.
Examples of the types of participation
While this obviously isn’t the only way to create a discussion, these examples should be helpful to you in identifying “what is” each level of participation.
Discussion about building a house-Original part of comment you are responding to:
The use of laminated beams in today’s building materials greatly reduces the need for other materials like steel beams.
Excellent
Very true, our text states that laminated beams are also more structurally sound and are made from young growth trees. By using laminated beams you can also reduce the number of regular wood beams you use. In essence, using these beams is also good for our environment-less lumber harvesting. Do you think architects are using more of these in today’s housing construction or do you think some still adhere to “old school” methods?
Average
Good point-I hadn’t thought about how it could reduce the need for steel beams. Laminated beams allow for the same load bearing strength without the cost and overall weight of a steel beam. I wonder if the steel industry is impacted at all by the introduction of laminated beams.
Below Average
Good point- I agree.
BOS 3401, Construction Safety 1
Course Description
Overview of key issues and practices related to the occupational safety and health (OSH) profession in the construction
industry. Examines construction standards, identification and control of hazards common to the construction industry, and
tools necessary for successful management of OSH related efforts.
Course Textbook
Johnson, D. (2013). DeWALT construction safety and OSHA handbook. Clifton Park, NY: Delmar.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Examine regulatory standards and laws related to occupational safety and health in the construction industry.
2. Describe occupational safety and health related regulatory practices in the U.S. as they apply to the construction
industry.
3. Evaluate injury, illness, and fata.
The document outlines the requirements for a group project on social psychology. Students must analyze group interactions focusing on either impression management or small group processes. They will choose a TV show to analyze related to their topic. They will write a 4000 word report including a theoretical framework, literature review on empirical studies, analysis of two TV show episodes applying the theory, and conclusion linking findings to the literature. The report is worth 45% of the total grade and will be assessed based on clarity, relevance, rigor of analysis, and conclusions.
Assignment 2 – Project Proposal Research into a .docxbraycarissa250
Assignment 2 – Project Proposal: Research into a Potential Project
Deliverables
1250 words (excluding reference list and title page).
Due date
Monday, August 19, 11:59pm. Start of Week 5
Value
30%
Marking criteria
See link in ‘Assessment Overview’ Page, in the CUC106 Learnline site.
Task overview
In this assignment, you are asked to present a project proposal with two possible design solutions based on research. This is in response to one of the Engineers Without Borders (EWB) Challenge design areas for the Suco Holarua communities in Timor-Leste. Your proposal should include background information about the underlying issue and a summary of your research informing your suggestion for two possible solutions.
Completion of this assignment will equip you to contribute well informed ideas about the logistics of possible project options. You will bring these ideas with you when forming a design team in Week 5, which will assist you and your team to develop a viable project.
Task details
Your assignment should contain the following:
· A title that describes the specifics of the project you are exploring. It should contain: the area context of the design (e.g. Soco Holarua communities, Timor-Leste), the issue being addressed, and the scale of the project (e.g. household or village level).
e.g. ‘Investigating innovative agriculture systems to mitigate the impact of hot sun on household farms in Holarua, Timor-Leste.’
· Background about the current situation and justification of the need for the project. This includes information about the community, the region, the way of life, and why improvements are necessary.
· A summary of your research findings informing the possibilities for the design. This is where you present a summary of relevant information found in three credible sources relating to your project. At least two of these sources must be found using the CDU library databases.
· Two possible design solutions.
Outline/structure
Body of Assignment
Use the following guide to structure your assignment:
· Title Page
· Design project title
· Your name and student number
· Body of Assignment
· References
· Marking criteria
Your assignment should include the following sections which should be numbered as indicated in report style.
1.0 Introduction
In one or two sentences describe the purpose of this assignment.
For example: This assignment will investigate a design response to the management of faecal sludge in rural areas of Timor-Leste. It will provide justification of and research informing the project and two possible design ideas.
2.0 Project background and justification:
One or two paragraphs that set the scene for your project and why it is necessary. This must contain a detailed description of the issue or problem your design is looking to address. Make it clear that you understand the current situation and the requirements of the community. Describe who in the community the design is for, an ...
1 Social Science Statistics Project 1 Global Issu.docxShiraPrater50
1
Social Science Statistics
Project 1: Global Issues and Local Conditions
CONTENTS:
Project 1 Description and Posting Instructions (Page 1)
Project 1 Components (Page 2)
Project 1 Peer Feedback and Revision Instructions (Page 4)
Project 1 Rubric (Page 5)
Project 1 Example (Page 6)
PROJECT 1 DESCRIPTION
This week, you are a social scientist who is investigating the UN Sustainable Development Goal (SDG) #12:
Ensure Sustainable Consumption and Production Patterns. This project will take the form of a report which
requires you to do the following: Connect one specific target of SDG #12 with conditions and efforts being
made here in Tampa, FL and propose research assessing USF students’ awareness, habits, or viewpoints,
related this specific target. Further, you will be asked to help classmates improve their own reports through
peer feedback, a common process undertaken by social science researchers. This assignment emphasizes
STA2122 learning objectives 1, 2, 4, 5, and 7:
1. the vocabulary and symbols used in social statistics
2. how to measure variables and test relationships at different levels
3. the basics of descriptive and inferential statistics
4. to become critical consumers of statistical information
5. about global systems and issues and associated dimensions (e.g., historical, political, economic, social,
cultural, environmental, technological)
6. to analyze global interrelationships and interdependencies across place and time
7. to formally report findings from statistical analyses
PROJECT 1 POSTING INSTRUCTIONS
• STEP 1: REPORT! A posting of your full report is due by 11:59pm on Sunday. Your report should address
all the components (1 to 3) described in the instructions. I would set aside 3-5 hours to complete this task.
o Be sure to check the example and the rubric.
o Proofread your work. Save a copy for future reference.
o Select the box that reads, "Reply" to post your work (usually copy + paste works, you may then
have to edit the work using the buttons above the text box).
• STEP 2: EVALUATE! Come back to the board before next Wednesday at 11:59pm and provide peer-
evaluations to two of your classmates. Please read instructions for more details. I would set aside 1 to 2
hours to complete these evaluations.
• STEP 3: REVISE! Come back to the board before next Sunday at 11:59pm and acknowledge any responses
your received to your post -- substantively address any comments, concerns, etc. At this time, you are
invited to post a REVISED version of your project to the discussion board for us to grade.
University of South Florida
Instructor: Dr. Erica L. Toothman
Email: [email protected]
2
PROJECT 1 (Main Report)
Component 1: Background Research (25 points). This week, you are a social scientist who is
investigating the UN Sustainable Development Goal (SDG) #12: Ensure Sustainable Consumption and Production
Patterns. First, I’d like you to review the facts ...
Digital media & society cmst 301 project 4 final exam1. foANIL247048
This document provides instructions for a final exam for a Digital Media & Society course. Students must download an exam file and type their responses directly into it. They must answer 4 of 8 essay questions, with each response being at least 500 words. Responses must be original, cite at least two scholarly sources, and follow APA style guidelines. The exam is open book and worth 20% of the student's final grade.
Sociology 101 Introduction to SociologyProfessor LaBagnaraSocChereCheek752
Sociology 101: Introduction to Sociology
Professor LaBagnara
Sociological Imagination Paper assignment
Writing exercise 1
April 16th, 4 PM
100 points
Objective: Practice thinking sociologically about your own life and the community around you.
Background: Sociological imagination is a phrase from sociologist C. Wright (The Promise). Mills was interested in how an average American understood his or her everyday life. He found that people’s understandings of the world are limited by the social situations they find themselves in, particularly their family, friends, schools, and workplaces. It is hard to see the larger picture and how your life fits in. Sociological imagination is a quality of mind that can be developed with conscientious practice, and that helps you understand the larger meanings of experiences. In particular, it helps you connect private troubles or choices to public issues, and to understand the influence of culture, socialization, stratification on your life and lives of others. To use the sociological imagination, it is important to pay attention to the social and historical context in which we find ourselves. This does not mean that the social context determines what happens to us entirely. Rather, our choices are shaped by the society we live in and larger forces.
Writing Assignment 1
Write 3 pages in which you apply the sociological imagination to your own life, or to the life of someone close to you. First, write about the situation without sociological imagination. Then, relate the situation to one or more concept, theory, or fact that we have covered in class so far. For example, you might write about how you perform gender in everyday life, how gender shapes your choices and options, or your first experience with racism. Or you might analyze assumptions about sexuality in how you were raised. Or you might think through what it means to have grown up poor, working, or middle class, etc.
Details:
· Introduce the concept of sociological imagination in your own words, and provide an overview of how you will apply it to the situation in your paper
· Describe the situation Include an explanation of what led up to the situation, specifics of the situation, how it has been resolved or how you think it might get resolved, who are the players involved, how you feel about the situation and why. Describe any choices that have been made or not made and why.
· Provide psychological, moral, evolutionary, or personal explanation(s) for the situation. In other words, how would you explain the situation without sociological imagination? For example, you might talk about how your struggles with weight are due to lack of willpower
· Use sociological imagination to explain the situation sociologically, connecting the personal to larger forces. Review class notes and readings to connect the situation to concepts or theories (week 3) we learned in class. You do not need to do outside research, but if you do use other s ...
GE 3000 – Introduction Section (Research Problem Statement)Int.docxshericehewat
GE 3000 – Introduction Section (Research Problem Statement)
Introduction: Formulating a Research Problem is the first and most important step of the research process. While the main portion of your work for this semester is focused on the Literature Review, the introduction to the research paper - The Research Problem Statement – is an important step in setting up the research problem to be investigated.
The Research Problem Statement comes before the Literature Review and acts as an introduction in a full-length research paper. The Research Problem Statement should be about 250-350 words in length, or about a page to a page-and-a-half when double-spaced. You must cite a minimum of two references (two scholarly sources) in proper MLA or APA format.
The main questions a Research Problem answers are:
· What will be researched? Identify a specific problem, program, or phenomenon
· Who will be researched? Who is the study population (people)?
Questions you should ask yourself when composing the Research Problem:
(Note that these questions are not necessarily going to be explicitly answered question-by-question in the Research Problem Statement. Rather, these are things that you should be thinking about and able to answer for yourself before you begin constructing the document).
· Who is the study population? How can you further refine the study population?
· What exactly do you want to understand about the topic/problem?
· Is the Research Problem too broad?
· How relevant is the research to your study area/discipline/major/interests?
· What motivates you to do the research on the chosen topic/problem?
· Why should others be interested in your chosen topic/problem?
· What are the concepts and issues to be studied?
· What concepts and measurements have to be further defined before the study begins?
· Do you have enough time to complete the research?
· Is an answer to the Research Problem obvious?
Constructing a Research Problem
A Research Problem typically consists of three parts: 1) the ideal, 2) the reality, and 3) the consequences.
1. Part A- the ideal: Describes a desired goal or ideal situation; explains how things should be.
2. Part B - the reality: Describes a condition that prevents the goal, state, or value in Part A from being achieved or realized at this time; explains how the current situation falls short of the goal or ideal.
3. Part C - the consequences: Identifies the way you propose to improve the current situation and move it closer to the goal or ideal.
Steps to Writing a Research Problem:
Step 1 (statement 1): Construct statement 1 by describing a goal or desired state of a given situation, phenomenon etc. This will build the ideal situation (what should be, what is expected, desired). How should things be in your topic? What is the ideal scenario?
Step 2 (statement 2): Describe a condition that prevents the goal, state, or value discussed in step 1 from being achieved or realized at the present time. This will build ...
Assignment 1 write an ORIGINAL brief essay of 300 words or mo.docxdeanmtaylor1545
Assignment 1:
write an ORIGINAL brief essay of 300 words or more describing the history and background of OWASP.Describe the vulnerabilities breifly?
Assignment 2:
Write an overview for Common Weakness Enumeration and their scoring system. Pick one of the common weaknesses identified and describe it.
Assignment 3:
Topic:
Then pick and three passwords: one not secure, one acceptable, and one very secure. Then write a brief description of the passwords you have chosen,
indicating why they are secure or not secure.
Assignment 4:
An IT Security consultant has made three primary recommendations regarding passwords:
Prohibit guessable passwords
1. such as common names, real words, numbers only
2. require special characters and a mix of caps, lower case and numbers in passwords
3. Reauthenticate before changing passwords
4. user must enter old pw before creating new one
5. Make authenticators unforgeable
6. do not allow email or user ID as password
Using WORD, write a brief paper of 200-300 words explaining each of these security recommendations. Do you agree or disagree with these recommendations. Would you change, add or delete any of these?
Add additional criteria as you see necesarry.
Assignment 5:
Do a bit of research on JSON and AJAX.
How do they relate to the the Same-Origin policy?
Assignment 6:
Use the Web to search for methods to prevent XSS attacks.
Write a brief description of more than one method.
Use your own words and supply references.
Assignment 7:
Topic:
The Dangers of Detailed Errors
Validating Input
Single Account Security
SQL Injection in Stored Procedures
Insecure Direct Object References
You are the web master of a college website. You share a server with other school departments such as accounting and HR.
Based on this chapter, create at least five security-related rules for staff members who are adding web pages being added to your site.
Include a justification and explanation for each rule. Rules should relate to college, staff and student, and system information security.
Assignment 8:
Do a bit if research into File Inclusion Vulnerability.
What is it?
Why is is dangerous?
What is the difference of low and remote inclusion?
What methods can me employed to prevent a security breach?
What programming languages are vulnerable to this type of attack.
Assignment 9:
Topic:
Threat Modeling
Threat Assessment
You are the web master for the Republican Party National Committee. Prepare a risk assessment analysis for your website. Some questions to consider:
Who is likely to attack your site?
When are attacks likely to occur?
What sort of attacks might take place?
How can you best minimize attacks and protect the integrity of your site?
Assignment 10:
Do a bit of research on penetration testing techniques. Investigate and document the following
Five network penetration testing techniques
Advantages and disadvantages of each
One notable social engineering test
Possible negative implications of penetration tesing.
.
HSAD 301- Weekly Discussion Board Grading Rubric
Students will earn points as follows:
Response to Assignment, Demonstration of Knowledge, and Quality of Response to other learners’ postings
Excellent
35 pts
Average
18 pts
Below Average
9 pts
None
0 pts
Clearly understands concepts and incorporates them in discussion
Always includes examples and real life applications, or reference/s
Always advances discussion
Understands concepts and incorporates them in discussion
Often/sometimes includes examples and real life applications, or reference/s.
Often/sometimes advances discussion
Not evident concepts are understood and are not incorporated in discussion
Examples and real life applications, or reference/s are not included
Responses are copied, have little to do with concepts and does not advance discussion
Did not post a response to the weekly discussion board assignment.
Did not respond/post to other learners’ postings.
Examples of the types of participation
While this obviously isn’t the only way to create a discussion, these examples should be helpful to you in identifying “what is” each level of participation.
Discussion about building a house-Original part of comment you are responding to:
The use of laminated beams in today’s building materials greatly reduces the need for other materials like steel beams.
Excellent
Very true, our text states that laminated beams are also more structurally sound and are made from young growth trees. By using laminated beams you can also reduce the number of regular wood beams you use. In essence, using these beams is also good for our environment-less lumber harvesting. Do you think architects are using more of these in today’s housing construction or do you think some still adhere to “old school” methods?
Average
Good point-I hadn’t thought about how it could reduce the need for steel beams. Laminated beams allow for the same load bearing strength without the cost and overall weight of a steel beam. I wonder if the steel industry is impacted at all by the introduction of laminated beams.
Below Average
Good point- I agree.
BOS 3401, Construction Safety 1
Course Description
Overview of key issues and practices related to the occupational safety and health (OSH) profession in the construction
industry. Examines construction standards, identification and control of hazards common to the construction industry, and
tools necessary for successful management of OSH related efforts.
Course Textbook
Johnson, D. (2013). DeWALT construction safety and OSHA handbook. Clifton Park, NY: Delmar.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Examine regulatory standards and laws related to occupational safety and health in the construction industry.
2. Describe occupational safety and health related regulatory practices in the U.S. as they apply to the construction
industry.
3. Evaluate injury, illness, and fata.
The document outlines the requirements for a group project on social psychology. Students must analyze group interactions focusing on either impression management or small group processes. They will choose a TV show to analyze related to their topic. They will write a 4000 word report including a theoretical framework, literature review on empirical studies, analysis of two TV show episodes applying the theory, and conclusion linking findings to the literature. The report is worth 45% of the total grade and will be assessed based on clarity, relevance, rigor of analysis, and conclusions.
Assignment 2 – Project Proposal Research into a .docxbraycarissa250
Assignment 2 – Project Proposal: Research into a Potential Project
Deliverables
1250 words (excluding reference list and title page).
Due date
Monday, August 19, 11:59pm. Start of Week 5
Value
30%
Marking criteria
See link in ‘Assessment Overview’ Page, in the CUC106 Learnline site.
Task overview
In this assignment, you are asked to present a project proposal with two possible design solutions based on research. This is in response to one of the Engineers Without Borders (EWB) Challenge design areas for the Suco Holarua communities in Timor-Leste. Your proposal should include background information about the underlying issue and a summary of your research informing your suggestion for two possible solutions.
Completion of this assignment will equip you to contribute well informed ideas about the logistics of possible project options. You will bring these ideas with you when forming a design team in Week 5, which will assist you and your team to develop a viable project.
Task details
Your assignment should contain the following:
· A title that describes the specifics of the project you are exploring. It should contain: the area context of the design (e.g. Soco Holarua communities, Timor-Leste), the issue being addressed, and the scale of the project (e.g. household or village level).
e.g. ‘Investigating innovative agriculture systems to mitigate the impact of hot sun on household farms in Holarua, Timor-Leste.’
· Background about the current situation and justification of the need for the project. This includes information about the community, the region, the way of life, and why improvements are necessary.
· A summary of your research findings informing the possibilities for the design. This is where you present a summary of relevant information found in three credible sources relating to your project. At least two of these sources must be found using the CDU library databases.
· Two possible design solutions.
Outline/structure
Body of Assignment
Use the following guide to structure your assignment:
· Title Page
· Design project title
· Your name and student number
· Body of Assignment
· References
· Marking criteria
Your assignment should include the following sections which should be numbered as indicated in report style.
1.0 Introduction
In one or two sentences describe the purpose of this assignment.
For example: This assignment will investigate a design response to the management of faecal sludge in rural areas of Timor-Leste. It will provide justification of and research informing the project and two possible design ideas.
2.0 Project background and justification:
One or two paragraphs that set the scene for your project and why it is necessary. This must contain a detailed description of the issue or problem your design is looking to address. Make it clear that you understand the current situation and the requirements of the community. Describe who in the community the design is for, an ...
1 Social Science Statistics Project 1 Global Issu.docxShiraPrater50
1
Social Science Statistics
Project 1: Global Issues and Local Conditions
CONTENTS:
Project 1 Description and Posting Instructions (Page 1)
Project 1 Components (Page 2)
Project 1 Peer Feedback and Revision Instructions (Page 4)
Project 1 Rubric (Page 5)
Project 1 Example (Page 6)
PROJECT 1 DESCRIPTION
This week, you are a social scientist who is investigating the UN Sustainable Development Goal (SDG) #12:
Ensure Sustainable Consumption and Production Patterns. This project will take the form of a report which
requires you to do the following: Connect one specific target of SDG #12 with conditions and efforts being
made here in Tampa, FL and propose research assessing USF students’ awareness, habits, or viewpoints,
related this specific target. Further, you will be asked to help classmates improve their own reports through
peer feedback, a common process undertaken by social science researchers. This assignment emphasizes
STA2122 learning objectives 1, 2, 4, 5, and 7:
1. the vocabulary and symbols used in social statistics
2. how to measure variables and test relationships at different levels
3. the basics of descriptive and inferential statistics
4. to become critical consumers of statistical information
5. about global systems and issues and associated dimensions (e.g., historical, political, economic, social,
cultural, environmental, technological)
6. to analyze global interrelationships and interdependencies across place and time
7. to formally report findings from statistical analyses
PROJECT 1 POSTING INSTRUCTIONS
• STEP 1: REPORT! A posting of your full report is due by 11:59pm on Sunday. Your report should address
all the components (1 to 3) described in the instructions. I would set aside 3-5 hours to complete this task.
o Be sure to check the example and the rubric.
o Proofread your work. Save a copy for future reference.
o Select the box that reads, "Reply" to post your work (usually copy + paste works, you may then
have to edit the work using the buttons above the text box).
• STEP 2: EVALUATE! Come back to the board before next Wednesday at 11:59pm and provide peer-
evaluations to two of your classmates. Please read instructions for more details. I would set aside 1 to 2
hours to complete these evaluations.
• STEP 3: REVISE! Come back to the board before next Sunday at 11:59pm and acknowledge any responses
your received to your post -- substantively address any comments, concerns, etc. At this time, you are
invited to post a REVISED version of your project to the discussion board for us to grade.
University of South Florida
Instructor: Dr. Erica L. Toothman
Email: [email protected]
2
PROJECT 1 (Main Report)
Component 1: Background Research (25 points). This week, you are a social scientist who is
investigating the UN Sustainable Development Goal (SDG) #12: Ensure Sustainable Consumption and Production
Patterns. First, I’d like you to review the facts ...
1 Social Science Statistics Project 1 Global Issu.docxpoulterbarbara
1
Social Science Statistics
Project 1: Global Issues and Local Conditions
CONTENTS:
Project 1 Description and Posting Instructions (Page 1)
Project 1 Components (Page 2)
Project 1 Peer Feedback and Revision Instructions (Page 4)
Project 1 Rubric (Page 5)
Project 1 Example (Page 6)
PROJECT 1 DESCRIPTION
This week, you are a social scientist who is investigating the UN Sustainable Development Goal (SDG) #12:
Ensure Sustainable Consumption and Production Patterns. This project will take the form of a report which
requires you to do the following: Connect one specific target of SDG #12 with conditions and efforts being
made here in Tampa, FL and propose research assessing USF students’ awareness, habits, or viewpoints,
related this specific target. Further, you will be asked to help classmates improve their own reports through
peer feedback, a common process undertaken by social science researchers. This assignment emphasizes
STA2122 learning objectives 1, 2, 4, 5, and 7:
1. the vocabulary and symbols used in social statistics
2. how to measure variables and test relationships at different levels
3. the basics of descriptive and inferential statistics
4. to become critical consumers of statistical information
5. about global systems and issues and associated dimensions (e.g., historical, political, economic, social,
cultural, environmental, technological)
6. to analyze global interrelationships and interdependencies across place and time
7. to formally report findings from statistical analyses
PROJECT 1 POSTING INSTRUCTIONS
• STEP 1: REPORT! A posting of your full report is due by 11:59pm on Sunday. Your report should address
all the components (1 to 3) described in the instructions. I would set aside 3-5 hours to complete this task.
o Be sure to check the example and the rubric.
o Proofread your work. Save a copy for future reference.
o Select the box that reads, "Reply" to post your work (usually copy + paste works, you may then
have to edit the work using the buttons above the text box).
• STEP 2: EVALUATE! Come back to the board before next Wednesday at 11:59pm and provide peer-
evaluations to two of your classmates. Please read instructions for more details. I would set aside 1 to 2
hours to complete these evaluations.
• STEP 3: REVISE! Come back to the board before next Sunday at 11:59pm and acknowledge any responses
your received to your post -- substantively address any comments, concerns, etc. At this time, you are
invited to post a REVISED version of your project to the discussion board for us to grade.
University of South Florida
Instructor: Dr. Erica L. Toothman
Email: [email protected]
2
PROJECT 1 (Main Report)
Component 1: Background Research (25 points). This week, you are a social scientist who is
investigating the UN Sustainable Development Goal (SDG) #12: Ensure Sustainable Consumption and Production
Patterns. First, I’d like you to review the facts.
Critical Thinking MOD 82 PGS TOTALStart by reading and follo.docxmydrynan
Critical Thinking
MOD 8
2 PGS TOTAL
Start by reading and following these instructions:
1. Quickly skim the questions or assignment below and the assignment rubric to help you focus.
2. Read the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.
3. Consider the discussion and the any insights you gained from it.
4. Create your Assignment submission and be sure to cite your sources, use APA style as required, check your spelling.
Assignment:
1. What is the difference between Physical Causal Explanations and Behavioral Casual Explanations, and how do they tie into critical thinking?
2. Name the types of explanations and how they are evaluated. Use examples from your life to support your answer.
3. What is an Inference to the Best Explanation and how does it relate to forming a hypothesis?
4. What are the definitions of aesthetic value and judgment? Use examples from your life to support your definition.
INTRODUCTION TO ETHICS
MOD 8
Start by reading and following these instructions:
1. Quickly skim the questions or assignment below and the assignment rubric to help you focus.
2. Read the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.
3. Consider the discussion and the any insights you gained from it.
4. Create your Assignment submission and be sure to cite your sources, use APA style as required, check your spelling.
Assignment:
Write an essay addressing each of the following points/questions. Separate your paper into sections outlined below. Each section in your paper needs a clear heading that allows your professor to know which bullet you are addressing in that section of your paper Review the rubric criteria for this assignment.
Your final assignment is to pull together all the information within the modules 1 – 8 to complete the final submission of your topic of choice from module 1. This assignment must be thorough and completely cover the aspects outlined in module 1.
When finalizing your final assignment, please:
· Introduce the topic you chose with its definition/background,
· Explain your opinion, for or against the topic, when you started your research and analysis,
· Discuss 2-3 reasons “from scholars” in favor and against the topic
· In summary format, review your findings and provide an answer if you are for or against the issue (your opinion) and why, based on the facts your scholarly research.
Assignment Expectations
Length: 2000 – 2250 words for this assignment
Structure: Include a title page and reference page in APA style. These do not count towards the minimum word requirement for this assignment.
References: Use the appropriate APA style in-text citations and references for all resources utilized to a.
Please following the directions listed below…..Ass.docxjanekahananbw
Please following the directions listed below…..
Assignment 2: Proposal for Organizational Learning Issues
Due Week 8 and worth 300 points
Using the information from Assignment 1 and the supporting documents, you must create a proposal for your CEO explaining the issue and implementation recommendations in transitioning the individual learning to organizational learning. Refer to the Project Proposal template, located in Week 8 of the online course shell for additional information on the content of each section of the proposal.
Write a five to seven (5-7) page proposal in which you:
Section 1: Project Summary
Summarize your findings along with the implementation recommendations.
Section 2: Project Background
Determine the issue that has disconnected the culture and organizational learning based on the three (3) selected mystifications from Assignment 1.
Critique the current OLM(s)’ hindrance to organizational learning and provide your recommendation(s) for the organization to address the issue.
Section 3: Project Goals and Methodology
Defend the one (1) OLM that is suitable (i.e., the OLM identified in Assignment 1) for the organization’s training and / or learning circumstances then suggest three (3) pros and three (3) cons of implementing the selected OLM. Next, diagnose the possible source that has prevented productive learning within the organization then support your recommendation(s) for a permanent change.
Suggest two (2) talent management strategies designed to prepare the organization for its readiness to share knowledge and maintain a learning environment.
Section 4: Project Risk Management
Elaborate on two (2) high resistance risks to this transition. Outline a plan for managing each resistance risk.
Generate a high quality After-Action Review (AAR) to monitor the effectiveness of the transition from individual to organization learning.
Specify one (1) training technique for the organization to introduce this new way of learning to the workforce. Next, examine whether or not the current organizational structure and processes can support transition from individual learning to organizational learning.
Use at least five (5) quality academic references in this assignment. Note: Wikipedia does not qualify as an academic resource.
Use the Project Proposal template located
here
.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Examine the processes of how organizations learn and organizat.
CSCI 561Research Paper Topic Proposal and Outline Instructions.docxmydrynan
CSCI 561
Research Paper: Topic Proposal and Outline Instructions
The easiest approach for selecting a topic for your paper might be to review the various subject areas covered in the course readings (i.e., search the bibliographies of the textbooks). Although the chosen topic must relate directly to the general subject area of this course, you are not limited to the concepts, techniques, and technologies specifically covered in this course.
Each Topic Outline must include the following 3 items:
1. A brief (at least 3–4 bullets with 1–2 sentences per bullet) overview of the research topics of your paper – you will need to address these in the actual paper. This will be titled “Research Objectives”.
2. A list of at least 3 questions (in a numbered list) you intend your research to ask and hopefully answer. These must be questions that will require you to draw conclusions from your research. These must not be questions to answer your research objectives. This section will be titled “Questions”
3. At least 3 initial research sources, 1 of which is an academic journal or other peer reviewed source. These should match APA formatting of sources.
Example formats for Topic Outlines (an example, not a template):
Research Objectives
· Briefly describe the overall concept of system integration.
· Discuss the traditional approach of big-bang integration including the major advantages and disadvantages of this approach.
· Discuss the traditional approaches of top-down and bottom-up integration and their major advantages and disadvantages.
· Discuss the traditional approach of mixed integration, combining the desirable advantages from the top-down and bottom-up integration approaches.
Questions
1. Why is system integration an important step in the software development process?
2. Why has big-bang integration not survived as a useful testing method?
3. Why have top-down and bottom-up integration not been replaced by more modern methods?
4. Why would you use mixed integration all the time rather than sometimes using top-down and bottom-up integration exclusively?
References
1. Herath, T. , & Rao, H. (2012). Encouraging information security behaviors in the best organizations: Role of penalties, pressures, and potential effectiveness. Descision Support Systems, 47(2), 154-165.
2. Testing Computer Software, 2nd Edition, by Cem Kaner
3. Anderson, R. (2008). Security Engineering: A Guide to Building Dependable Distributed Systems (2nd ed.). Cambridge, MA: Wiley.
During your research, if any substantial changes to your objective(s) are necessary, or a topic change is required, communicate with your instructor via email.
The Policy Research Paper: Topic Proposal and Outline is due by 11:59 p.m. (ET) on Sunday of Module/Week 2.
The Technology Research Paper: Topic Proposal and Outline is due by 11:59 p.m. (ET) on Sunday of Module/Week 5.
Quantitative Reasoning 2 Project
Shawn Cyr
MTH/216
01/16/2019
Mr. Kim
Running head: QUANTITATIVE REASONING 2 PROJEC.
36042 Topic SCI 207 Our Dependence upon the EnvironmentNumber.docxrhetttrevannion
This document outlines a proposed sociological study of rising crime rates in Baltimore. It identifies several factors that may be contributing to increased crime, including lack of employment opportunities, high rates of gun violence, and social inequality between classes and races. The proposed study would apply sociological concepts like strain theory and structural disorganization theory to better understand how these social conditions influence criminal behavior. A sociologist could provide new insights into this problem and ways to address its root causes from a social perspective. The proposal includes an annotated bibliography, research plan applying relevant concepts, and instructions for a short video presentation about the topic.
Part 1MOCK IRB Application Instructions Type your informa.docxsmile790243
Part 1
MOCK IRB Application
Instructions:
Type your information in the
shaded boxes
and insert an
“X”
in the applicable checkboxes.
Incomplete forms will delay the IRB review process and may be returned.
SECTION A: Investigators & Research Team
A1. Principal Investigator (P.I.)
:
Name:
Degree(s):
Title/Position:
Program:
Contact Numbers:
Physical Address:
MyCampus Email:
SECTION B: Research Information
B1: Title
B2: Introduction
Please provide a brief (350-500 word) summary of your research project, including background and rationale for your study. Be sure to include in your description what kinds of data you are planning to collect as part of your research (e.g., surveys, interviews, observations, etc.).
SECTION C: Review Type
C1. Does the study involve
greater than
minimal risk?
(
Minimal risk means that the probability and magnitude of harm or discomfort anticipated in the research are not greater in and of themselves than those ordinarily encountered in daily life or during the performance of routine physical or psychological examinations or tests.
More than minimal risk will require Full Committee Review
.)
Place an “X” next to the appropriate response.
[__]
Low/Minimal Risk
[__]
Greater Than Minimal Risk
C2. Which level of review do you believe best matches your research (Exempt, Expedited,
or
Full)?
For more information, view the categories on the
APUS IRB Website
.
[__]
a. Exempt
[__]
b. Expedited
[__]
c. Full Board Review
SECTION
D: Project Purpose/ Research Question/ Objectives
In non-technical language, address the following:
1)
Topic and scope of the study.
2)
Research questions or hypothesis.
3)
How this study will contribute to knowledge in the field.
1)
2)
3)
SECTION
E: Participant Population and Recruitment
E1. In non-technical language, address the following:
1)
Who will the participants be? How many participants? What ages will the participants be?
2)
What is the inclusion/exclusion criteria for participants?
3)
Where and how participants will be recruited?
1)
2)
3)
E2. This study will involve participants
with the following characteristics (place an “X” next to all that appl
y):
[__]
a. Not Applicable (e.g., de-identified datasets)
OR
[__]
Individuals who cannot read/speak English
[__]
Individuals living outside of the United States
[__]
Students of PI or Research Team Members
[__]
Students to be recruited in their educational setting (i.e. in class or at school)
[__]
Staff, Faculty, or Students
[__]
Minors/Children
[__]
Prisoners
[__]
Individuals with diagnosable psychological disorders
[__]
Individuals who are institutionalized
[__]
Individuals who are poor/uninsured
[__]
Pregnant women
[__]
Fetuses
[__]
Nursing home residents recruited in the nursing home
[__]
Individuals who are cognitively impaired
[__]
Individuals who are psychiatrically impaired
[__]
Limited or non-readers
[__]
Wards of.
Research Paper Using Word This assignment has two goals.docxaudeleypearl
Research Paper Using Word
This assignment has two goals: 1) have students, via research, increase their understanding of impacts of information
technology on current world issues, and 2) learn to correctly use the tools and techniques within Word to format a research
paper, including use of available References and citation tools. These skills will be valuable throughout a student’s
academic career.
The paper will require a title page, NO abstract, three to five full pages of content with incorporation of a minimum of 3
external resources from credible sources and a Works Cited/References page. Wikipedia and similar general information
sites, blogs or discussion groups are not considered creditable sources for a research project. No more than 10% of the
paper may be in the form of a direct citation from an external source. Choose your topic from the list of topics that follow
these organization steps.
Paper organization
Open Word and save a blank document with the following name:
“Student’s LastNameFirstInitial Research Paper”
The paper should be organized in the following way:
1. Title page:
a. Center in the middle of the page (horizontally and vertically) the title (subject) of the paper and below that
your name
2. Body of the paper:
a. Use 12-point Arial font
b. Set the margins at 1”
c. Length – 3-5 full pages, not counting the title page or the References page.
d. Include a minimum of 3 APA-formatted citations and related References page. Every reference must be cited
at least once, and every citation have an entry in the References list. If you are not familiar with APA format,
it is recommended that you use the References feature in Word for your citations and Reference List or refer
to the "Citing and Writing" option under the Resources/Library/Get Help area in the LEO classroom. It is
important to review the final format for APA-style correctness even if generated by Word.
e. Include at least two (2) informational footnotes. Footnotes are not used to list a reference! Footnotes contain
information about the topic to which the footnote has been attached.
f. Place the references on a separate page following the body of the paper. Note: Use a hard return (CTRL
Enter) after the end of your paper body and the start of the References page.
3. Organization of the content of the paper:
Include the following sections in the paper (include, in bold, the headings identified here):
a. Introduction - Identify the issue or idea. Explain why was the topic selected and what you are trying to
achieve (what is your end goal). The introduction should not be more than half a page; details will be
discussed in the follow-on areas.
b. Areas of interest, activity or issue – Define the issue or idea in greater detail. Define the specific problem
or problems or new idea. Identify other underlining or related issues as well as dependencies. Explain what
impacts will result if not addresse ...
1. For each of the following code segments, use OpenMP pragmas.docxdurantheseldine
1. For each of the following code segments, use OpenMP pragmas to make the loop parallel, or
explain why the code segment is not suitable for parallel execution.
a. for (i = 0; i < (int) sqrt(x); i++) {
a[i] = i + 12;
if (i < 10) b[i] = a[i];
}
b. flag = 0;
for (i = 0; (i < n) \& (!flag); i++) {
a[i] = 2.8 * i;
if (a[i] < b[i]) flag = 1;
}
c. for (i = 0; i < n; i++) {
a[i] = fun(i);
}
d. for (i = 0; i < n; i++) {
a[i] = fun(i);
if (a[i] < b[i]) b[i] = a[i];
}
e. for (i = 0; i < n; i++) {
a[i] = fun(i);
if (a[i] < b[i]) break;
}
f. product = 0;
for (i = 0; i < n; i++) {
product += a[i] * b[i];
}
g. for (i = j; i < 3 * j; i++) {
a[i] = a[i] + a[i-j];
}
h. for (i = j; i < n; i++) {
a[i] = c * a[i-j];
}
2. Suppose a parallel program completes execution on 32 processors in 348 seconds, and it has
been found that this program spends 21 seconds in initialization and cleanup on one processor, and for
the remaining time all 32 processors are active. What is the scaled speedup of this parallel program?
3. Suppose a parallel program executing on 20 processors spends 98% of its time inside parallel
code. What is the scaled speedup of this parallel program?
4. The table below shows the speedups observed for six different parallel programs A, B, C, D,
E, F as the number of processors is increased from 1 through 8.
Processors Speedup
A B C D E F
1 1.00 1.00 1.00 1.00 1.00 1.00
2 1.60 1.92 1.92 1.96 1.74 1.94
3 2.00 2.73 2.78 2.88 2.30 2.82
4 2.29 3.39 3.57 3.67 2.74 3.65
5 2.50 3.91 4.31 4.46 3.09 4.42
6 2.67 4.29 5.00 5.22 3.38 5.15
7 2.80 4.55 5.65 5.93 3.62 5.84
8 2.91 4.71 6.25 6.25 3.81 6.50
Using the Karp-Flatt metric as the basis, choose the statement that best describes the expected speedup
for each program with 16 processors.
I. The speedup achieved on 16 processors will probably be at least 40% higher than the speedup
achieved on eight processors.
II. The speedup achieved on 16 processors will probably be less than 40% higher than the speedup
achieved on eight processors, due to the increase in overhead as processors are added.
III. The speedup achieved on 16 processors will probably be less than 40% higher than the speedup
achieved on eight processors, due to the large serial component of the computation.
5. Let n ≥ f(p) denote the isoefficiency relation of a parallel system and let M(n) denote the
amount of memory required to store a problem of size n. Use the scalability function to rank the
parallel systems shown below from the most scalable to the least scalable:
a. f(p) = Cp, M(n) = n2.
b. f(p) = C√p, M(n) = n2.
c. f(p) = C√plog p, M(n) = n2.
d. f(p) = Cplog p, M(n) = n2.
e. f(p) = Cp, M(n) = n.
f. f(p) = Cp√p, M(n) = n.
g. f(p) = Cp2√p, M(n) = n.
6. Suppose a problem of size 100,000 can be solved in 15 hours on a computer today. Assuming
that the execution time is solely determined by the CPU speed, d.
05995 Topic Discussion 3Number of Pages 2 (Double Spaced).docxoswald1horne84988
05995 Topic: Discussion 3
Number of Pages: 2 (Double Spaced)
Number of sources: 1
Writing Style: APA
Type of document: Essay
Academic Level:Master
Category: Psychology
Language Style: English (U.S.)
Order Instructions: Attached
Discussion: Answer each question accordingly. Discuss, elaborate and give example on each question. Please use on the module chapter 7 and 8 as reference or sources. The Author of the Modules is (Cohen, R. J., Swerdlik, M. E, & Sturman, E. D. (2018). Psychological testing and assessment: An introduction to tests and measurement (9th ed.). New York, NY: McGraw-Hill).
Questions:
1.Of the major factors that affect a test's utility (psychometric soundness, cost, benefit), which is most important and why? 175 words
2.What are the differences between norm-referenced and criterion-referenced tests? What are some of the pros and cons of each, and when would each test be more appropriate?175 words
3.Review this week’s course materials and learning activities and reflect on your learning so far this week. Respond to one or more of the following prompts in one to two paragraphs: 175 words
1.
Provide citation and reference to the material(s) you discuss. Describe what you found interesting regarding this topic, and why.
2.
Describe how you will apply that learning in your daily life, including your work life.
3.
Describe what may be unclear to you, and what you would like to learn.
05993 Topic: Discussion 1
Number of Pages: 2 (Double Spaced)
Number of sources: 1
Writing Style: APA
Type of document: Essay
Academic Level:Master
Category: Psychology
Language Style: English (U.S.)
Order Instructions: Attached
Discussion: Answer each question accordingly. Discuss, elaborate and give example on each question. Please use on the module chapter 7 and 8 as reference or sources. The Author of the Modules is (Cohen, R. J., Swerdlik, M. E, & Sturman, E. D. (2018). Psychological testing and assessment: An introduction to tests and measurement (9th ed.). New York, NY: McGraw-Hill).
Questions:
1.Of the major factors that affect a test's utility (psychometric soundness, cost, benefit), which is most important and why? 175 words
2.What are the differences between norm-referenced and criterion-referenced tests? What are some of the pros and cons of each, and when would each test be more appropriate?175 words
3.Review this week’s course materials and learning activities and reflect on your learning so far this week. Respond to one or more of the following prompts in one to two paragraphs: 175 words
1.
Provide citation and reference to the material(s) you discuss. Describe what you found interesting regarding this topic, and why.
2.
Describe how you will apply that learning in your daily life, including your work life.
3.
Describe what may be unclear to you, and what you would like to learn.
Module Chapter 8 p655 wk3
C H A P T E R 8
Test Development
All tests are not created equal. The creation of a goo.
EDP 150 Thought Paper #2 (24 points) What do you need to i.docxbudabrooks46239
EDP 150 Thought Paper #2 (24 points)
What do you need to include in this paper?
In your second thought paper, you should imagine you are a researcher interested in investigating a topic
related to the psychology of gender. In a 4-page, double-spaced paper, please address the following questions:
1. What research question will you investigate? Why?
2. What method (e.g., experiment, quasi-experiment, correlation, naturalistic observation, case study,
interview, focus group) will you use to investigate your research question? Why?
3. What are two unique strengths of your chosen method? Please be sure to fully explain (i.e., multiple
sentences) why each strength should be considered a strength. Note: In order to earn credit for each
strength, it must be very clear that they are each unique.
4. What are two unique weaknesses of your chosen method? Please be sure to fully explain (i.e., multiple
sentences) why each weakness should be considered a weakness. Note: In order to earn credit for
each weakness, it must be very clear that they are each unique.
How long should this paper be?
This thought paper must be no longer than four, double-spaced pages. Quality of writing and coverage of the
required questions stated above is most important. However, your paper (excluding title and header with
name, date, etc.) should be at least 850 words, as it is extremely difficult to fully answer the questions
above in less than 850 words. If your submission is shorter than 850 words, you will incur a 3-point
penalty.
How should I format my paper?
Format restrictions are as follows: (1) double-spaced; (2) Times New Roman font; (3) 12-point font; (4) 1”
margins; (5) no longer than four pages; (6) Microsoft Word format (i.e., .doc, .docx); (7) minimum of 850
words beyond header and title; (8) multiple paragraphs. Please see the rubric for a breakdown of necessary
components and possible points.
What are some tips to help improve my chance of earning an A on this paper?
#1: Please proofread your paper!
Although this is not a writing class, writing coherent papers with minimal grammatical
and spelling errors is necessary for college success. Papers with numerous (~3 or more per page)
spelling/grammar, or other formatting mistakes will incur penalties. You should
reread and revise your assignment numerous times before submission. If it helps, have others proofread your
paper. Also, please be sure to adhere to the formatting restrictions.
#2: Please explicitly state major points!
It is often most beneficial to explicitly state major points in your paper (e.g., “The
research question that I will investigate is…”, or “I will use an interview because….”, or “One strength of this
approach is…”. This ensures clarity for your reader. The less ambiguity present in your writing, the higher your
final grade.
When is this paper due?
Your thought paper is due no later than Monday, April 6th at 11:59 pm. Papers submitted between Tuesday,
April.
DHA8013 Management Plan Task WorksheetManagement Plan Tas.docxduketjoy27252
DHA8013: Management Plan Task Worksheet
Management Plan Task Worksheet
List your project activities and related details. An example is given in the first row.
Task or Activity
Person Responsible
Duration
Due Date
Resources Needed
Comments
Approximate Cost
Meet with organizational CEO to obtain permission letter for research project
Researcher
2 hours
July 2012
Description of Research Project
Check address and directions
Travel: $10.00
1
Capella Proprietary and Confidential
Course_File_Template_Landscape.doc
Last updated: 5/29/2015 4:13 PM
Op-Code Operand Description
1 RXY LOAD the register R with the bit pattern found in the
memory cell whose address is XY
2 RXY LOAD the register R with the bit XY
3 RXY STORE the bit pattern found in register R in the memory
cell whose address is XY
4 0RS MOVE the bit pattern found in register R to register S
5 RST ADD the bit patterns in registers S and T as though they
were two’s complement representations and leave the
result in register R
6 RST ADD the bit patterns in registers S and T as though they
represented values in floating-point notation and leave the
result in register R
7 RST OR the bit pattern in registers S and T and place the result
in register R
8 RST AND the bit patterns in register S and T and place the
result in register R
9 RST Exclusive OR the bit patterns in registers S and T and
place the result in register R
A R0X ROTATE the bit pattern in register R one bit to the right X
times. Each time place the bit that started at the low-order
end at the high-order end.
B RXY JUMP to the instruction located in the memory cell at
address XY if the bit pattern in register R is equal to the bit
pattern in register number 0. Otherwise, continue with the
normal sequence of execution.
C 000 HALT execution
SCIENTIFIC MERIT REVIEW FORM
SCIENTIFIC MERIT REVIEW FORMSchool of Public Service Leadership
Scientific Merit Process
Dissertation researchers will use this form to go through the process of scientific merit review (SMR). The goals of this process are to:
(1) Facilitate the planning of the details of your dissertation research project.
(2) Allow for scientific merit review.
(3) Facilitate your progress through the dissertation.
This is not an addition to your dissertation but rather a step to assist you in obtaining mentor, committee, school, and IRB approval more efficiently. You must obtain scientific merit approval before writing your full dissertation proposal. Scientific merit approval is part of Dissertation Milestone 3, Mentor Approval. Scientific Merit Criteria
The following criteria will be used to establish scientific merit. The purpose of the review will determine if the study:
· Advances the scientific knowledge base.
· Makes a contribution to research theory.
· Meets certain “Hallmarks” of good research methodolog.
1. Experimental design refers to how experiments are structured in order to ensure validity and reliability of results.
2. There are several types of experimental designs including true experimental, quasi-experimental, pre-experimental, ex post facto, and factorial designs.
3. True experimental designs use random assignment and control/experimental groups to establish causation. Quasi-experimental designs lack random assignment so can only suggest relationships between variables. Ex post facto designs study pre-existing groups and cannot prove causation. Factorial designs study effects of multiple independent variables.
Outline InstructionsHere is the template that should help an.docxalfred4lewis58146
Outline Instructions
Here is the template that should help and save you some time. I also added the two outline examples I handed out in class. FOLLOW THESE RULES PLEASE : Keep all the labels in your outline (e.g. Attention Getter, Reason to Listen, Speaker Credibility, 1st Main Point, etc.). When typing next to the labels, make sure to switch away from bold text, and of course, you will need to move the subordination marks in the BODY to correspond to your own unique content. Think about three - four pages or so and two or three main points with content double-spaced, Times New Roman, 12 point font. Print up two outlines to be safe as you will need one for yourself to hold on to. Some important rules here:
(1) EVERYTHING is written in complete sentences
(2) Single sentences per point in the BODY {This rule can be broken in the INTRODUCTION and CONCLUSION}
(3) Do not allow your text to drag back; keep it lined up under your subordination marks in the BODY.
The best piece of advice I can give you is EMULATE THE LACROSSE Outline.
hello i want u to edit something in my assignment need it i.e. by less than 24 hours
What are the sections I want you to include about a paragraph of two on each? There are 5 basic things I want you to address.
so under each topic u have to write 2 paragraph
1-Topic Overview:
Develop an overview of your research idea addressing in general what the research problem is, why research in this area is needed, and the source of the
need (tell me who said this topic needed research done on it).
2. Researcher Qualifications:
Tell me why you are interested/motivated to do research in this topic area and what is your background to do research on this topic.
3. Topic Development:
Explain why your topic idea is a "researchable problem" and not a "personal problem." Apply the information in the text and notes
to explain to me how the 'Scientific method' can be applied to this topic and produce a valid answer.
4. Feasibility:
Evaluate the feasibility of doing this research. You'll need to read ahead to Chapter 4 in the text and notes on this part, but identify the resources
needed to accomplish this project and how you intend to obtain them.
5. Specific Research Question(s):
This is real heart of the research project, what is the specific question (or questions) that is currently unknown knowledge that you
Running head:Research Paper on The impact of Technology on Business Relationships 1
Research Paper on The impact of Technology on Business Relationships
Student’s Name
Instructor’s name
Affiliation
Course
Date
Research Paper on The impact of Technology on Business Relationships
.
This document provides guidance for faculty on setting up, participating in, and grading discussion threads in online courses. It discusses elements of high-quality faculty posts, applying Bloom's Taxonomy to threads, requirements for student participation and grading rubrics, and tips for providing feedback to students in the gradebook. Faculty are encouraged to plan threads around the learning objectives and course materials and to engage students through questioning while maintaining a positive learning environment.
This document provides guidance on structuring online discussion boards to maximize participation and ensure learning objectives are met. It recommends identifying clear learning objectives and giving students specific tasks like posting unique initial responses and replying to classmates' posts in particular ways. For example, having students find real-world examples of a topic and analyze what category it fits in. It also suggests using multiple prompts, smaller groups, and calibrated deadlines to guide meaningful dialogue. The goal is engaging students in applying concepts, not just replying sequentially, through structured discussions aligned to intended learning outcomes.
Sheet1Rate your skills using the following scaleChapter 1 You Ma.docxbjohn46
Sheet1Rate your skills using the following scale:Chapter 1: You Make A DifferenceChapter 2: Credibility is the Foundation of Leadership1= Strongly Disagree4= AgreeQuestionScoreQuestionScore2= Disagree5= Strongly Agree20403= Partly Agree20090230140Total0Total01. Balance focusing on the future with an understanding of the present and events from the past.Chapter 3: Values Drive CommitmentChapter 4: Focusing on the Future Sets Leaders Apart2. Maintain self-awareness in external challenges or unexpected events.QuestionScoreQuestionScore70103. Support others in achieving their objectives through regular one-on-one meetings.1101502601604. Take time regularly to get updated on current events.Total0Total05. In conversation, provide undivided attention, show interest, and suspend judgment.Chapter 5: You Can’t Do It AloneChapter 6: Trust RulesQuestionScore6. Forthright and candid in all situations with all people.30QuestionScore170607. Show respect when questioning the ideas and opinions of others.250210Total02708. Take actions that create forward momentum.Total09. Attend industry functions and trade shows on a regular basis.Chapter 7: Challenge is the Crucible for GreatnessChapter 8: You Either Lead by Example or Don’t Lead At AllQuestionScoreQuestionScore10. Explore, identify, and define the nature, cause, and implications of problems.8013010018011. Demonstrate consistency between expressed beliefs, values, and actions.280240Total0Total012. Continuously give and receive feedback on results of learning efforts.13. Assess which role is most appropriate for the person and situation.Chapter 9: The Best Leaders Are The Best LearnersChapter 10: Leadership is an Affair of the HeartQuestionScoreQuestionScore14. Possess an understanding of business operations (budgeting, marketing, sales, etc.).1205019022030029015. Manage time in a way that balances personal and professional objectives.Total0Total016. Focus on actual results of a process or plan.17. Build relationships and ask questions to support a variety of initiatives.The totals from each chapter will show you your score.Refer to the range of scores to identify what type of further action you should take.18. Demonstrate an understanding of living and leading by example.3-6: Taking immediate action to improve your results is suggested.7-12: Develop action plans to be implemented over the next month.19. Identify and develop skills and effective behavior in others.13-15: You are performing well as a leader. Pinpoint areas to optimize your performance.20. Possess technical competencies to achieve relevant goals and objectives.21. Consistently and clearly communicates the desired results of a process or plan.22. Align people’s visions, values, goals, and action plans with bigger picture.23. Possess an understanding of industry trends.24. Identify and change self-defeating behaviors.25. Explore readiness to change and move ahead by knowing the stages of group development.26. Know what I value an.
The document contains quarterly sales data for various salespeople organized by region, quarter, and amount of quarterly sales. It lists the name of each salesperson, their region, and their quarterly sales amount for three different quarters (March 31, June 30, and September 30). There are a total of 15 salespeople listed with their sales data.
This document provides a summary of a chapter that discusses how organizations can adapt to continuous change by emphasizing innovation, creativity, agility, and learning. It uses Hyundai as a case study example of a company that has successfully transformed itself from a low-quality, "me-too" automaker to a major global competitor through leadership focus, a dynamic culture, competitive strategies, high-quality products, innovative design, and an empowered workforce. The chapter introduction examines the need for organizations to sustain not only strategic and structural changes but also cultural changes to motivate employees. It also briefly discusses Motorola's successful restructuring as an example of continuous innovation and creativity.
Sheet1Quantity (miles of pipeline)Total CostTotal Fixed CostTotal .docxbjohn46
Sheet1Quantity (miles of pipeline)Total CostTotal Fixed CostTotal Variable CostAverage Fixed CostAverage Variable CostMarginal Cost0$ 5,000$ 5,0001,000$ 11,5732,000$ 18,2083,000$ 29,2674,000$ 44,7505,000$ 64,6576,000$ 88,9877,000$ 117,7408,000$ 150,9189,000$ 188,51810,000$ 230,54311,000$ 276,99112,000$ 327,86313,000$ 383,15914,000$ 442,87815,000$ 507,02116,000$ 575,58717,000$ 648,57718,000$ 725,99119,000$ 807,82820,000$ 894,08921,000$ 984,77422,000$ 1,079,88223,000$ 1,179,41424,000$ 1,283,37025,000$ 1,391,74926,000$ 1,504,55227,000$ 1,621,77828,000$ 1,743,42929,000$ 1,869,50230,000$ 2,000,000
Week 4
Will Fence owns a 70-acre large timber and Christmas tree farm. The Christmas farm gets busy in August and September when Will identifies and flags the trees suitable for Christmas season. Starting in October, the flagged trees will be cut, baled, and trucked to the storage yard where they will stay until shipped. The storage yard is situated in an area that offers shade and protection from the wind to maintain the freshness of the tree. The trees are stacked with the tops locked together to keep the sun and wind away from them.
Will has just purchased an additional 40 acres and will need to expand his storage yard by 40,000 square feet. The budget for this expansion is $55,000. Will has hired your team to design a process to contract resources to expand the storage yard.
Cover the following as requested by Will:
· Description of the contract resource procurement process (from start to closure).
· Explanation of how the contract resources procurement process that was described will assist Will in negotiating the best purchase.
· Explanation to Will why the team believes the process is efficient and achieves the results desired.
· Identification of any risks associated with procuring these resources and explanation of the role of risk management in this process.
· Explanation of how the process may be improved upon.
· Other recommendations the team may have for Will to consider.
Graphing Supply and Demand
Supply and demand are so important for both consumers and producers
because both of these concepts work together to determine the overall price
of an item, as well as the total quantity sold in a market. To see how this
works, we can show both on a graph such as you see in the header image
above.
Remember that demand is a relationship between price and the quantity that
consumers are willing and able to pay. This is an inverse, or negative,
relationship, in which the variable's price and quantity move in opposite
directions. This would be depicted as a downward sloping curve on a graph.
Similarly, supply is a relationship between the price of an item and the
quantity that producers are willing to supply. This is a direct, or positive,
relationship, in which the variable's price and quantity move in the same
direction. This would be depicted as an u.
Sheet1Pro Forma Income StatementYear 1Year 2Year 3Year 4Year 5Visi.docxbjohn46
Sheet1Pro Forma Income StatementYear 1Year 2Year 3Year 4Year 5Visits4,8825,1265,3825,6525,934Revenue Per Visit$450$450$450$450$450Gross RevenuePatient Reveue Gross Patient RevenueDeductions from Patient RevenueContractual Total Deductions from Revenue Net Patient Revenue$0$0$0$0$0Operating ExpensesSalaries and WagesEmployee BenefitsUtilitiesRepair/MaintenanceHousekeepingTelephone Service Depreciation MalpracticeMiscellaneous/OtherVariable Medical Supply CostsOther Non-Personnel Costs Total Operating ExpensesExcess of Rev over Exp. From Operations$0$0$0$0$0Cummulative Income$0$0$0$0$0Net Cash from Excess Rev (excl Depreciation)$0$0$0$0$0Cummulative Income Net Cash$0$0$0$0$0
Sheet2
Sheet3
Write an essay of about 750 to 1000 words, or 3 to 4 pages (double-
spaced), in response to the ALL the prompts below (4 Paragraphs) .
The relevant texts for Essay are the assigned:
* Sorensen, A Brief History of the Paradox, pp. 184- 185 on McTaggart
and pp. 173-176 on Augustine’s theory of time as subjective.
* David Lewis, “The Paradoxes of Time Travel”.
— Do not use any other outside sources! This is not a report on what
others have written about McTaggart or Lewis or time travel. This is
an exercise in thinking-by-writing!
Consider our discussions of, on one hand, McTaggart’s seemingly
paradoxical argument that time is “unreal” and, on the other hand,
Lewis’ account of the seemingly paradoxical possibility of time travel.
Write an essay in which you explore the potential “paradoxes” of time
we considered in McTaggart’s argument that “time is unreal” and in
Lewis’ account of time travel as “possible” in a “strange” possible world
(unlike our own).
Specifically, structure your narrative in response to the following
themes.
Paragraph 1: Explain the distinction between the “A series” and the “B
series” of time, as McTaggart introduced these terms. Why did
McTaggart think A time is more fundamental than B time? Why did he
think A time is impossible?
Paragraph 2: Explain Lewis’ distinction between “external time” and
“personal time”. How does Lewis’ distinction compare with
McTaggart’s distinction above?
Paragraph 3: Explain how, for Lewis, time travel is possible, even if
strange. What is a “person”, for Lewis? What then is “personal
identity”? How would the structure of a person over time, as Lewis
characterizes this form of personal identity, entail that a person could
travel either forward into the future or back into the past and encounter
“himself”/”herself”/”theirself” in a past or a future time?
Paragraph 4: Briefly: Do you find time travel, per Lewis, intuitively
possible? You may, if you like, consider the popular film “Back to the
Future” (1986), or you may consider how our imagination in science
fiction scenarios may address the possibility of time travel.
A U G U S T I N E ’S P R A G M A T I C P A R A D OX E S 173
became more alarming as philosophers became increasingly
persua.
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1
Social Science Statistics
Project 1: Global Issues and Local Conditions
CONTENTS:
Project 1 Description and Posting Instructions (Page 1)
Project 1 Components (Page 2)
Project 1 Peer Feedback and Revision Instructions (Page 4)
Project 1 Rubric (Page 5)
Project 1 Example (Page 6)
PROJECT 1 DESCRIPTION
This week, you are a social scientist who is investigating the UN Sustainable Development Goal (SDG) #12:
Ensure Sustainable Consumption and Production Patterns. This project will take the form of a report which
requires you to do the following: Connect one specific target of SDG #12 with conditions and efforts being
made here in Tampa, FL and propose research assessing USF students’ awareness, habits, or viewpoints,
related this specific target. Further, you will be asked to help classmates improve their own reports through
peer feedback, a common process undertaken by social science researchers. This assignment emphasizes
STA2122 learning objectives 1, 2, 4, 5, and 7:
1. the vocabulary and symbols used in social statistics
2. how to measure variables and test relationships at different levels
3. the basics of descriptive and inferential statistics
4. to become critical consumers of statistical information
5. about global systems and issues and associated dimensions (e.g., historical, political, economic, social,
cultural, environmental, technological)
6. to analyze global interrelationships and interdependencies across place and time
7. to formally report findings from statistical analyses
PROJECT 1 POSTING INSTRUCTIONS
• STEP 1: REPORT! A posting of your full report is due by 11:59pm on Sunday. Your report should address
all the components (1 to 3) described in the instructions. I would set aside 3-5 hours to complete this task.
o Be sure to check the example and the rubric.
o Proofread your work. Save a copy for future reference.
o Select the box that reads, "Reply" to post your work (usually copy + paste works, you may then
have to edit the work using the buttons above the text box).
• STEP 2: EVALUATE! Come back to the board before next Wednesday at 11:59pm and provide peer-
evaluations to two of your classmates. Please read instructions for more details. I would set aside 1 to 2
hours to complete these evaluations.
• STEP 3: REVISE! Come back to the board before next Sunday at 11:59pm and acknowledge any responses
your received to your post -- substantively address any comments, concerns, etc. At this time, you are
invited to post a REVISED version of your project to the discussion board for us to grade.
University of South Florida
Instructor: Dr. Erica L. Toothman
Email: [email protected]
2
PROJECT 1 (Main Report)
Component 1: Background Research (25 points). This week, you are a social scientist who is
investigating the UN Sustainable Development Goal (SDG) #12: Ensure Sustainable Consumption and Production
Patterns. First, I’d like you to review the facts.
Critical Thinking MOD 82 PGS TOTALStart by reading and follo.docxmydrynan
Critical Thinking
MOD 8
2 PGS TOTAL
Start by reading and following these instructions:
1. Quickly skim the questions or assignment below and the assignment rubric to help you focus.
2. Read the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.
3. Consider the discussion and the any insights you gained from it.
4. Create your Assignment submission and be sure to cite your sources, use APA style as required, check your spelling.
Assignment:
1. What is the difference between Physical Causal Explanations and Behavioral Casual Explanations, and how do they tie into critical thinking?
2. Name the types of explanations and how they are evaluated. Use examples from your life to support your answer.
3. What is an Inference to the Best Explanation and how does it relate to forming a hypothesis?
4. What are the definitions of aesthetic value and judgment? Use examples from your life to support your definition.
INTRODUCTION TO ETHICS
MOD 8
Start by reading and following these instructions:
1. Quickly skim the questions or assignment below and the assignment rubric to help you focus.
2. Read the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.
3. Consider the discussion and the any insights you gained from it.
4. Create your Assignment submission and be sure to cite your sources, use APA style as required, check your spelling.
Assignment:
Write an essay addressing each of the following points/questions. Separate your paper into sections outlined below. Each section in your paper needs a clear heading that allows your professor to know which bullet you are addressing in that section of your paper Review the rubric criteria for this assignment.
Your final assignment is to pull together all the information within the modules 1 – 8 to complete the final submission of your topic of choice from module 1. This assignment must be thorough and completely cover the aspects outlined in module 1.
When finalizing your final assignment, please:
· Introduce the topic you chose with its definition/background,
· Explain your opinion, for or against the topic, when you started your research and analysis,
· Discuss 2-3 reasons “from scholars” in favor and against the topic
· In summary format, review your findings and provide an answer if you are for or against the issue (your opinion) and why, based on the facts your scholarly research.
Assignment Expectations
Length: 2000 – 2250 words for this assignment
Structure: Include a title page and reference page in APA style. These do not count towards the minimum word requirement for this assignment.
References: Use the appropriate APA style in-text citations and references for all resources utilized to a.
Please following the directions listed below…..Ass.docxjanekahananbw
Please following the directions listed below…..
Assignment 2: Proposal for Organizational Learning Issues
Due Week 8 and worth 300 points
Using the information from Assignment 1 and the supporting documents, you must create a proposal for your CEO explaining the issue and implementation recommendations in transitioning the individual learning to organizational learning. Refer to the Project Proposal template, located in Week 8 of the online course shell for additional information on the content of each section of the proposal.
Write a five to seven (5-7) page proposal in which you:
Section 1: Project Summary
Summarize your findings along with the implementation recommendations.
Section 2: Project Background
Determine the issue that has disconnected the culture and organizational learning based on the three (3) selected mystifications from Assignment 1.
Critique the current OLM(s)’ hindrance to organizational learning and provide your recommendation(s) for the organization to address the issue.
Section 3: Project Goals and Methodology
Defend the one (1) OLM that is suitable (i.e., the OLM identified in Assignment 1) for the organization’s training and / or learning circumstances then suggest three (3) pros and three (3) cons of implementing the selected OLM. Next, diagnose the possible source that has prevented productive learning within the organization then support your recommendation(s) for a permanent change.
Suggest two (2) talent management strategies designed to prepare the organization for its readiness to share knowledge and maintain a learning environment.
Section 4: Project Risk Management
Elaborate on two (2) high resistance risks to this transition. Outline a plan for managing each resistance risk.
Generate a high quality After-Action Review (AAR) to monitor the effectiveness of the transition from individual to organization learning.
Specify one (1) training technique for the organization to introduce this new way of learning to the workforce. Next, examine whether or not the current organizational structure and processes can support transition from individual learning to organizational learning.
Use at least five (5) quality academic references in this assignment. Note: Wikipedia does not qualify as an academic resource.
Use the Project Proposal template located
here
.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Examine the processes of how organizations learn and organizat.
CSCI 561Research Paper Topic Proposal and Outline Instructions.docxmydrynan
CSCI 561
Research Paper: Topic Proposal and Outline Instructions
The easiest approach for selecting a topic for your paper might be to review the various subject areas covered in the course readings (i.e., search the bibliographies of the textbooks). Although the chosen topic must relate directly to the general subject area of this course, you are not limited to the concepts, techniques, and technologies specifically covered in this course.
Each Topic Outline must include the following 3 items:
1. A brief (at least 3–4 bullets with 1–2 sentences per bullet) overview of the research topics of your paper – you will need to address these in the actual paper. This will be titled “Research Objectives”.
2. A list of at least 3 questions (in a numbered list) you intend your research to ask and hopefully answer. These must be questions that will require you to draw conclusions from your research. These must not be questions to answer your research objectives. This section will be titled “Questions”
3. At least 3 initial research sources, 1 of which is an academic journal or other peer reviewed source. These should match APA formatting of sources.
Example formats for Topic Outlines (an example, not a template):
Research Objectives
· Briefly describe the overall concept of system integration.
· Discuss the traditional approach of big-bang integration including the major advantages and disadvantages of this approach.
· Discuss the traditional approaches of top-down and bottom-up integration and their major advantages and disadvantages.
· Discuss the traditional approach of mixed integration, combining the desirable advantages from the top-down and bottom-up integration approaches.
Questions
1. Why is system integration an important step in the software development process?
2. Why has big-bang integration not survived as a useful testing method?
3. Why have top-down and bottom-up integration not been replaced by more modern methods?
4. Why would you use mixed integration all the time rather than sometimes using top-down and bottom-up integration exclusively?
References
1. Herath, T. , & Rao, H. (2012). Encouraging information security behaviors in the best organizations: Role of penalties, pressures, and potential effectiveness. Descision Support Systems, 47(2), 154-165.
2. Testing Computer Software, 2nd Edition, by Cem Kaner
3. Anderson, R. (2008). Security Engineering: A Guide to Building Dependable Distributed Systems (2nd ed.). Cambridge, MA: Wiley.
During your research, if any substantial changes to your objective(s) are necessary, or a topic change is required, communicate with your instructor via email.
The Policy Research Paper: Topic Proposal and Outline is due by 11:59 p.m. (ET) on Sunday of Module/Week 2.
The Technology Research Paper: Topic Proposal and Outline is due by 11:59 p.m. (ET) on Sunday of Module/Week 5.
Quantitative Reasoning 2 Project
Shawn Cyr
MTH/216
01/16/2019
Mr. Kim
Running head: QUANTITATIVE REASONING 2 PROJEC.
36042 Topic SCI 207 Our Dependence upon the EnvironmentNumber.docxrhetttrevannion
This document outlines a proposed sociological study of rising crime rates in Baltimore. It identifies several factors that may be contributing to increased crime, including lack of employment opportunities, high rates of gun violence, and social inequality between classes and races. The proposed study would apply sociological concepts like strain theory and structural disorganization theory to better understand how these social conditions influence criminal behavior. A sociologist could provide new insights into this problem and ways to address its root causes from a social perspective. The proposal includes an annotated bibliography, research plan applying relevant concepts, and instructions for a short video presentation about the topic.
Part 1MOCK IRB Application Instructions Type your informa.docxsmile790243
Part 1
MOCK IRB Application
Instructions:
Type your information in the
shaded boxes
and insert an
“X”
in the applicable checkboxes.
Incomplete forms will delay the IRB review process and may be returned.
SECTION A: Investigators & Research Team
A1. Principal Investigator (P.I.)
:
Name:
Degree(s):
Title/Position:
Program:
Contact Numbers:
Physical Address:
MyCampus Email:
SECTION B: Research Information
B1: Title
B2: Introduction
Please provide a brief (350-500 word) summary of your research project, including background and rationale for your study. Be sure to include in your description what kinds of data you are planning to collect as part of your research (e.g., surveys, interviews, observations, etc.).
SECTION C: Review Type
C1. Does the study involve
greater than
minimal risk?
(
Minimal risk means that the probability and magnitude of harm or discomfort anticipated in the research are not greater in and of themselves than those ordinarily encountered in daily life or during the performance of routine physical or psychological examinations or tests.
More than minimal risk will require Full Committee Review
.)
Place an “X” next to the appropriate response.
[__]
Low/Minimal Risk
[__]
Greater Than Minimal Risk
C2. Which level of review do you believe best matches your research (Exempt, Expedited,
or
Full)?
For more information, view the categories on the
APUS IRB Website
.
[__]
a. Exempt
[__]
b. Expedited
[__]
c. Full Board Review
SECTION
D: Project Purpose/ Research Question/ Objectives
In non-technical language, address the following:
1)
Topic and scope of the study.
2)
Research questions or hypothesis.
3)
How this study will contribute to knowledge in the field.
1)
2)
3)
SECTION
E: Participant Population and Recruitment
E1. In non-technical language, address the following:
1)
Who will the participants be? How many participants? What ages will the participants be?
2)
What is the inclusion/exclusion criteria for participants?
3)
Where and how participants will be recruited?
1)
2)
3)
E2. This study will involve participants
with the following characteristics (place an “X” next to all that appl
y):
[__]
a. Not Applicable (e.g., de-identified datasets)
OR
[__]
Individuals who cannot read/speak English
[__]
Individuals living outside of the United States
[__]
Students of PI or Research Team Members
[__]
Students to be recruited in their educational setting (i.e. in class or at school)
[__]
Staff, Faculty, or Students
[__]
Minors/Children
[__]
Prisoners
[__]
Individuals with diagnosable psychological disorders
[__]
Individuals who are institutionalized
[__]
Individuals who are poor/uninsured
[__]
Pregnant women
[__]
Fetuses
[__]
Nursing home residents recruited in the nursing home
[__]
Individuals who are cognitively impaired
[__]
Individuals who are psychiatrically impaired
[__]
Limited or non-readers
[__]
Wards of.
Research Paper Using Word This assignment has two goals.docxaudeleypearl
Research Paper Using Word
This assignment has two goals: 1) have students, via research, increase their understanding of impacts of information
technology on current world issues, and 2) learn to correctly use the tools and techniques within Word to format a research
paper, including use of available References and citation tools. These skills will be valuable throughout a student’s
academic career.
The paper will require a title page, NO abstract, three to five full pages of content with incorporation of a minimum of 3
external resources from credible sources and a Works Cited/References page. Wikipedia and similar general information
sites, blogs or discussion groups are not considered creditable sources for a research project. No more than 10% of the
paper may be in the form of a direct citation from an external source. Choose your topic from the list of topics that follow
these organization steps.
Paper organization
Open Word and save a blank document with the following name:
“Student’s LastNameFirstInitial Research Paper”
The paper should be organized in the following way:
1. Title page:
a. Center in the middle of the page (horizontally and vertically) the title (subject) of the paper and below that
your name
2. Body of the paper:
a. Use 12-point Arial font
b. Set the margins at 1”
c. Length – 3-5 full pages, not counting the title page or the References page.
d. Include a minimum of 3 APA-formatted citations and related References page. Every reference must be cited
at least once, and every citation have an entry in the References list. If you are not familiar with APA format,
it is recommended that you use the References feature in Word for your citations and Reference List or refer
to the "Citing and Writing" option under the Resources/Library/Get Help area in the LEO classroom. It is
important to review the final format for APA-style correctness even if generated by Word.
e. Include at least two (2) informational footnotes. Footnotes are not used to list a reference! Footnotes contain
information about the topic to which the footnote has been attached.
f. Place the references on a separate page following the body of the paper. Note: Use a hard return (CTRL
Enter) after the end of your paper body and the start of the References page.
3. Organization of the content of the paper:
Include the following sections in the paper (include, in bold, the headings identified here):
a. Introduction - Identify the issue or idea. Explain why was the topic selected and what you are trying to
achieve (what is your end goal). The introduction should not be more than half a page; details will be
discussed in the follow-on areas.
b. Areas of interest, activity or issue – Define the issue or idea in greater detail. Define the specific problem
or problems or new idea. Identify other underlining or related issues as well as dependencies. Explain what
impacts will result if not addresse ...
1. For each of the following code segments, use OpenMP pragmas.docxdurantheseldine
1. For each of the following code segments, use OpenMP pragmas to make the loop parallel, or
explain why the code segment is not suitable for parallel execution.
a. for (i = 0; i < (int) sqrt(x); i++) {
a[i] = i + 12;
if (i < 10) b[i] = a[i];
}
b. flag = 0;
for (i = 0; (i < n) \& (!flag); i++) {
a[i] = 2.8 * i;
if (a[i] < b[i]) flag = 1;
}
c. for (i = 0; i < n; i++) {
a[i] = fun(i);
}
d. for (i = 0; i < n; i++) {
a[i] = fun(i);
if (a[i] < b[i]) b[i] = a[i];
}
e. for (i = 0; i < n; i++) {
a[i] = fun(i);
if (a[i] < b[i]) break;
}
f. product = 0;
for (i = 0; i < n; i++) {
product += a[i] * b[i];
}
g. for (i = j; i < 3 * j; i++) {
a[i] = a[i] + a[i-j];
}
h. for (i = j; i < n; i++) {
a[i] = c * a[i-j];
}
2. Suppose a parallel program completes execution on 32 processors in 348 seconds, and it has
been found that this program spends 21 seconds in initialization and cleanup on one processor, and for
the remaining time all 32 processors are active. What is the scaled speedup of this parallel program?
3. Suppose a parallel program executing on 20 processors spends 98% of its time inside parallel
code. What is the scaled speedup of this parallel program?
4. The table below shows the speedups observed for six different parallel programs A, B, C, D,
E, F as the number of processors is increased from 1 through 8.
Processors Speedup
A B C D E F
1 1.00 1.00 1.00 1.00 1.00 1.00
2 1.60 1.92 1.92 1.96 1.74 1.94
3 2.00 2.73 2.78 2.88 2.30 2.82
4 2.29 3.39 3.57 3.67 2.74 3.65
5 2.50 3.91 4.31 4.46 3.09 4.42
6 2.67 4.29 5.00 5.22 3.38 5.15
7 2.80 4.55 5.65 5.93 3.62 5.84
8 2.91 4.71 6.25 6.25 3.81 6.50
Using the Karp-Flatt metric as the basis, choose the statement that best describes the expected speedup
for each program with 16 processors.
I. The speedup achieved on 16 processors will probably be at least 40% higher than the speedup
achieved on eight processors.
II. The speedup achieved on 16 processors will probably be less than 40% higher than the speedup
achieved on eight processors, due to the increase in overhead as processors are added.
III. The speedup achieved on 16 processors will probably be less than 40% higher than the speedup
achieved on eight processors, due to the large serial component of the computation.
5. Let n ≥ f(p) denote the isoefficiency relation of a parallel system and let M(n) denote the
amount of memory required to store a problem of size n. Use the scalability function to rank the
parallel systems shown below from the most scalable to the least scalable:
a. f(p) = Cp, M(n) = n2.
b. f(p) = C√p, M(n) = n2.
c. f(p) = C√plog p, M(n) = n2.
d. f(p) = Cplog p, M(n) = n2.
e. f(p) = Cp, M(n) = n.
f. f(p) = Cp√p, M(n) = n.
g. f(p) = Cp2√p, M(n) = n.
6. Suppose a problem of size 100,000 can be solved in 15 hours on a computer today. Assuming
that the execution time is solely determined by the CPU speed, d.
05995 Topic Discussion 3Number of Pages 2 (Double Spaced).docxoswald1horne84988
05995 Topic: Discussion 3
Number of Pages: 2 (Double Spaced)
Number of sources: 1
Writing Style: APA
Type of document: Essay
Academic Level:Master
Category: Psychology
Language Style: English (U.S.)
Order Instructions: Attached
Discussion: Answer each question accordingly. Discuss, elaborate and give example on each question. Please use on the module chapter 7 and 8 as reference or sources. The Author of the Modules is (Cohen, R. J., Swerdlik, M. E, & Sturman, E. D. (2018). Psychological testing and assessment: An introduction to tests and measurement (9th ed.). New York, NY: McGraw-Hill).
Questions:
1.Of the major factors that affect a test's utility (psychometric soundness, cost, benefit), which is most important and why? 175 words
2.What are the differences between norm-referenced and criterion-referenced tests? What are some of the pros and cons of each, and when would each test be more appropriate?175 words
3.Review this week’s course materials and learning activities and reflect on your learning so far this week. Respond to one or more of the following prompts in one to two paragraphs: 175 words
1.
Provide citation and reference to the material(s) you discuss. Describe what you found interesting regarding this topic, and why.
2.
Describe how you will apply that learning in your daily life, including your work life.
3.
Describe what may be unclear to you, and what you would like to learn.
05993 Topic: Discussion 1
Number of Pages: 2 (Double Spaced)
Number of sources: 1
Writing Style: APA
Type of document: Essay
Academic Level:Master
Category: Psychology
Language Style: English (U.S.)
Order Instructions: Attached
Discussion: Answer each question accordingly. Discuss, elaborate and give example on each question. Please use on the module chapter 7 and 8 as reference or sources. The Author of the Modules is (Cohen, R. J., Swerdlik, M. E, & Sturman, E. D. (2018). Psychological testing and assessment: An introduction to tests and measurement (9th ed.). New York, NY: McGraw-Hill).
Questions:
1.Of the major factors that affect a test's utility (psychometric soundness, cost, benefit), which is most important and why? 175 words
2.What are the differences between norm-referenced and criterion-referenced tests? What are some of the pros and cons of each, and when would each test be more appropriate?175 words
3.Review this week’s course materials and learning activities and reflect on your learning so far this week. Respond to one or more of the following prompts in one to two paragraphs: 175 words
1.
Provide citation and reference to the material(s) you discuss. Describe what you found interesting regarding this topic, and why.
2.
Describe how you will apply that learning in your daily life, including your work life.
3.
Describe what may be unclear to you, and what you would like to learn.
Module Chapter 8 p655 wk3
C H A P T E R 8
Test Development
All tests are not created equal. The creation of a goo.
EDP 150 Thought Paper #2 (24 points) What do you need to i.docxbudabrooks46239
EDP 150 Thought Paper #2 (24 points)
What do you need to include in this paper?
In your second thought paper, you should imagine you are a researcher interested in investigating a topic
related to the psychology of gender. In a 4-page, double-spaced paper, please address the following questions:
1. What research question will you investigate? Why?
2. What method (e.g., experiment, quasi-experiment, correlation, naturalistic observation, case study,
interview, focus group) will you use to investigate your research question? Why?
3. What are two unique strengths of your chosen method? Please be sure to fully explain (i.e., multiple
sentences) why each strength should be considered a strength. Note: In order to earn credit for each
strength, it must be very clear that they are each unique.
4. What are two unique weaknesses of your chosen method? Please be sure to fully explain (i.e., multiple
sentences) why each weakness should be considered a weakness. Note: In order to earn credit for
each weakness, it must be very clear that they are each unique.
How long should this paper be?
This thought paper must be no longer than four, double-spaced pages. Quality of writing and coverage of the
required questions stated above is most important. However, your paper (excluding title and header with
name, date, etc.) should be at least 850 words, as it is extremely difficult to fully answer the questions
above in less than 850 words. If your submission is shorter than 850 words, you will incur a 3-point
penalty.
How should I format my paper?
Format restrictions are as follows: (1) double-spaced; (2) Times New Roman font; (3) 12-point font; (4) 1”
margins; (5) no longer than four pages; (6) Microsoft Word format (i.e., .doc, .docx); (7) minimum of 850
words beyond header and title; (8) multiple paragraphs. Please see the rubric for a breakdown of necessary
components and possible points.
What are some tips to help improve my chance of earning an A on this paper?
#1: Please proofread your paper!
Although this is not a writing class, writing coherent papers with minimal grammatical
and spelling errors is necessary for college success. Papers with numerous (~3 or more per page)
spelling/grammar, or other formatting mistakes will incur penalties. You should
reread and revise your assignment numerous times before submission. If it helps, have others proofread your
paper. Also, please be sure to adhere to the formatting restrictions.
#2: Please explicitly state major points!
It is often most beneficial to explicitly state major points in your paper (e.g., “The
research question that I will investigate is…”, or “I will use an interview because….”, or “One strength of this
approach is…”. This ensures clarity for your reader. The less ambiguity present in your writing, the higher your
final grade.
When is this paper due?
Your thought paper is due no later than Monday, April 6th at 11:59 pm. Papers submitted between Tuesday,
April.
DHA8013 Management Plan Task WorksheetManagement Plan Tas.docxduketjoy27252
DHA8013: Management Plan Task Worksheet
Management Plan Task Worksheet
List your project activities and related details. An example is given in the first row.
Task or Activity
Person Responsible
Duration
Due Date
Resources Needed
Comments
Approximate Cost
Meet with organizational CEO to obtain permission letter for research project
Researcher
2 hours
July 2012
Description of Research Project
Check address and directions
Travel: $10.00
1
Capella Proprietary and Confidential
Course_File_Template_Landscape.doc
Last updated: 5/29/2015 4:13 PM
Op-Code Operand Description
1 RXY LOAD the register R with the bit pattern found in the
memory cell whose address is XY
2 RXY LOAD the register R with the bit XY
3 RXY STORE the bit pattern found in register R in the memory
cell whose address is XY
4 0RS MOVE the bit pattern found in register R to register S
5 RST ADD the bit patterns in registers S and T as though they
were two’s complement representations and leave the
result in register R
6 RST ADD the bit patterns in registers S and T as though they
represented values in floating-point notation and leave the
result in register R
7 RST OR the bit pattern in registers S and T and place the result
in register R
8 RST AND the bit patterns in register S and T and place the
result in register R
9 RST Exclusive OR the bit patterns in registers S and T and
place the result in register R
A R0X ROTATE the bit pattern in register R one bit to the right X
times. Each time place the bit that started at the low-order
end at the high-order end.
B RXY JUMP to the instruction located in the memory cell at
address XY if the bit pattern in register R is equal to the bit
pattern in register number 0. Otherwise, continue with the
normal sequence of execution.
C 000 HALT execution
SCIENTIFIC MERIT REVIEW FORM
SCIENTIFIC MERIT REVIEW FORMSchool of Public Service Leadership
Scientific Merit Process
Dissertation researchers will use this form to go through the process of scientific merit review (SMR). The goals of this process are to:
(1) Facilitate the planning of the details of your dissertation research project.
(2) Allow for scientific merit review.
(3) Facilitate your progress through the dissertation.
This is not an addition to your dissertation but rather a step to assist you in obtaining mentor, committee, school, and IRB approval more efficiently. You must obtain scientific merit approval before writing your full dissertation proposal. Scientific merit approval is part of Dissertation Milestone 3, Mentor Approval. Scientific Merit Criteria
The following criteria will be used to establish scientific merit. The purpose of the review will determine if the study:
· Advances the scientific knowledge base.
· Makes a contribution to research theory.
· Meets certain “Hallmarks” of good research methodolog.
1. Experimental design refers to how experiments are structured in order to ensure validity and reliability of results.
2. There are several types of experimental designs including true experimental, quasi-experimental, pre-experimental, ex post facto, and factorial designs.
3. True experimental designs use random assignment and control/experimental groups to establish causation. Quasi-experimental designs lack random assignment so can only suggest relationships between variables. Ex post facto designs study pre-existing groups and cannot prove causation. Factorial designs study effects of multiple independent variables.
Outline InstructionsHere is the template that should help an.docxalfred4lewis58146
Outline Instructions
Here is the template that should help and save you some time. I also added the two outline examples I handed out in class. FOLLOW THESE RULES PLEASE : Keep all the labels in your outline (e.g. Attention Getter, Reason to Listen, Speaker Credibility, 1st Main Point, etc.). When typing next to the labels, make sure to switch away from bold text, and of course, you will need to move the subordination marks in the BODY to correspond to your own unique content. Think about three - four pages or so and two or three main points with content double-spaced, Times New Roman, 12 point font. Print up two outlines to be safe as you will need one for yourself to hold on to. Some important rules here:
(1) EVERYTHING is written in complete sentences
(2) Single sentences per point in the BODY {This rule can be broken in the INTRODUCTION and CONCLUSION}
(3) Do not allow your text to drag back; keep it lined up under your subordination marks in the BODY.
The best piece of advice I can give you is EMULATE THE LACROSSE Outline.
hello i want u to edit something in my assignment need it i.e. by less than 24 hours
What are the sections I want you to include about a paragraph of two on each? There are 5 basic things I want you to address.
so under each topic u have to write 2 paragraph
1-Topic Overview:
Develop an overview of your research idea addressing in general what the research problem is, why research in this area is needed, and the source of the
need (tell me who said this topic needed research done on it).
2. Researcher Qualifications:
Tell me why you are interested/motivated to do research in this topic area and what is your background to do research on this topic.
3. Topic Development:
Explain why your topic idea is a "researchable problem" and not a "personal problem." Apply the information in the text and notes
to explain to me how the 'Scientific method' can be applied to this topic and produce a valid answer.
4. Feasibility:
Evaluate the feasibility of doing this research. You'll need to read ahead to Chapter 4 in the text and notes on this part, but identify the resources
needed to accomplish this project and how you intend to obtain them.
5. Specific Research Question(s):
This is real heart of the research project, what is the specific question (or questions) that is currently unknown knowledge that you
Running head:Research Paper on The impact of Technology on Business Relationships 1
Research Paper on The impact of Technology on Business Relationships
Student’s Name
Instructor’s name
Affiliation
Course
Date
Research Paper on The impact of Technology on Business Relationships
.
This document provides guidance for faculty on setting up, participating in, and grading discussion threads in online courses. It discusses elements of high-quality faculty posts, applying Bloom's Taxonomy to threads, requirements for student participation and grading rubrics, and tips for providing feedback to students in the gradebook. Faculty are encouraged to plan threads around the learning objectives and course materials and to engage students through questioning while maintaining a positive learning environment.
This document provides guidance on structuring online discussion boards to maximize participation and ensure learning objectives are met. It recommends identifying clear learning objectives and giving students specific tasks like posting unique initial responses and replying to classmates' posts in particular ways. For example, having students find real-world examples of a topic and analyze what category it fits in. It also suggests using multiple prompts, smaller groups, and calibrated deadlines to guide meaningful dialogue. The goal is engaging students in applying concepts, not just replying sequentially, through structured discussions aligned to intended learning outcomes.
Similar to Sheet1Table 1 temperature and impact energy values for steelTable.docx (17)
Sheet1Rate your skills using the following scaleChapter 1 You Ma.docxbjohn46
Sheet1Rate your skills using the following scale:Chapter 1: You Make A DifferenceChapter 2: Credibility is the Foundation of Leadership1= Strongly Disagree4= AgreeQuestionScoreQuestionScore2= Disagree5= Strongly Agree20403= Partly Agree20090230140Total0Total01. Balance focusing on the future with an understanding of the present and events from the past.Chapter 3: Values Drive CommitmentChapter 4: Focusing on the Future Sets Leaders Apart2. Maintain self-awareness in external challenges or unexpected events.QuestionScoreQuestionScore70103. Support others in achieving their objectives through regular one-on-one meetings.1101502601604. Take time regularly to get updated on current events.Total0Total05. In conversation, provide undivided attention, show interest, and suspend judgment.Chapter 5: You Can’t Do It AloneChapter 6: Trust RulesQuestionScore6. Forthright and candid in all situations with all people.30QuestionScore170607. Show respect when questioning the ideas and opinions of others.250210Total02708. Take actions that create forward momentum.Total09. Attend industry functions and trade shows on a regular basis.Chapter 7: Challenge is the Crucible for GreatnessChapter 8: You Either Lead by Example or Don’t Lead At AllQuestionScoreQuestionScore10. Explore, identify, and define the nature, cause, and implications of problems.8013010018011. Demonstrate consistency between expressed beliefs, values, and actions.280240Total0Total012. Continuously give and receive feedback on results of learning efforts.13. Assess which role is most appropriate for the person and situation.Chapter 9: The Best Leaders Are The Best LearnersChapter 10: Leadership is an Affair of the HeartQuestionScoreQuestionScore14. Possess an understanding of business operations (budgeting, marketing, sales, etc.).1205019022030029015. Manage time in a way that balances personal and professional objectives.Total0Total016. Focus on actual results of a process or plan.17. Build relationships and ask questions to support a variety of initiatives.The totals from each chapter will show you your score.Refer to the range of scores to identify what type of further action you should take.18. Demonstrate an understanding of living and leading by example.3-6: Taking immediate action to improve your results is suggested.7-12: Develop action plans to be implemented over the next month.19. Identify and develop skills and effective behavior in others.13-15: You are performing well as a leader. Pinpoint areas to optimize your performance.20. Possess technical competencies to achieve relevant goals and objectives.21. Consistently and clearly communicates the desired results of a process or plan.22. Align people’s visions, values, goals, and action plans with bigger picture.23. Possess an understanding of industry trends.24. Identify and change self-defeating behaviors.25. Explore readiness to change and move ahead by knowing the stages of group development.26. Know what I value an.
The document contains quarterly sales data for various salespeople organized by region, quarter, and amount of quarterly sales. It lists the name of each salesperson, their region, and their quarterly sales amount for three different quarters (March 31, June 30, and September 30). There are a total of 15 salespeople listed with their sales data.
This document provides a summary of a chapter that discusses how organizations can adapt to continuous change by emphasizing innovation, creativity, agility, and learning. It uses Hyundai as a case study example of a company that has successfully transformed itself from a low-quality, "me-too" automaker to a major global competitor through leadership focus, a dynamic culture, competitive strategies, high-quality products, innovative design, and an empowered workforce. The chapter introduction examines the need for organizations to sustain not only strategic and structural changes but also cultural changes to motivate employees. It also briefly discusses Motorola's successful restructuring as an example of continuous innovation and creativity.
Sheet1Quantity (miles of pipeline)Total CostTotal Fixed CostTotal .docxbjohn46
Sheet1Quantity (miles of pipeline)Total CostTotal Fixed CostTotal Variable CostAverage Fixed CostAverage Variable CostMarginal Cost0$ 5,000$ 5,0001,000$ 11,5732,000$ 18,2083,000$ 29,2674,000$ 44,7505,000$ 64,6576,000$ 88,9877,000$ 117,7408,000$ 150,9189,000$ 188,51810,000$ 230,54311,000$ 276,99112,000$ 327,86313,000$ 383,15914,000$ 442,87815,000$ 507,02116,000$ 575,58717,000$ 648,57718,000$ 725,99119,000$ 807,82820,000$ 894,08921,000$ 984,77422,000$ 1,079,88223,000$ 1,179,41424,000$ 1,283,37025,000$ 1,391,74926,000$ 1,504,55227,000$ 1,621,77828,000$ 1,743,42929,000$ 1,869,50230,000$ 2,000,000
Week 4
Will Fence owns a 70-acre large timber and Christmas tree farm. The Christmas farm gets busy in August and September when Will identifies and flags the trees suitable for Christmas season. Starting in October, the flagged trees will be cut, baled, and trucked to the storage yard where they will stay until shipped. The storage yard is situated in an area that offers shade and protection from the wind to maintain the freshness of the tree. The trees are stacked with the tops locked together to keep the sun and wind away from them.
Will has just purchased an additional 40 acres and will need to expand his storage yard by 40,000 square feet. The budget for this expansion is $55,000. Will has hired your team to design a process to contract resources to expand the storage yard.
Cover the following as requested by Will:
· Description of the contract resource procurement process (from start to closure).
· Explanation of how the contract resources procurement process that was described will assist Will in negotiating the best purchase.
· Explanation to Will why the team believes the process is efficient and achieves the results desired.
· Identification of any risks associated with procuring these resources and explanation of the role of risk management in this process.
· Explanation of how the process may be improved upon.
· Other recommendations the team may have for Will to consider.
Graphing Supply and Demand
Supply and demand are so important for both consumers and producers
because both of these concepts work together to determine the overall price
of an item, as well as the total quantity sold in a market. To see how this
works, we can show both on a graph such as you see in the header image
above.
Remember that demand is a relationship between price and the quantity that
consumers are willing and able to pay. This is an inverse, or negative,
relationship, in which the variable's price and quantity move in opposite
directions. This would be depicted as a downward sloping curve on a graph.
Similarly, supply is a relationship between the price of an item and the
quantity that producers are willing to supply. This is a direct, or positive,
relationship, in which the variable's price and quantity move in the same
direction. This would be depicted as an u.
Sheet1Pro Forma Income StatementYear 1Year 2Year 3Year 4Year 5Visi.docxbjohn46
Sheet1Pro Forma Income StatementYear 1Year 2Year 3Year 4Year 5Visits4,8825,1265,3825,6525,934Revenue Per Visit$450$450$450$450$450Gross RevenuePatient Reveue Gross Patient RevenueDeductions from Patient RevenueContractual Total Deductions from Revenue Net Patient Revenue$0$0$0$0$0Operating ExpensesSalaries and WagesEmployee BenefitsUtilitiesRepair/MaintenanceHousekeepingTelephone Service Depreciation MalpracticeMiscellaneous/OtherVariable Medical Supply CostsOther Non-Personnel Costs Total Operating ExpensesExcess of Rev over Exp. From Operations$0$0$0$0$0Cummulative Income$0$0$0$0$0Net Cash from Excess Rev (excl Depreciation)$0$0$0$0$0Cummulative Income Net Cash$0$0$0$0$0
Sheet2
Sheet3
Write an essay of about 750 to 1000 words, or 3 to 4 pages (double-
spaced), in response to the ALL the prompts below (4 Paragraphs) .
The relevant texts for Essay are the assigned:
* Sorensen, A Brief History of the Paradox, pp. 184- 185 on McTaggart
and pp. 173-176 on Augustine’s theory of time as subjective.
* David Lewis, “The Paradoxes of Time Travel”.
— Do not use any other outside sources! This is not a report on what
others have written about McTaggart or Lewis or time travel. This is
an exercise in thinking-by-writing!
Consider our discussions of, on one hand, McTaggart’s seemingly
paradoxical argument that time is “unreal” and, on the other hand,
Lewis’ account of the seemingly paradoxical possibility of time travel.
Write an essay in which you explore the potential “paradoxes” of time
we considered in McTaggart’s argument that “time is unreal” and in
Lewis’ account of time travel as “possible” in a “strange” possible world
(unlike our own).
Specifically, structure your narrative in response to the following
themes.
Paragraph 1: Explain the distinction between the “A series” and the “B
series” of time, as McTaggart introduced these terms. Why did
McTaggart think A time is more fundamental than B time? Why did he
think A time is impossible?
Paragraph 2: Explain Lewis’ distinction between “external time” and
“personal time”. How does Lewis’ distinction compare with
McTaggart’s distinction above?
Paragraph 3: Explain how, for Lewis, time travel is possible, even if
strange. What is a “person”, for Lewis? What then is “personal
identity”? How would the structure of a person over time, as Lewis
characterizes this form of personal identity, entail that a person could
travel either forward into the future or back into the past and encounter
“himself”/”herself”/”theirself” in a past or a future time?
Paragraph 4: Briefly: Do you find time travel, per Lewis, intuitively
possible? You may, if you like, consider the popular film “Back to the
Future” (1986), or you may consider how our imagination in science
fiction scenarios may address the possibility of time travel.
A U G U S T I N E ’S P R A G M A T I C P A R A D OX E S 173
became more alarming as philosophers became increasingly
persua.
Sheet1PMGT 576 Assignment Rubric – Unit 8 Assignment20Is the Lean .docxbjohn46
Sheet1PMGT 576 Assignment Rubric – Unit 8 Assignment20Is the Lean Canvas complete? Do each of the canvas sections demonstrate a clear understanding of the question or item posed? 20Do each of the canvas sections provide a clear, concise, and reasonable approach or description in addressing each one?20Does the canvas demonstrate creativity and innovation in addressing each of the sections?25The text is grammatically correct and there are no spelling or punctuation errors. 15Total100
CBIO Lab: Mitosis and Meiosis p. 1/10
Name:_________________________
Instructor: ___________ Section: ___
MITOSIS AND MEIOSIS
One of the tenets of cell theory is that all cells come from pre-existing cells. All individual
organisms begins with one cell, and yet in multicellular organisms the number of cells in the
adult may be in the trillions. This requires cells to repeatedly divide during the life of an
organism.
The average adult human body is made up of about 37 trillion cells. Of these, approximately 50
billion are fat cells and 2 billion are heart muscle cells. By the time you finish reading this
sentence, 50 million of your cells will have died and been replaced by others. Human cells are
estimated to divide nearly 2 trillion times every day. Amazingly, humans contain at least 10
times as many bacteria cells as human cells. The 100 trillion bacterial cells are much smaller
than human cells and have a faster generation time.
Mitosis and meiosis are two processes that produce new cells through cell division, which occurs
as a part of the cell cycle. The new “daughter” cells produced by these processes are quite
different because they have different purposes. These differences occur because the processes
have several key differences as outlined in the video lecture. You will be doing several lab
activities examining mitosis and meiosis and what can happen if problems occur during these
cell division processes.
Why are we doing this lab?
1. To gain a better understanding of the mitotic and meiotic processes of cell division that
occur in humans and all other animals.
2. To examine how issues in mitosis and meiosis can lead to diseases and disorders in
humans.
CBIO Lab: Mitosis and Meiosis p. 2/10
Background: Phases of mitosis
For each phase, draw and label:
a. Chromatin or chromosomes
b. Centrosomes
c. Microtubules/spindle
d. Cell membrane
CBIO Lab: Mitosis and Meiosis p. 3/10
Activity 1: Mitosis under the microscope
1. Use Google images of mitosis (Google “mitosis of onion root tip”) to identify cells in
interphase and all phases of mitosis.
Cells in…Interphase will have chromatin, not distinct chromosomes
Prophase will have distinctly visible chromosomes
Metaphase will have chromosomes lined up along the equator of the cell
Anaphase will have chromosomes separating at the centromeres
Telophase will have chromosomes decondensing into chromatin and a .
Sheet1Presentation by Tony StudentSlide NumberSlide TitleSlide Tex.docxbjohn46
Sheet1Presentation by Tony StudentSlide NumberSlide TitleSlide TextNarrativeComments1Social Media in the WorkplaceTitle Slide2Introduction“Twitter is not a technology, it’s a conversation – and it’s happening with or without you.” – Charlene Li, author
Over 306 million active Twitter users send 500 million Tweets daily *Hello, my name it Tony Student, I currently work as an Information Security Manager at a financial services firm in the Washington DC Metro area and am responsible for securing a multi-trillion dollar financial platform. Part of my responsibilities is to provide training and awareness on topics that deal with Information Security including the use of Social Media in the Workplace.
Social media is a powerful platform which helps connect people. According to Charlene Li, author of Groundswell, “Twitter is not a technology, it’s a conversation – and it’s happening with or without you.”
Consider the fact that every minute of every day roughly 5,800 tweets are posted to the Twitterverse. This amounts to over 500 million tweets daily! That statistic definitely echoes the sentiment of Charlene Li and is an important thing to consider when it comes to business. Social media can become a positive part of promoting a company's brand and allows a business to provide supreme customer service.3AgendaSocial Media Primer
Five Leading Practices on Social Media
Best Buy Case Study
Closing Remarks
Questions and AnswersFor today's agenda we are going to cover the following topics:
Social Media Primer - Which will provide insight into what social media is and its purpose
Five Leading Practices on Social Media - Tips on the appropriate use of Social Media
Best Buy Case Study - An example of how one big box retailer sets the tone and expectation on social media for business use
Closing Remarks - Final thoughts one how transformative social media can be for business
Questions and Answers - To be able to provide some time to answer those burning questions that you didn't realize you had until you saw this material.4Social Media PrimerAn online medium for social collaboration *
It’s all about the content
Pictures
Videos
Music
Social Media can enable business
Platforms include LinkedIN, Twitter, Facebook, etc.
According to the English Oxford Living Dictionary, Social Media are "Websites and applications that enable users to create and share content or to participate in social networking."
In other words, social media in an online medium for social collaboration. All said and done, it's all about the content that people and companies produce and publish to the masses. The platform is an enabler for businesses to create accessibility for consumers to producers of a product or idea.
Examples of social media platforms that you may already be familiar with include, LinkedIN, a professional social networking site; Twitter, a microblogging site, and Facebook which originally started out as a place for college folks to collaborate and quickly turned .
Sheet1Pretax IncomeYang, Ziyun make sure to add back income t.docxbjohn46
Sheet1Pretax Income
Yang, Ziyun: make sure to add back income tax paid through Nov. See account 999 Nov balance.
Subject to State Taxes- 0State Tax- 0Subject to Fed Taxes
Yang, Ziyun: State Taxes can be deducted from Fed taxable income
- 0Progressive ratefirst 50,000 @15%7,500next 25,000 @ 25%6,250remainder @ 34%(25,500)Fed Tax(11,750)Federal Surtax
Yang, Ziyun: 5% on income over $100,000, surtax not to exceed $11,750
- 0
Yang, Ziyun: Updated in V2
Total Fed Tax(11,750)Total Income Tax(11,750)Less: Income Taxes Paid
Yang, Ziyun: Paid taxes through Nov. See account 999 Nov balance.
72,000Tax accrual
Yang, Ziyun: debit exp, credit payable
(83,750)
Sheet2
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Research question
Human factors for changes in natural geology
Ivan Tai
Humans as major geological and geomorphological agents in the Anthropocene: the significance of artificial ground in Great Britain
Since the first prehistoric people started to dig for stone to make implements, rather than pick up loose material, humans have modified the landscape through excavation of rock and soil, generation of waste and creation of artificial ground. In Great Britain over the past 200 years, people have excavated, moved and built up the equivalent of at least six times the volume of Ben Nevis.
Simon J. Price
, Jonathan R. Ford
, Anthony H. Cooper
and Catherine Neal
Published:13 March 2011
2
Why I choose this research question?
Because human The natural changes are very large, from climate change to changes in topographical attitudes.
InstructionNarrative and InstructionsRockford Corporation is a wholesale plumbing supply distributor. The corporation was organized in 1981, under the laws of the State of Illinois, with an authorized capitalization of 100,000 sharesof no-par common stock with a stated value of $16 per share. The common stock is sold over thethe counter in the local area. You have been hired as of Thursday, December 25, 2018, to replace thecontroller, who has resigned. As controller, you are responsible for the corporation's accountingrecrods, preparation of the financial statements, safeguarding the corporate assets, and providingmanagement with financial information to set prices and to monitor and control operations. Rockford Corporation closes its books annually on December 31 but prepares financial statementsquarterly. Adjusting entries are posted to the general ledger only at year-end; at the end of the first, second, and third quarter the adjustments are entered only on a work sheet, not in the generalledger. Therefore, the adjusting entries to be recorded on December 31 are annual adjustments that you must journalize and the post to the general ledger accounts before preparing the financial statements.Rockford Corporation maintains a perpetual inventory system and takes a physical count each yearto adjust the inventory carrying amount. Purchases are recorded at the gross amount (discountstaken are recognized at the date of payment) of.
Sheet1PMGT 576 Assignment Rubric – Unit 7 Assignment20Are all of t.docxbjohn46
This document outlines an assignment for a team to develop a presentation using Kotter's 8-step change management model to help a company called Harrisburg Textile transform into a more agile and lean organization. The document provides background information on Harrisburg Textile, including details on its history, current issues it faces, and the rationale for choosing Kotter's model over other change frameworks. It also includes templates for the team to fill in for each step of Kotter's model in their presentation, describing the key elements, how it would be implemented at Harrisburg Textile, and why it is important.
Sheet1Plan APlan BPro Forma Income Statement AccountsEBIT700100013.docxbjohn46
Sheet1Plan APlan BPro Forma Income Statement AccountsEBIT7001000130070010001300InterestEBT (EBIT - Interest)Tax Net IncomeTotal Shares OutstandingEPS
.
Sheet1Phase of Business Financal Management needsDebt FinancingEq.docxbjohn46
Sheet1Phase of Business/ Financal Management needsDebt FinancingEquity FinancingGift FinancingFinancing for StartupsConsumer Banks, Commercial Banks, SBA insured loans, Economic development agencies, Incubators, Accelerators, Leasing companies, Personal credit cardsFriends, family, Angels, Venture capital, direct public offering, CrowdfundingPersonal: Cash, pick up the tab, free use, free work, unpaid labor, overpayment, favored status/sweetheart deal forgiveness, deferralFinancing for GrowthCommercial banks, SBA, Private placement loans, Economic development agency, supplliers, leasing company, personal credit cardself generated funds, venture capital, direct public offering, merger, acquisitionInstitutional: SBIR, STTR grant, state grant, incubator, accelerator, dontated capital, tax abatement
Personal: Cash, pick up the tab, free use, free work, unpaid labor, overpayment, favored status/sweetheart deal forgiveness, deferralFinancing for Operationsfactor receivables, business cc, commercial bank, sba, private placement loans, suppliers, leasing companiesself generated funds, venture capital, direct public offeringInstitutional: SBIR, STTR grant, state grant, incubator, accelerator, dontated capital, tax abatement
Personal: Cash, pick up the tab, free use, free work, unpaid labor, overpayment, favored status/sweetheart deal forgiveness, deferralFinancing for Exitconsumer banks, Commercial Banks, SBA, private placement loans, economic development agencies, sba investment companies, suppliers, leasing companies, lines of creditself generate funds, venture capital, direct public offeringInstitutional: SBIR, STTR grant, state grant, incubator, accelerator, dontated capital, tax abatement
Personal: Cash, pick up the tab, free use, free work, unpaid labor, overpayment, favored status/sweetheart deal forgiveness, deferral
1
Email Communication Responses – No. 1 Employment Law Compliance Plan
Email Communication Responses – No. 1 Employment Law Compliance Plan
From:
To: “CEO Smith” [email protected][email protected]
Date: November 28, 2016
Re: Employment Law Compliance Plan
Mr. Smith:
With reference to the email sent to Nov.1, these are and will be the measures to take regarding your request
With the purpose of improving the operation of the company, it is necessary to review and update the policies of the company, as well as everything related to labor laws. This will provide the necessary means to comply with what is established by law and in turn with the company staff. If everything related to these issues is kept up to date, errors are less likely to be made when corrective measures are taken, just as it is of the utmost importance that all the members of the directive know in depth the laws that protect the workforce in all aspects. It is necessary to carry out the appropriate training as soon as possible. Remember that as a team, meeting these requirements is completely necessary.
Every decision taken, entails a res.
This reflection document discusses the use of portfolio assessment rubrics to evaluate students. The teacher notes that students were previously assessed only on theoretical knowledge, not practical skills. To address this, the teacher plans to modify the portfolio to include practical skills assessment. Research on portfolio assessment highlighted its benefits over traditional testing. Classroom observations of other teachers provided ideas on instructional strategies to incorporate. The portfolio modification and use of rubrics improved student assessment scores, showing the effectiveness of this approach.
Sheet1Participant#Verbal Label Condition (Smashed or Hit)Age Condi.docxbjohn46
Sheet1Participant#Verbal Label Condition (Smashed or Hit)Age Condition (Under 60 years or Over 60 years)Speed (mph)Broken Glass? (Y or N)GenderAgeRaceEthnicityEV2HitOver 6040YMale74WhiteCuban-AmericanTV3HitOver 6055YFemale65From multiple racesFrom multiple Spanish, Hispanic, or Latino groupsEV3SmashedUnder 6070NFemale22From multiple racesI am not Spanish, Hispanic, or LatinoJT1SmashedUnder 6050YMale18AsianI am not Spanish, Hispanic or LatinoDB3SmashedOver 6025NFemale63Black or African-AmericanI am not Spanish, Hispanic or LatinoDB4SmashedUnder 6050YFemale31Black or African-AmericanI am not Spanish, Hispanic or LatinoJT2HitUnder 6045YFemale19Black or African-AmericanI am not Spanish, Hispanic or LatinoDB2HitOver 6065YMale62WhiteI am not Spanish, Hispanic or LatinoDB1HitUnder 6060NMale31Black or African-AmericanI am not Spanish, Hispanic, LatinoDJC4SmashedUnder 6024NFemale24AsianI am not Spanish, Hispanic, or LatinoDJC1HitOver 6060NFemale67WhiteI am not Spanish, Hispanic, or LatinoDJC2HitUnder 6045NFemale23WhiteI am not Spanish, Hispanic, or LatinoDJC3SmashedOver 6062YMale62WhiteI am not Spanish, Hispanic, or LatinoLM4HitOver 6070NFemale62From multiple racesI am not Spanish, Hispanic, or LatinoLM3SmashedOver 6040NFemale61WhiteI am not Spanish, Hispanic, or LatinoPH1SmashedUnder 6060NFemale27WhiteI am not Spanish, Hispanic, or LatinoLM4SmashedUnder 6080NFemale31Some other raceSome other Spanish, Hispanic, Latino groupPH4HitOver 6080NFemale71Some other race (Hispanic)Some other Spanish, Hispanic, Latino groupPH2SmashedOver 6050NFemale60Some other race (Hispanic)Puerto RicanPH3HitUnder 6025NFemale28Some other race (Hispanic)Puerto RicanLM2HitUnder 6060NFemale35From multiple racesPuerto RicanTV2SmashedUnder 6040NFemale36Some other race (Hispanic)Puerto RicanTV1HitUnder 6050NFemale40From multiple racesSome other Spanish, Hispanic, Latino groupDA2HitOver 6050NMale62Some other race (Hispanic)Some other Spanish, Hispanic, Latino groupDA1SmashedOver 6055NFemale65Some other race (Latino)Some other Spanish, Hispanic, Latino groupDA4HitUnder 6030YMale21Some other race (Latino)Some other Spanish, Hispanic, Latino groupDA3SmashedUnder 6035NMale19Some other race (Latino)Some other Spanish, Hispanic, Latino groupEV4HitOver 6040YFemale61WhiteSome other Spanish, Hispanic, Latino groupTV4SmashedOver 6055YFemale60WhiteSome other Spanish, Hispanic, Latino groupJT4SmashedOver 6050NMale66From multiple racesSome other Spanish, Hispanic, Latino groupJT13HitOver 6060YMale62Black or African-AmericanSome other Spanish, Hispanic, Latino groupJT14SmashedUnder 6070YMale30Black or African-AmericanSome other Spanish, Hispanic, Latino groupJT12HitUnder 6060YMale37Some other race (Hispanic)Some other Spanish, Hispanic, Latino groupJT11SmashedOver 6090NFemale67Black or African-AmericanSome other Spanish, Hispanic, Latino groupJT3HitOver 6080NFemale62Some other race (Hispanic)Some other Spanish, Hispanic, Latino groupEV1SmashedUnder 6025NFemale21WhiteN/A
Final Course Assignment.
Sheet1No.Strengths (3)Weaknesses (2)Recommendations (2)Evidence (used once only)Theory1Functional orientation
- evidence
- tangible product adv (features, performances, benefits)Inconsistent Messages
(say, do, confirm)It is recommended that supermarket A is to include the term 'wsl' in adv so as to .. Result of implementing consequences theory (journals on this theory)Strength 12Symbolic/experiential orientation
- cartoons, facial expressions, colours, pictures, animations
- emotional
- price ('8' - lucky/prosperity, '9' - longevity)ConsequencesStrength 23Category-dominance orientation (strengths only)
- brand name/logo of adv (evidence)
- e.g. FairPrice advertisement, Rolex, key sponsorsTrustworthinessStrength 34TOMASymbolic/experiential orientationSymbolic/experiential orientationWeakness 15Hierarchy EffectFunctional orientationFunctional orientationWeakness 26CPMAttributes
- what attracts ann advertisement
- features, product image, design, benefitsAttributesAttributesLaddering ProcessConsequences
- adv/benefits of using advertised products/services
- must believe/buy/agree your benefits & advConsequencesConsequencesValues
- quality
- experience post-purchase
- warranties, (money-back) guarantees, 3rd party endorsement, testimonial evidences, awards won, year of history, reputationValues
- critical weakness is that it lacks of…. Deemed to be a signofocant weakness… failed to apply Value Theory (journals)
- if the whole industry does not offer ____, do not take it as a weakness
- no need for comparisonValuesUnique Selling Proposition (USP)
- Superiority
- Unique
- Distinctive
*trademarks, patents, awards wonBrand Image (Transformational Advertising)
- brand logo
- fashion, prestegious productsResonance
- reflect audience life experience
- testimonial evidences
- before & after imagesResonance
- celebrity not good, lacks worthinessResonance
- change endorser (Jack Neo/Tiger Woods)Emotional
- colours, pictures, images, font size, choice of words, testimonial evidencesEmotional Pre-emptive
- message of superiority
- 'No. 1 top seller brand', 'Voted by many'
- country of originCelebrity Endorser
- TEARS model (credibility & attractiveness)
- trustworthiness, Expertise
- physical attractiveness, respect, similarity (to target audience)
- Brian WongCelebrity Endorser
- Jack NeoCelebrity Endorser
- It is recommended that XXX should engage XXX to endorse in the brand to increase attraciveness, expertise… Celebrity Endorser Theory (journal)Typical-person EndorserTypical-person EndorserTypical-person Endorser
- in order to increase attractiveness, recommended that XXX should engage a typical-person endorser (journal)Humour
- cartoons, facial expressions, vocabHumour
- cartoons, facial expressions, vocab*page 197 - theories
10
100PLUS ACTIVE
Student’s Name
Institutional Affiliation
Date
100PLUS ACTIVE
1. Executive Summary
Within marketing, there is a need to conduct promotions of products through .
Sheet1Moisture content analysis final resultsGroupValue of m3 (g)A.docxbjohn46
Sheet1Moisture content analysis final resultsGroupValue of m3 (g)A21.459B25 kPa34.35950 kPa18.771C19.282D17.816E23.651F26.148GTBCH28.664
LEEDS BECKETT UNIVERSITY
CIVIL ENGINEERING
GEOTECHNICAL ENGINEERING: APPLICATION & THEORY (BEng)
Laboratory Experiment:
Undrained triaxial compression test (without pore water pressure measurement) BS
1377: Part 7: 1990.
Object of Experiment:
To determine the undrained shear strength of a soil using the triaxial compression test.
Theory/Apparatus:
The apparatus consists of a cell, which is filled with water under pressure; the
specimen is loaded vertically, via a proving ring to measure load.
Triaxial Cell
The vertical load on the specimen is increased until failure occurs, the vertical strain
being recorded at the same time using a dial gauge. The test is repeated on different
specimens from the same soil, using different values of cell pressure.
254
Stresses on specimen in Triaxial Cell
Cell Pressure Deviator Stress =P/A 1=3+P/A
1 = major principal stress
3 = minor principal stress
Therefore, P/A = (1-3) =Deviator stress
The deviator stress is the load on the specimen, P, divided by the cross sectional area
of the specimen. However, as the sample is compressed during the test, the cross
sectional area will increase. Therefore, in calculating the deviator stress an allowance
for the change in area must be considered.
For the calculation of deviator stress, it is assumed that the volume of the specimen
remains constant and that the sample will deform as a cylinder, e.g.
100%
o
X
Strain
L
1 3
P
Deviator stress
A
where P = vertical load, which is measured by a proving ring (kN)
A = Area calculated using the following method;
( ) )o o o oVolume V A L AL A L X
255
1
o o
o
V A
or A or A
L X
Method:
1. Extrude the sample from the tube and trim to size - soil sample of 38mm
diameter and 76mm long.
2. Sleeve the sample with the rubber membrane.
3. Put the sample on the pedestal at the bottom of the cell and seal with the
rubber ring. Place the loading cap on top of the sample and seal with rubber
ring, before securing top drainage tube.
4. Mount the cell over the sample and fill as per the
Flooding Triaxial Cell checklist.
5. Set-up the test with the Clisp Studio assistant, and complete the
Pressurising Triaxial Cell checklist before running the test stages.
6. When test stages are complete, end the test via Clip Studio and complete the
Draining Triaxial Cell checklist.
Results and Calculations:
• Sketch the failure mode of each sample.
• Calculate the moisture content of the soil as per Appendix A.
• Calculate the results as follows:
(i) For each sample tested:
• Find the failure strain (either the final value or.
A survey was conducted of 150 residents in Springdale, asking about their shopping habits and attitudes toward three local shopping areas: Springdale Mall, Downtown, and West Mall. The survey collected data on respondents' demographics and shopping behaviors. Point estimates and 95% confidence intervals were calculated for the average attitudes toward each shopping area based on interval scale questions. Confidence intervals were also determined for population proportions related to respondent sex and marital status. Sample sizes needed to estimate mean attitudes within 0.05 margins of error at 95% confidence were calculated.
Sheet1Learning Solultions Name:Version NumberMedium/Type:Lesson/ScenarioTaskOrderEventfunctionality descriptionGraphicsTextAnimationName the taskprovide name of screen/window/tab that is either new or needs to be modifieddescribe level of functionality needed - fully functional, view only, part functional part view only, etc.File names of screenprint JPEGs, gifs, tifs, and pngs.Text that must be programmed inDescribe internal movements or animations requiredLogin1Logon screenEntered text needs to move to the next screenlogin_dialog.jpgEnter your user name and password. For this exercise, use the name "student" and the password "learn".An arrow point to the login box.
What is the final product's medium (e.g., .SWF, .PPT, .PPS. Video, .WAV)
Think of sub-section as lesson or scenarios within the larger learning solution.
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ALL STAR CAFÉ
NOVEMBER 2018
SALES PROFITS AND OPERATIONS
ACTION PLAN
MISSION STATEMENT: TO PROVIDE THE FRESHEST HIGH-QUALITY FOODS AND BEVERAGE PRODUCTS,
SERVED BY A FULLY TRAINED AND KNOWLEDGEABLE WELL TAKEN CARE OF STAFF PRODUCING,
OUTSTANDING PROFITS FOR OUR OWNERS
1) PERFECT EXECUTION OF OUR COMPANY’S MISSION STATEMENT AND CORE VALUES
BREAKDOWN
A. FRESHEST HIGHEST QUALITY PRODUCT INSURE PROPER RECEIVING, DATING, ROTATION OF
THE PRODUCT, PROPER INVENTORY LEVELS, INSURE ACCURATE ORDERS FOR LEVELS AS
WELL AS PREPARED PRODUCT
B. HIRE, TRAIN AND DEVELOP A KNOWLEDGEABLE STAFF THAT IS PAID APPROPRIATELY AND
GIVEN INCENTIVES TO MAINTAIN OPTIMAL PERFORMANCE. CONDUCT REGULAR EMPLOYEE
REVIEWS AND KEEP ISSUES OF COMMUNICATION OPEN
C. INSURE OPTIMAL PROFITS BY ENSURING THE BEST INDUSTRY PRICING MAKING SURE THAT
MARGINS ARE CONSISTENT WITH THE INDUSTRY.
2) ENSURING MANAGEMENT AND STAFF ADHERE TO POLICIES, PROCEDURES AND PROTOL
MANAGEMENT, STAFF AND SHIFT MEETINGS.
● BREAKDOWN- HAVE EMPLOYEE HANDBOOK AVAILABLE
● HAVE REGULAR STAFF AND MGMT MEETINGS
● SET POLICIES THAT ARE NOT CURRENTLY ENFORCED, DOCUMENTED.
3) RESPONSIBLE PARTY IS MAINTAINING A CLEAR ORGANIZED FACILITY
● USE OF CHECKLISTS
● STAFF UNDERSTAND EQUIPMENT
● STAFF UNDERSTANDS THEIR RESPONSIBILITIES
4) EFFECTIVE OVERSIGHT OF STAF IN CONSTRUCTION WITH MOMT TEAM AND HOW TO IDENTIFY
KEY PERSONNEL.
● REGULAR STAFF EVALUATION
● REGULAR STAFF PEP TALKS
REGULAR STAFF TRAINING SESSIONS
5) MONITORING THE DAILY+WEEKLY+MONTHLY FINANCIAL CONTROL SYSTEMS INCLUDING FLASH
REPORTS, INVENTORIES, EVALUATION, RECEIVING OF PRODUCT, MONITORING OF INVOICING,
S.P.M.H+ PRODUCTIVITY
A. UPDATE P.O.S, ASAP
B. BREAKDOWN OF REPORTS
C. ACCURATE REPORTING OF ALL MONITORED COSTS
6) OVERALL DEVELOPING AND CULTIVATING AN ENVIRONMENT AND CULTURE OF HIGH ENERGY
AND GUEST FIRST ORIENTED ATTITUDE THAT MOTIVATES AND PROMOTES TEAMWORK.
A. MANAGEMENT LEADS
B. STAFF ACCOLADES
C. ENERGY IS CONTAGIOUS!
7) ABILITY OF PERSONEL TO EVALUATE, ORGANIZA AND PRIORITIZE ACTIVITIES AND
RESPONSIBILITIES, INCLUDING LABOUR MANAGEMENT, EM.
Sheet1LMH10090H80M70L605040302010NumberRisk NameFull Risk CostRisk ProbabilityFactored Risk costRisk Impact to ProjectRisk Mitigation PlanPoint of ContactExpected Risk Retire date1$20,00020%$4,000L2$03$04$05$06$07$08$09$010$0$0$0
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Case Study:
Edward Bernays
Public Relations Pioneer
Who was Edward Bernays?
Born in Vienna in 1891, distant nephew of Sigmund Freud
His approach to public relations was to use symbols and the mass media to engineer consent
He claimed the public was essentially reactive
But the rise of the middle class meant that there was no longer the ruling class and the uneducated masses who followed dumbly . . .
What did he believe?
This emerging new social strata needed to be controlled and led.
He believed in a completely hierarchical view of society: the intelligent few have been charged with the responsibility of contemplating and influencing the tide of history and of dealing with the masses.
How did he deal with the masses?
Used sociology, psychology and economics and applied them to the messages and methods
He saw the PR expert as an applied social scientist educated to use an understanding of these three fields to influence and direct public attitudes (in a democratic society!)
How did he deal with the masses?
“The conscious and intelligent manipulation of the organized habits and opinions of the masses is an important element in a democratic society. Those who manipulate this unseen mechanism of society constitute an invisible government which is the true ruling power of our country.”
Edward Bernays
What is PR?
“Of course, you know, we don’t deal in images, we deal in reality.”
For Bernays, PR was about creating and projecting credible renditions of reality itself.
He called news any overt act which stands out of the routine.
A PR expert carries out an overt act to interrupt the routine to bring out a response.
PR is the science of creating circumstances which do not appear to be staged.
Edward Bernays
“The public relations counsel sometimes uses current stereotypes, sometimes combats them and sometimes created new ones. In using them, he very often brings to the public a stereotype they already know, to which he adds new ideas, this fortifies his own and gives a greater carrying power.”
Edward Bernays
He fully believed that to manipulate the public, one must know its public as well as know who influences that public
PR experts, as molders of public opinion, must be ongoing monitors of social attitudes.
Edward Bernays
Part of this influencing involved using the implied authority, i.e. the social power of certain groups or leaders
E.g. “Damaged Goods” – he promoted a play about syphillis by securing members of high society and doctors as advocates
To encourage people to eat more bacon, he launched a campaign in which a doctor promoted the benefits of a hearty breakfast
Lucky Strikes
In 1929, Bernays was hired by the tobacco company that made Lucky S.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Sheet1Table 1 temperature and impact energy values for steelTable.docx
1. Sheet1Table 1: temperature and impact energy values for
steelTable 3: width of the steel specimen prior to impact
(inches)steelTemp °CSpecimenWidth #1Width #2Width
#3Width Average-70-
44025100A0.37500.37500.37400.3747Impact energy (ft-
lbs)535577865B0.37450.37550.37700.3757732486983C0.37400.
37400.37900.37571826556794D0.37400.37700.37350.37481439
546880E0.37400.37800.37900.377010276775951030637690Tab
le 4: width of aluminum specimen prior to impact
(inches)516357694SpecimenWidth #1Width #2Width #3Width
Average6163476103A0.37650.37650.37700.3767516617694B0.
37650.37650.37700.3767617476673C0.37650.37800.37850.377
71319547085D0.37750.37700.38000.37828194166108E0.37600.
37600.37700.376313142790138Avg9.230769230823.538461538
549.461538461573.307692307792.4615384615Table 5: width of
the steel specimen after impact (inches)SpecimenWidth
#1Width #2Width #3Width
AverageA0.37400.37300.37400.3737Table 2: temperature and
impact energy values for
aluminumB0.37450.37450.37350.3742aluminumTemp
°CC0.37300.39650.37450.3813-70-
44025100D0.37250.37450.37400.3737Impact energy (ft-
lbs)910988E0.37350.37350.37350.37358989898989Table 6:
width of aluminum specimen after impact
(inches)98889SpecimenWidth #1Width #2Width #3Width
Average1010101010A0.37550.38400.37600.378591011108B0.3
7650.37950.37550.37728791111C0.37600.38100.37650.377888
788D0.37650.37800.37750.3773117879E0.37700.37600.37750.3
7688778767788Table 7: changes in width of St
specimen78888SpecimenInitial WidthFinal WidthΔ
Width711997A0.37470.3737-
0.0010Avg8.38461538468.46153846158.46153846158.6153846
1548.4615384615B0.37570.3742-
0.0015C0.37570.38130.0057D0.37480.3737-
2. 0.0012E0.37700.3735-0.0035Table 8: changes in width of Al
specimenSpecimenInitial WidthFinal WidthΔ
WidthA0.37670.37850.0018B0.37670.37720.0005C0.37770.377
80.0002D0.37820.3773-0.0008E0.37630.37680.0005
Impact Energies vs Temperature
Steel-70.0 -44.0 0.0 25.0 100.0
9.23076923076923 23.53846153846154
49.46153846153846 73.30769230769231
92.46153846153846 Aluminum -70.0 -4 4.0
0.0 25.0 100.0 8.384615384615385
8.461538461538461 8.461538461538461
8.615384615384614 8.461538461538461
Temperature (°C)
Impact Energies
(ft-lbs)
Changes in Width vs Temperature
Steel0.00183333333333335 0.0005
0.000166666666666648 -0.000833333333333408 0.0005
9.23076923076923 23.53846153846154
49.46153846153846 73.30769230769231
92.46153846153846 Aluminum 0.00183333333333335
0.0005 0.000166666666666648 -
0.000833333333333408 0.0005 8.384615384615385
8.461538461538461 8.461538461538461
8.615384615384614 8.461538461538461
Temperature (°C)
Changes in Width
(in)
REFLECTION PAPER (50 points) Name: Click here to enter
text.
HUM / NSCI / SSCI 325 ID: Click here to enter text.
Date: Click here to enter text.
1. Describe the most important thing(s) you learned or re-
3. learned in this class (give a detailed summary and cite specific
content from class/readings) about gender and gender-related
topics. Make sure to describe why this content was meaningful
to you. (Use the remainder of this page to answer this question.)
Click here to enter text.
2. What content surprised you most? (Use about half of this
page to answer this question.)
Click here to enter text.
4. 3. What will you do differently, now that you know …? (Use
about half this page to answer.)
Click here to enter text.
Perspectives on Gender Reflection Paper
50 points.
Learning Objectives This assignment is designed to (1) help you
reflect on meaningful content and perspectives
from one of the academic emphases of your choice, and (2)
explore your personal responses and insights about that
gender-related information and its ramifications. The
assignment requires you to consider various personal
responses in the context of the overall course experience.
Include the following components:
● A concise summary of course content that stood out for you
during each major section of the course;
● A mindful explanation of why that content is meaningful to
you personally and/or to society in general;
● Anything from the course material that took you by surprise;
● Ways in which you will personally apply the concepts
addressed.
5. Instructions Following the REFLECTION PAPER TEMPLATE
posted on Bb, submit a maximum of two
double-spaced pages addressing the requirements of this
prompt, the template, and the rubric. Download the
template and add your content, making sure to save. Submit
your paper through Blackboard’s Turnitin Plug-in
(make sure to confirm your submission -- Turnitin.com will
send you an email receipt). Please keep all upload
receipts: if there is a problem or technical difficulties, we only
accept email receipts as proof of your
uploading your assignment on time.
All Reflection Essays must be uploaded to the link provided
under “Reflection Paper” on Blackboard by the due
date and time posted in the course schedule. No need to print a
copy. We do not accept assignments that have been
attached to an email, left in our mailboxes, slid under our office
doors. Please note turnitin.com only accepts certain
formats for upload.
Please pay attention to details: for example, if you upload to the
wrong location or upload an earlier draft of an
assignment on accident, you have until the due date and time to
correct it—otherwise, we will only grade what is on
Blackboard. For example, students sometimes upload their
“rough draft” instead of “Final Draft.” If you catch it
before it is due, resubmit. If it is after the assignment is due,
we will only grade what is currently uploaded to the
site. Additionaly, if you experience technical difficulties, it is
your responsibility to contact student tech support.
Note: Tutors are available at no cost to CSUSB students at the
Writing Center in the College of Education, 3rd floor.
6. Reflection Paper Scoring Rubric
The section below will be completed by the professor assessing
the paper.
______ 10-0 The paper includes a clear, concise summary of the
course content
that stood out for the writer. (Question 1a – learned)
______ 10-0 The paper provides a detailed, thoughtful, and
clear
discussion of WHY the content described above was of
interest to the writer. (Question 1b – why)
______ 5-0 The paper includes a specific reference and citation
for the course
content (Citing a specific lecture, film, or assigned reading
would
involve the author/creator’s full name and the title of the text)
(Question 1 – reference)
______ 5-0 The paper includes a brief description of the content
that surprised
7. the writer the most with a thoughtful explanation for why the
content was surprising. (Question 2)
______ 10-0 The paper includes a description of ways in which
the writer might
personally apply the content described above. (Question 3)
______ 10-0 The paper exhibits university-level writing, clear
and logical
thought, clear organization, and appropriate grammar and
punctuation.
______ TOTAL POINTS out of 50
https://www.youtube.com/watch?v=-PZyytKK2EE
https://www.youtube.com/watch?v=yQc3ig12jHo
John Grey
https://www.youtube.com/watch?v=yQc3ig12jHo (3 mins)
What is appealing about John Gray's assertions (i.e., why do so
many people believe them to be true)?
What does he suggest about men?
How does he position gender relations?
How does he construct gender differences?
8. Gender Differences
Gender differences hypothesis
Accentuation of ingroup similarities and outgroup differences
https://www.youtube.com/watch?v=-PZyytKK2EE
Gender Differences?
The Psychology of Sex Differences (Maccoby & Jacklin, 1974)
Reviewed 2,000+ studies of several psychological gender
differences (abilities, personality, social behavior, and
memory).
No support for many popular beliefs:
Girls > boys: social; suggestible; rote learning
Boys > than girls: self-esteem; higher level cognitive
processing; achievement motivation.
Gender Differences?
The Psychology of Sex Differences (Maccoby & Jacklin, 1974)
Concluded that gender differences were well established in only
four areas: verbal ability, visual-spatial ability, mathematical
ability, and aggression.
Overall, then, they found much evidence for gender similarities.
Gender Differences?
The Psychology of Sex Differences (Maccoby & Jacklin, 1974)
Secondary reports of their findings in textbooks and other
sources, however, focused almost exclusively on their
conclusions about gender differences.
9. Gender Similarities
Gender similarities hypothesis (Hyde, 2005)
Males and females are similar on most, but not all,
psychological variables.
Overall, men and women, as well as boys and girls, are more
alike than they are different.
Gender Similarities
Gender similarities hypothesis (Hyde, 2005):
Reviewed 46 meta-analyses
In terms of effect sizes, most psychological gender differences
will be in the close-to-zero (d ≤ 0.10) or small (0.11 < d < 0.35)
range, a few will be in the moderate range (0.36 < d < 0.65),
and very few will be large (d = 0.66 –1.00) or very large (d >
1.00).
Focusing on Similarities
Gender similarities hypothesis (Hyde, 2005):
124 effect sizes were classified into the size categories
30% of the effect sizes in the close-to-zero range.
48% in the small range.
Including mathematics performance, verbal ability, and
aggressive behavior.
Hyde: Differences or Similarities?
distribution of male and female performance for a small effect
size of 0.20.
Focusing on Similarities
Gender similarities hypothesis (Hyde, 2005):
10. 124 effect sizes were classified into the size categories
Largest gender differences were for motor performance,
particularly for measures such as throwing velocity (d = 2.18)
and throwing distance (d = 1.98)
Bruce Kidd
Focusing on Similarities
Gender similarities hypothesis (Hyde, 2005):
Large gender differences are found is some— but not all—
measures of sexuality (Oliver & Hyde, 1993).
Gender differences are strikingly large for incidences of
masturbation and for attitudes about sex in a casual,
uncommitted relationship.
Gender difference in reported sexual satisfaction is close to
zero.
Self-Esteem
Note. Two normal distributions that are 0.21 standard
deviations apart (i.e.,
d 0.21). This is the approximate magnitude of the gender
difference in
self-esteem, averaged over all samples, found by Kling et al.
(1999). From
“Gender Differences in Self-Esteem: A Meta-Analysis,” by K.
C. Kling, J. S.
Hyde, C. J. Showers, and B. N. Buswell, 1999, Psychological
Bulletin, 125, p.
484. Copyright 1999 by the American Psychological
Association.
11. Pushups
Zell et al. (2015)
Metasynthesis to assess psychological gender differences.
106 meta-analyses and 386 individual meta-analytic effects
Conclusion: majority of effects were either small (46%) or very
small (39%)
Actual Gender Differences
Eagly and Wood (1991): 9 gender differences in social behavior
across many studies
Women are better at sending and receiving messages non-
verbally
Women more likely to conform to group pressures
Women act more friendly and agree more with other group
member in small groups
Actual Gender Differences
Men are more strictly task-oriented in work groups
All female groups typically perform better than all male groups
Men are more likely to emerge as leaders in initially leaderless
groups
Men are more helpful in short-term interactions with strangers
Actual Gender Differences
Men behave more aggressively to others than women,
particularly when the aggression brings about physical harm or
pain
12. Women report more life satisfaction and happiness then men
Actual Gender Differences
What about Emotion?
Are women more emotional than men?
20
Who is more emotional?
Imagine that we give thousands of men and women a smart
phone with a journal app on it and track their emotional state
for a long period of time. At random times during the day, the
app beeps until the individuals record their current emotional
state: what they are feeling and how strong their feelings are.
Who is more emotional?
What would you find?
Who would report more frequent emotional experiences: women
or men?
Who would report more intense emotional experiences: women
or men?
Who is more emotional?
13. Now imagine you conduct another large-scale study asking men
and women about the times they have fallen in love, out of love,
and experienced unreciprocated love.
Who is more emotional?
What would you find?
Who falls in love faster: women or men?
Who falls out of love faster: women or men?
Who suffers more intense emotional distress after a break up:
women or men?
Who is more likely to experience unrequited love?
Who is more emotional?
Smart phone study (Larson & Pleck, 1999):
Contrary to stereotype, no gender differences exist
Men and women did not differ in frequency of emotion
Men and some did not differ in intensity of emotion
25
One large-scale research (Larson and Pleck, 1999) had married
men and women fill out a quick rating of their current mood and
emotional at different times throughout the day. The result? No
gender differences: “there was simply no evidence that the
husbands were less emotional than their wives,” concluded the
researchers.
Not only this but when married couples argue, it is the husbands
14. that show stronger and longer-lasting physiological emotion
than their wives. As a result, husbands tend to avoid marital
conflicts, whereas wives are more willing to argue and confront
their spouse with problems (Gottman, 1994).
The reason for this stereotype could be the fact that women feel
(due to societies norms and values) more willing to report their
emotions and claim to have stronger feelings. Social norms may
put pressure on men to stifle their emotions and not admit to
having stronger feelings.
What about love? The evidence also contradicts the view that
women love more than men. Men fall in love faster than women
and women fall out of love faster than men (Hill, Rubin &
Peplau, 1976; Huston, Surra, Fitzgerald, & Cate, 1981; Kanin,
Davidson, & Scheck, 1970). Furthermore men have more
experiences of loving someone who does not love them back,
while it is the opposite for women. Not only this, men suffer
more intense emotional distress than women, when a love
relationship breaks up (Hill et al., 1976)
Who is more emotional?
Answers:
Men fall in love faster (Harrison & Shortall, 2011)
Women fall out of love faster (Harrison & Shortall, 2011)
Men suffer more intense emotional distress after a break up
(Simon & Barrett, 2010)
26
Who is more emotional?
Answers:
Men have more experiences of loving someone who does not
reciprocate their love, whereas women have more experiences
15. of receiving love but not reciprocating it
27
Who is more emotional?
Overall:
Men and women differ little in their experience of emotions
Men and women differ in their experiences with love
28
Who is more emotional?
Were your answers correct?
What did you base your answers on?
Why do stereotypes regarding women’s greater emotionality
persist despite research findings to the contrary?
Women more emotional…
Attributional biases
16. Women more emotional…
Women more easily express their emotions and display more
emotional awareness
The expression of emotions is strongly determined by culturally
determined display rules
In the United States and many other cultures, women are
allowed a wider range of emotional expressiveness and
responsiveness than men
Why are there gender differences?
Evolution theory (David Buss)
Social structure theory (Eagly & Wood, 1999)
Social role theory (Alice Eagly)
Evolution Theory
Primary motive is reproductive success
We are instinctively attracted to features associated with
reproductive success
Parental investment theory
The sex that invests more is more selective.
Buss’s Cross Cultural Study
17. Rankings across 36 countries
Men ranked attractiveness higher than women
Women ranked good financial prospect higher than men
Women want to marry an older mate while men want to marry
younger mate
34
Social Structure Theory
Proposes that differences found by Buss can be explained by
social structure (Eagly & Wood, 1999)
In most countries, men control financial resources
Easiest way for women to access these resources is marry a man
with them
As women have increased access to resources, gender
differences in importance ratings decreased
Social Structure Theory
Social Role Theory
Almost all known behavioral and psychological differences
between males and females is the result of cultural stereotypes
about gender and the resulting social roles that are taught to
young people
Differences in parental investment
18. So which one is true…
Meta-analysis (Petersen & Hyde, 2010)
Analyzed gender differences in 30 reported sexual behaviors
and permissive attitudes
834 samples; 1,419,807 participants (682,863 male and 736,944
female)
87 countries from six continents
So which one is right?
Evolutionary Psychology Theory
Gender Similarities Hypothesis
Social Structural Theory
√
So which one is true…
Evolutionary Psychology
26 variables, men ≠ women
4 variables, men = women
√
Self-Reported Behaviors
Petting
Intercourse
Age at first sex
19. Number of partners
Oral sex
Anal sex
Casual sex
Same gender sex
Extramarital sex
Condom use
Masturbation
Pornography
Cybersex
M>
M>
M>
M>
M>
M>
M>
W>
M>
M>
M>
M>
M=F
Evolutionary Psychology √
Self-Reported Attitudes
Permissiveness
Premarital sex
Casual sex
Extramarital sex
20. Sex when engaged
Sex with commitment
Masturbation M=W
Condom use M>
Double standard M>
Fear/anxiety/guilt W>
Sexual satisfaction M>
M>
M>
M>
M=F
M>
W>
Evolutionary Psychology √
Self-Reported Behaviors
Petting
Intercourse
Age at first sex
Number of partners
Oral sex
Anal sex
Casual sex
Same gender sex
Extramarital sex
Condom use
22. Masturbation M=W
Condom use M>
Double standard M>
Fear/anxiety/guilt W>
Sexual satisfaction M>
M>
M>
M>
M=F
M>
W>
M>
Gender Similarities Hypothesis √
Type of Mating Strategies
Short-term mating strategies were associated with significant
gender differences, but long-term mating strategies, especially
in adulthood were associated with a shift toward gender
similarities
Gender differences decreased with age of the sample for some
sexual behaviors and attitudes
Evolutionary Psychology √
Comparison across Nations
Nations and ethnic groups with greater gender equity had
smaller gender differences for some reported sexual behaviors
than nations and ethnic groups with less gender equity
Social Structural Theory √
23. Comparison across Nations
Differences between males and females across domains have
remained largely constant over the last several decades
Social Role Theory X
https://www.youtube.com/watch?v=6SLfOTgOTvM
Bad Research?
Hyde (2005)
Reviewed 46 meta-analyses
Zell et al. (2015) Metasynthesis
106 meta-analyses
Over 12 million participants
Male Nurses 2012
Percentage of Employed
2.2% of employed population = 3.32 Million
USA: People Employed in 2016 = 151 Million
31 countries higher IQ than US
24. 51
Percentage of Employed
2.2% of employed population = 3.32 Million
1.8 Million Computer Scientists
1.6 Million Engineers
31 countries higher IQ than US
52
IQ Averages
Average IQ American = 100
115
130
100
145
Average IQ
Physicists = 130; Mathematics = 129
Computer Scientists = 128.5; Engineers = 125.5 to 127.5
31 countries higher IQ than US
53
Variability Hypothesis
25. Ed Hagen, a biological anthropologist at Washington State
University.
https://grasshoppermouse.github.io/2018/06/25/the-universal-
genetic-program-and-the-custom-built-phenotype-implications-
for-race-and-sex/
Things-People
Large sex differences along the Things–People dimension
Sue et al., (2009) Meta-analysis
d = .26 to .36 (within the small to moderate range according to
Cohen’s, 1988 benchmarks).
Why are there gender differences?
Many reasons
Much of social science (including social psychology) focus on
the self-fulfilling role of social/cultural beliefs
0
0.5
1
1.5
2
2.5
12345
Gender Empowerment Index
Gender Differences in Ratings
Importance
26. The Gender Similarities Hypothesis
Janet Shibley Hyde
University of Wisconsin—Madison
The differences model, which argues that males and fe-
males are vastly different psychologically, dominates the
popular media. Here, the author advances a very different
view, the gender similarities hypothesis, which holds that
males and females are similar on most, but not all, psy-
chological variables. Results from a review of 46 meta-
analyses support the gender similarities hypothesis. Gen-
der differences can vary substantially in magnitude at
different ages and depend on the context in which mea-
surement occurs. Overinflated claims of gender differences
carry substantial costs in areas such as the workplace and
relationships.
Keywords: gender differences, gender similarities, meta-
analysis, aggression
The mass media and the general public are captivatedby
findings of gender differences. John Gray’s(1992) Men Are
From Mars, Women Are From
Venus, which argued for enormous psychological differ-
ences between women and men, has sold over 30 million
copies and been translated into 40 languages (Gray, 2005).
Deborah Tannen’s (1991) You Just Don’t Understand:
Women and Men in Conversation argued for the different
cultures hypothesis: that men’s and women’s patterns of
speaking are so fundamentally different that men and
women essentially belong to different linguistic communi-
ties or cultures. That book was on the New York Times
bestseller list for nearly four years and has been translated
27. into 24 languages (AnnOnline, 2005). Both of these works,
and dozens of others like them, have argued for the differ-
ences hypothesis: that males and females are, psychologi-
cally, vastly different. Here, I advance a very different
view—the gender similarities hypothesis (for related state-
ments, see Epstein, 1988; Hyde, 1985; Hyde & Plant, 1995;
Kimball, 1995).
The Hypothesis
The gender similarities hypothesis holds that males
and females are similar on most, but not all, psychological
variables. That is, men and women, as well as boys and
girls, are more alike than they are different. In terms of
effect sizes, the gender similarities hypothesis states that
most psychological gender differences are in the close-to-
zero (d � 0.10) or small (0.11 � d � 0.35) range, a few are
in the moderate range (0.36 � d � 0.65), and very few are
large (d � 0.66 –1.00) or very large (d � 1.00).
Although the fascination with psychological gender
differences has been present from the dawn of formalized
psychology around 1879 (Shields, 1975), a few early re-
searchers highlighted gender similarities. Thorndike
(1914), for example, believed that psychological gender
differences were too small, compared with within-gender
variation, to be important. Leta Stetter Hollingworth (1918)
reviewed available research on gender differences in men-
tal traits and found little evidence of gender differences.
Another important reviewer of gender research in the early
1900s, Helen Thompson Woolley (1914), lamented the gap
between the data and scientists’ views on the question:
The general discussions of the psychology of sex, whether by
psychologists or by sociologists show such a wide diversity of
28. points of view that one feels that the truest thing to be said at
present is that scientific evidence plays very little part in
produc-
ing convictions. (p. 372)
The Role of Meta-Analysis in
Assessing Psychological
Gender Differences
Reviews of research on psychological gender differences
began with Woolley’s (1914) and Hollingworth’s (1918)
and extended through Maccoby and Jacklin’s (1974) wa-
tershed book The Psychology of Sex Differences, in which
they reviewed more than 2,000 studies of gender differ-
ences in a wide variety of domains, including abilities,
personality, social behavior, and memory. Maccoby and
Jacklin dismissed as unfounded many popular beliefs in
psychological gender differences, including beliefs that
girls are more “social” than boys; that girls are more
suggestible; that girls have lower self-esteem; that girls are
better at rote learning and simple tasks, whereas boys are
better at higher level cognitive processing; and that girls
lack achievement motivation. Maccoby and Jacklin con-
cluded that gender differences were well established in
only four areas: verbal ability, visual-spatial ability, math-
ematical ability, and aggression. Overall, then, they found
much evidence for gender similarities. Secondary reports
of their findings in textbooks and other sources, however,
focused almost exclusively on their conclusions about gen-
der differences (e.g., Gleitman, 1981; Lefrançois, 1990).
Preparation of this article was supported in part by National
Science
Foundation Grant REC 0207109. I thank Nicole Else-Quest,
Sara Lind-
berg, Shelly Grabe, and Jenni Petersen for reviewing and
29. commenting on
a draft of this article.
Correspondence concerning this article should be addressed to
Janet
Shibley Hyde, Department of Psychology, University of
Wisconsin—
Madison, 1202 West Johnson Street, Madison, WI 53706. E-
mail:
[email protected]
581September 2005 ● American Psychologist
Copyright 2005 by the American Psychological Association
0003-066X/05/$12.00
Vol. 60, No. 6, 581–592 DOI: 10.1037/0003-066X.60.6.581
Shortly after this important work appeared, the statistical
method of meta-analysis was developed (e.g., Glass, McGaw,
& Smith, 1981; Hedges & Olkin, 1985; Rosenthal, 1991).
This method revolutionized the study of psychological gender
differences. Meta-analyses quickly appeared on issues such as
gender differences in influenceability (Eagly & Carli, 1981),
abilities (Hyde, 1981; Hyde & Linn, 1988; Linn & Petersen,
1985), and aggression (Eagly & Steffen, 1986; Hyde, 1984,
1986).
Meta-analysis is a statistical method for aggregating
research findings across many studies of the same question
(Hedges & Becker, 1986). It is ideal for synthesizing re-
search on gender differences, an area in which often dozens
or even hundreds of studies of a particular question have
been conducted.
Crucial to meta-analysis is the concept of effect size,
which measures the magnitude of an effect—in this case,
30. the magnitude of gender difference. In gender meta-anal-
yses, the measure of effect size typically is d (Cohen,
1988):
d �
MM � MF
sw
,
where MM is the mean score for males, MF is the mean
score for females, and sw is the average within-sex standard
deviation. That is, d measures how far apart the male and
female means are in standardized units. In gender meta-
analysis, the effect sizes computed from all individual
studies are averaged to obtain an overall effect size reflect-
ing the magnitude of gender differences across all studies.
In the present article, I follow the convention that negative
values of d mean that females scored higher on a dimen-
sion, and positive values of d indicate that males scored
higher.
Gender meta-analyses generally proceed in four steps:
(a) The researcher locates all studies on the topic being
reviewed, typically using databases such as PsycINFO and
carefully chosen search terms. (b) Statistics are extracted
from each report, and an effect size is computed for each
study. (c) A weighted average of the effect sizes is com-
puted (weighting by sample size) to obtain an overall
assessment of the direction and magnitude of the gender
difference when all studies are combined. (d) Homogeneity
analyses are conducted to determine whether the group of
effect sizes is relatively homogeneous. If it is not, then the
studies can be partitioned into theoretically meaningful
groups to determine whether the effect size is larger for
some types of studies and smaller for other types. The
31. researcher could ask, for example, whether gender differ-
ences are larger for measures of physical aggression com-
pared with measures of verbal aggression.
The Evidence
To evaluate the gender similarities hypothesis, I collected
the major meta-analyses that have been conducted on psy-
chological gender differences. They are listed in Table 1,
grouped roughly into six categories: those that assessed
cognitive variables, such as abilities; those that assessed
verbal or nonverbal communication; those that assessed
social or personality variables, such as aggression or lead-
ership; those that assessed measures of psychological well-
being, such as self-esteem; those that assessed motor be-
haviors, such as throwing distance; and those that assessed
miscellaneous constructs, such as moral reasoning. I began
with meta-analyses reviewed previously by Hyde and Plant
(1995), Hyde and Frost (1993), and Ashmore (1990). I
updated these lists with more recent meta-analyses and,
where possible, replaced older meta-analyses with more
up-to-date meta-analyses that used larger samples and bet-
ter statistical methods.
Hedges and Nowell (1995; see also Feingold, 1988)
have argued that the canonical method of meta-analysis—
which often aggregates data from many small convenience
samples—should be augmented or replaced by data from
large probability samples, at least when that is possible
(e.g., in areas such as ability testing). Test-norming data as
well as data from major national surveys such as the
National Longitudinal Study of Youth provide important
information. Findings from samples such as these are in-
cluded in the summary shown in Table 1, where the num-
ber of reports is marked with an asterisk.
Inspection of the effect sizes shown in the rightmost
32. column of Table 1 reveals strong evidence for the gender
similarities hypothesis. These effect sizes are summarized
in Table 2. Of the 128 effect sizes shown in Table 1, 4 were
unclassifiable because the meta-analysis provided such a
wide range for the estimate. The remaining 124 effect sizes
were classified into the categories noted earlier: close-to-
zero (d � 0.10), small (0.11 � d � 0.35), moderate
(0.36 � d � 0.65), large (d � 0.66 –1.00), or very large
(�1.00). The striking result is that 30% of the effect sizes
are in the close-to-zero range, and an additional 48% are in
the small range. That is, 78% of gender differences are
Janet Shibley
Hyde
582 September 2005 ● American Psychologist
Table 1
Major Meta-Analyses of Research on Psychological Gender
Differences
Study and variable Age No. of reports d
Cognitive variables
Hyde, Fennema, & Lamon (1990)
Mathematics computation All 45 �0.14
Mathematics concepts All 41 �0.03
Mathematics problem solving All 48 �0.08
Hedges & Nowell (1995)
Reading comprehension Adolescents 5* �0.09
Vocabulary Adolescents 4* �0.06
Mathematics Adolescents 6* �0.16
33. Perceptual speed Adolescents 4* �0.28
Science Adolescents 4* �0.32
Spatial ability Adolescents 2* �0.19
Hyde, Fennema, Ryan, et al. (1990)
Mathematics self-confidence All 56 �0.16
Mathematics anxiety All 53 �0.15
Feingold (1988)
DAT spelling Adolescents 5* �0.45
DAT language Adolescents 5* �0.40
DAT verbal reasoning Adolescents 5* �0.02
DAT abstract reasoning Adolescents 5* �0.04
DAT numerical ability Adolescents 5* �0.10
DAT perceptual speed Adolescents 5* �0.34
DAT mechanical reasoning Adolescents 5* �0.76
DAT space relations Adolescents 5* �0.15
Hyde & Linn (1988)
Vocabulary All 40 �0.02
Reading comprehension All 18 �0.03
Speech production All 12 �0.33
Linn & Petersen (1985)
Spatial perception All 62 �0.44
Mental rotation All 29 �0.73
Spatial visualization All 81 �0.13
Voyer et al. (1995)
Spatial perception All 92 �0.44
Mental rotation All 78 �0.56
Spatial visualization All 116 �0.19
Lynn & Irwing (2004)
Progressive matrices 6–14 years 15 �0.02
Progressive matrices 15–19 years 23 �0.16
34. Progressive matrices Adults 10 �0.30
Whitley et al. (1986)
Attribution of success to ability All 29 �0.13
Attribution of success to effort All 29 �0.04
Attribution of success to task All 29 �0.01
Attribution of success to luck All 29 �0.07
Attribution of failure to ability All 29 �0.16
Attribution of failure to effort All 29 �0.15
Attribution of failure to task All 29 �0.08
Attribution of failure luck All 29 �0.15
Communication
Anderson & Leaper (1998)
Interruptions in conversation Adults 53 �0.15
Intrusive interruptions Adults 17 �0.33
Leaper & Smith (2004)
Talkativeness Children 73 �0.11
Affiliative speech Children 46 �0.26
Assertive speech Children 75 �0.11
(table continues)
583September 2005 ● American Psychologist
Table 1 (continued)
Study and variable Age No. of reports d
Communication (continued )
Dindia & Allen (1992)
35. Self-disclosure (all studies) — 205 �0.18
Self-disclosure to stranger — 99 �0.07
Self-disclosure to friend — 50 �0.28
LaFrance et al. (2003)
Smiling Adolescents and adults 418 �0.40
Smiling: Aware of being observed Adolescents and adults 295
�0.46
Smiling: Not aware of being observed Adolescents and adults
31 �0.19
McClure (2000)
Facial expression processing Infants 29 �0.18 to �0.92
Facial expression processing Children and adolescents 89 �0.13
to �0.18
Social and personality variables
Hyde (1984, 1986)
Aggression (all types) All 69 �0.50
Physical aggression All 26 �0.60
Verbal aggression All 6 �0.43
Eagly & Steffen (1986)
Aggression Adults 50 �0.29
Physical aggression Adults 30 �0.40
Psychological aggression Adults 20 �0.18
Knight et al. (2002)
Physical aggression All 41 �0.59
Verbal aggression All 22 �0.28
Aggression in low emotional arousal context All 40 �0.30
Aggression in emotional arousal context All 83 �0.56
Bettencourt & Miller (1996)
Aggression under provocation Adults 57 �0.17
36. Aggression under neutral conditions Adults 50 �0.33
Archer (2004)
Aggression in real-world settings All 75 �0.30 to �0.63
Physical aggression All 111 �0.33 to �0.84
Verbal aggression All 68 �0.09 to �0.55
Indirect aggression All 40 �0.74 to �0.05
Stuhlmacher & Walters (1999)
Negotiation outcomes Adults 53 �0.09
Walters et al. (1998)
Negotiator competitiveness Adults 79 �0.07
Eagly & Crowley (1986)
Helping behavior Adults 99 �0.13
Helping: Surveillance context Adults 16 �0.74
Helping: No surveillance Adults 41 �0.02
Oliver & Hyde (1993)
Sexuality: Masturbation All 26 �0.96
Sexuality: Attitudes about casual sex All 10 �0.81
Sexual satisfaction All 15 �0.06
Attitudes about extramarital sex All 17 �0.29
Murnen & Stockton (1997)
Arousal to sexual stimuli Adults 62 �0.31
Eagly & Johnson (1990)
Leadership: Interpersonal style Adults 153 �0.04 to �0.07
Leadership: Task style Adults 154 0.00 to �0.09
Leadership: Democratic vs. autocratic Adults 28 �0.22 to
�0.34
Eagly et al. (1992)
Leadership: Evaluation Adults 114 �0.05
37. Eagly et al. (1995)
Leadership effectiveness Adults 76 �0.02
584 September 2005 ● American Psychologist
Table 1 (continued)
Study and variable Age No. of reports d
Social and personality variables (continued)
Eagly et al. (2003)
Leadership: Transformational Adults 44 �0.10
Leadership: Transactional Adults 51 �0.13 to �0.27
Leadership: Laissez-faire Adults 16 �0.16
Feingold (1994)
Neuroticism: Anxiety Adolescents and adults 13* �0.32
Neuroticism: Impulsiveness Adolescents and adults 6* �0.01
Extraversion: Gregariousness Adolescents and adults 10* �0.07
Extraversion: Assertiveness Adolescents and adults 10* �0.51
Extraversion: Activity Adolescents and adults 5 �0.08
Openness Adolescents and adults 4* �0.19
Agreeableness: Trust Adolescents and adults 4* �0.35
Agreeableness: Tendermindedness Adolescents and adults 10*
�0.91
Conscientiousness Adolescents and adults 4 �0.18
Psychological well-being
Kling et al. (1999, Analysis I)
Self-esteem All 216 �0.21
Kling et al. (1999, Analysis II)
38. Self-esteem Adolescents 15* �0.04 to �0.16
Major et al. (1999)
Self-esteem All 226 �0.14
Feingold & Mazzella (1998)
Body esteem All — �0.58
Twenge & Nolen-Hoeksema (2002)
Depression symptoms 8–16 years 310 �0.02
Wood et al. (1989)
Life satisfaction Adults 17 �0.03
Happiness Adults 22 �0.07
Pinquart & Sörensen (2001)
Life satisfaction Elderly 176 �0.08
Self-esteem Elderly 59 �0.08
Happiness Elderly 56 �0.06
Tamres et al. (2002)
Coping: Problem-focused All 22 �0.13
Coping: Rumination All 10 �0.19
Motor behaviors
Thomas & French (1985)
Balance 3–20 years 67 �0.09
Grip strength 3–20 years 37 �0.66
Throw velocity 3–20 years 12 �2.18
Throw distance 3–20 years 47 �1.98
Vertical jump 3–20 years 20 �0.18
Sprinting 3–20 years 66 �0.63
Flexibility 5–10 years 13 �0.29
39. Eaton & Enns (1986)
Activity level All 127 �0.49
Miscellaneous
Thoma (1986)
Moral reasoning: Stage Adolescents and adults 56 �0.21
Jaffee & Hyde (2000)
Moral reasoning: Justice orientation All 95 �0.19
Moral reasoning: Care orientation All 160 �0.28
Silverman (2003)
Delay of gratification All 38 �0.12
Whitley et al. (1999)
Cheating behavior All 36 �0.17
Cheating attitudes All 14 �0.35
(table continues)
585September 2005 ● American Psychologist
small or close to zero. This result is similar to that of Hyde
and Plant (1995), who found that 60% of effect sizes for
gender differences were in the small or close-to-zero range.
The small magnitude of these effects is even more
striking given that most of the meta-analyses addressed the
classic gender differences questions—that is, areas in
which gender differences were reputed to be reliable, such
as mathematics performance, verbal ability, and aggressive
behavior. For example, despite Tannen’s (1991) assertions,
gender differences in most aspects of communication are
40. small. Gilligan (1982) has argued that males and females
speak in a different moral “voice,” yet meta-analyses show
that gender differences in moral reasoning and moral ori-
entation are small (Jaffee & Hyde, 2000).
The Exceptions
As noted earlier, the gender similarities hypothesis does not
assert that males and females are similar in absolutely
every domain. The exceptions—areas in which gender dif-
ferences are moderate or large in magnitude—should be
recognized.
The largest gender differences in Table 1 are in the
domain of motor performance, particularly for measures
such as throwing velocity (d � 2.18) and throwing distance
(d � 1.98) (Thomas & French, 1985). These differences
are particularly large after puberty, when the gender gap in
muscle mass and bone size widens.
A second area in which large gender differences are
found is some— but not all—measures of sexuality (Oliver
& Hyde, 1993). Gender differences are strikingly large for
incidences of masturbation and for attitudes about sex in a
casual, uncommitted relationship. In contrast, the gender
difference in reported sexual satisfaction is close to zero.
Across several meta-analyses, aggression has repeat-
edly shown gender differences that are moderate in mag-
nitude (Archer, 2004; Eagly & Steffen, 1986; Hyde, 1984,
1986). The gender difference in physical aggression is
particularly reliable and is larger than the gender difference
in verbal aggression. Much publicity has been given to
gender differences in relational aggression, with girls scor-
ing higher (e.g., Crick & Grotpeter, 1995). According to
the Archer (2004) meta-analysis, indirect or relational ag-
41. gression showed an effect size for gender differences of
�0.45 when measured by direct observation, but it was
only �0.19 for peer ratings, �0.02 for self-reports, and
�0.13 for teacher reports. Therefore, the evidence is am-
biguous regarding the magnitude of the gender difference
in relational aggression.
The Interpretation of Effect Sizes
The interpretation of effect sizes is contested. On one side
of the argument, the classic source is the statistician Cohen
(1969, 1988), who recommended that 0.20 be considered a
small effect, 0.50 be considered medium, and 0.80 be
considered large. It is important to note that he set these
guidelines before the advent of meta-analysis, and they
have been the standards used in statistical power analysis
for decades.
In support of these guidelines are indicators of overlap
between two distributions. For example, Kling, Hyde,
Showers, and Buswell (1999) graphed two distributions
differing on average by an effect size of 0.21, the effect size
they found for gender differences in self-esteem. This
graph is shown in Figure 1. Clearly, this small effect size
Table 1 (continued)
Study and variable Age No. of reports d
Whitley (1997)
Computer use: Current All 18 �0.33
Computer self-efficacy All 29 �0.41
Konrad et al. (2000)
Job attribute preference: Earnings Adults 207 �0.12
Job attribute preference: Security Adults 182 �0.02
Job attribute preference: Challenge Adults 63 �0.05
42. Job attribute preference: Physical work environment Adults 96
�0.13
Job attribute preference: Power Adults 68 �0.04
Note. Positive values of d represent higher scores for men
and/or boys; negative values of d represent higher scores for
women and/or girls. Asterisks indicate that
data were from major, large national samples. Dashes indicate
that data were not available (i.e., the study in question did not
provide this information clearly). No.
� number; DAT � Differential Aptitude Test.
Table 2
Effect Sizes (n � 124) for Psychological Gender
Differences, Based on Meta-Analyses, Categorized by
Range of Magnitude
Effect sizes
Effect size range
0–0.10 0.11–0.35 0.36–0.65 0.66–1.00 �1.00
Number 37 59 19 7 2
% of total 30 48 15 6 2
586 September 2005 ● American Psychologist
reflects distributions that overlap greatly—that is, that
show more similarity than difference. Cohen (1988) devel-
oped a U statistic that quantifies the percentage of nonover-
lap of distributions. For d � 0.20, U � 15%; that is, 85%
of the areas of the distributions overlap. According to
another Cohen measure of overlap, for d � 0.20, 54% of
43. individuals in Group A exceed the 50th percentile for
Group B.
For another way to consider the interpretation of effect
sizes, d can also be expressed as an equivalent value of the
Pearson correlation, r (Cohen, 1988). For the small effect
size of 0.20, r � .10, certainly a small correlation. A d of
0.50 is equivalent to an r of .24, and for d � 0.80, r � .37.
Rosenthal (1991; Rosenthal & Rubin, 1982) has ar-
gued the other side of the case—namely, that seemingly
small effect sizes can be important and make for impressive
applied effects. As an example, he took a two-group ex-
perimental design in which one group is treated for cancer
and the other group receives a placebo. He used the method
of binomial effect size display (BESD) to illustrate the
consequences. Using this method, for example, an r of .32
between treatment and outcome, accounting for only 10%
of the variance, translates into a survival rate of 34% in the
placebo group and 66% in the treated group. Certainly, the
effect is impressive.
How does this apply to the study of gender differ-
ences? First, in terms of costs of errors in scientific decision
making, psychological gender differences are quite a dif-
ferent matter from curing cancer. So, interpretation of the
magnitude of effects must be heavily conditioned by the
costs of making Type I and Type II errors for the particular
question under consideration. I look forward to statisticians
developing indicators that take these factors into account.
Second, Rosenthal used the r metric, and when this is
translated into d, the effects look much less impressive. For
example, a d of 0.20 is equivalent to an r of 0.10, and
Rosenthal’s BESD indicates that that effect is equivalent to
cancer survival increasing from 45% to 55%— once again,
44. a small effect. A close-to-zero effect size of 0.10 is equiv-
alent to an r of .05, which translates to cancer survival rates
increasing only from 47.5% to 52.5% in the treatment
group compared with the control group. In short, I believe
that Cohen’s guidelines provide a reasonable standard for
the interpretation of gender differences effect sizes.
One caveat should be noted, however. The foregoing
discussion is implicitly based on the assumption that the
variabilities in the male and female distributions are equal.
Yet the greater male variability hypothesis was originally
proposed more than a century ago, and it survives today
(Feingold, 1992; Hedges & Friedman, 1993). In the 1800s,
this hypothesis was proposed to explain why there were
more male than female geniuses and, at the same time,
more males among the mentally retarded. Statistically, the
combination of a small average difference favoring males
and a larger standard deviation for males, for some trait
such as mathematics performance, could lead to a lopsided
gender ratio favoring males in the upper tail of the distri-
bution reflecting exceptional talent. The statistic used to
investigate this question is the variance ratio (VR), the ratio
of the male variance to the female variance. Empirical
investigations of the VR have found values of 1.00 –1.08
for vocabulary (Hedges & Nowell, 1995), 1.05–1.25 for
mathematics performance (Hedges & Nowell), and 0.87–
1.04 for self-esteem (Kling et al., 1999). Therefore, it
appears that whether males or females are more variable
depends on the domain under consideration. Moreover,
most VR estimates are close to 1.00, indicating similar
variances for males and females. Nonetheless, this issue of
possible gender differences in variability merits continued
investigation.
Developmental Trends
Not all meta-analyses have examined developmental trends
45. and, given the preponderance of psychological research on
college students, developmental analysis is not always pos-
sible. However, meta-analysis can be powerful for identi-
fying age trends in the magnitude of gender differences.
Here, I consider a few key examples of meta-analyses that
have taken this developmental approach (see Table 3).
At the time of the meta-analysis by Hyde, Fennema,
and Lamon (1990), it was believed that gender differences
in mathematics performance were small or nonexistent in
childhood and that the male advantage appeared beginning
around the time of puberty (Maccoby & Jacklin, 1974). It
was also believed that males were better at high-level
mathematical problems that required complex processing,
whereas females were better at low-level mathematics that
required only simple computation. Hyde and colleagues
addressed both hypotheses in their meta-analysis. They
found a small gender difference favoring girls in compu-
tation in elementary school and middle school and no
gender difference in computation in the high school years.
Figure 1
Graphic Representation of a 0.21 Effect Size
Note. Two normal distributions that are 0.21 standard
deviations apart (i.e.,
d � 0.21). This is the approximate magnitude of the gender
difference in
self-esteem, averaged over all samples, found by Kling et al.
(1999). From
“Gender Differences in Self-Esteem: A Meta-Analysis,” by K.
C. Kling, J. S.
Hyde, C. J. Showers, and B. N. Buswell, 1999, Psychological
Bulletin, 125, p.
484. Copyright 1999 by the American Psychological
Association.
46. 587September 2005 ● American Psychologist
There was no gender difference in complex problem solv-
ing in elementary school or middle school, but a small
gender difference favoring males emerged in the high
school years (d � 0.29). Age differences in the magnitude
of the gender effect were significant for both computation
and problem solving.
Kling et al. (1999) used a developmental approach in
their meta-analysis of studies of gender differences in self-
esteem, on the basis of the assertion of prominent authors
such as Mary Pipher (1994) that girls’ self-esteem takes a
nosedive at the beginning of adolescence. They found that
the magnitude of the gender difference did grow larger
from childhood to adolescence: In childhood (ages 7–10),
d � 0.16; for early adolescence (ages 11–14), d � 0.23;
and for the high school years (ages 15–18), d � 0.33.
However, the gender difference did not suddenly become
large in early adolescence, and even in high school, the
difference was still not large. Moreover, the gender differ-
ence was smaller in older samples; for example, for ages
23–59, d � 0.10.
Whitley’s (1997) analysis of age trends in computer
self-efficacy are revealing. In grammar school samples,
d � 0.09, whereas in high school samples, d � 0.66. This
dramatic trend leads to questions about what forces are at
work transforming girls from feeling as effective with
computers as boys do to showing a large difference in
self-efficacy by high school.
These examples illustrate the extent to which the
47. magnitude of gender differences can fluctuate with age.
Gender differences grow larger or smaller at different times
in the life span, and meta-analysis is a powerful tool for
detecting these trends. Moreover, the fluctuating magnitude
of gender differences at different ages argues against the
differences model and notions that gender differences are
large and stable.
The Importance of Context
Gender researchers have emphasized the importance of
context in creating, erasing, or even reversing psychologi-
cal gender differences (Bussey & Bandura, 1999; Deaux &
Major, 1987; Eagly & Wood, 1999). Context may exert
influence at numerous levels, including the written instruc-
tions given for an exam, dyadic interactions between par-
ticipants or between a participant and an experimenter, or
the sociocultural level.
In an important experiment, Lightdale and Prentice
(1994) demonstrated the importance of gender roles and
social context in creating or erasing the purportedly robust
gender difference in aggression. Lightdale and Prentice
used the technique of deindividuation to produce a situation
that removed the influence of gender roles. Deindividuation
refers to a state in which the person has lost his or her
individual identity; that is, the person has become anony-
mous. Under such conditions, people should feel no obli-
Table 3
Selected Meta-Analyses Showing Developmental Trends in the
Magnitude of Gender Differences
Study and variable Age (years) No. of reports d
Hyde, Fennema, & Lamon (1990)
Mathematics: Complex problem solving 5–10 11 0.00
48. 11–14 21 �0.02
15–18 10 �0.29
19–25 15 �0.32
Kling et al. (1999)
Self-esteem 7–10 22 �0.16
11–14 53 �0.23
15–18 44 �0.33
19–22 72 �0.18
23–59 16 �0.10
�60 6 �0.03
Major et al. (1999)
Self-esteem 5–10 24 �0.01
11–13 34 �0.12
14–18 65 �0.16
19 or older 97 �0.13
Twenge & Nolen-Hoeksema (2002)
Depressive symptoms 8–12 86 �0.04
13–16 49 �0.16
Thomas & French (1985)
Throwing distance 3–8 — �1.50 to �2.00
16–18 — �3.50
Note. Positive values of d represent higher scores for men
and/or boys; negative values of d represent higher scores for
women and/or girls. Dashes indicate that
data were not available (i.e., the study in question did not
provide this information clearly). No. � number.
49. 588 September 2005 ● American Psychologist
gation to conform to social norms such as gender roles.
Half of the participants, who were college students, were
assigned to an individuated condition by having them sit
close to the experimenter, identify themselves by name,
wear large name tags, and answer personal questions. Par-
ticipants in the deindividuation condition sat far from the
experimenter, wore no name tags, and were simply told to
wait. All participants were also told that the experiment
required information from only half of the participants,
whose behavior would be monitored, and that the other half
would remain anonymous. Participants then played an in-
teractive video game in which they first defended and then
attacked by dropping bombs. The number of bombs
dropped was the measure of aggressive behavior.
The results indicated that in the individuated condi-
tion, men dropped significantly more bombs (M � 31.1)
than women did (M � 26.8). In the deindividuated condi-
tion, however, there were no significant gender differences
and, in fact, women dropped somewhat more bombs (M �
41.1) than men (M � 36.8). In short, the significant gender
difference in aggression disappeared when gender norms
were removed.
Steele’s (1997; Steele & Aronson, 1995) work on
stereotype threat has produced similar evidence in the
cognitive domain. Although the original experiments con-
cerned African Americans and the stereotype that they are
intellectually inferior, the theory was quickly applied to
gender and stereotypes that girls and women are bad at
math (Brown & Josephs, 1999; Quinn & Spencer, 2001;
50. Spencer, Steele, & Quinn, 1999; Walsh, Hickey, & Duffy,
1999). In one experiment, male and female college students
with equivalent math backgrounds were tested (Spencer et
al., 1999). In one condition, participants were told that the
math test had shown gender difference in the past, and in
the other condition, they were told that the test had been
shown to be gender fair—that men and women had per-
formed equally on it. In the condition in which participants
had been told that the math test was gender fair, there were
no gender differences in performance on the test. In the
condition in which participants expected gender differ-
ences, women underperformed compared with men. This
simple manipulation of context was capable of creating or
erasing gender differences in math performance.
Meta-analysts have addressed the importance of con-
text for gender differences. In one of the earliest demon-
strations of context effects, Eagly and Crowley (1986)
meta-analyzed studies of gender differences in helping
behavior, basing the analysis in social-role theory. They
argued that certain kinds of helping are part of the male
role: helping that is heroic or chivalrous. Other kinds of
helping are part of the female role: helping that is nurturant
and caring, such as caring for children. Heroic helping
involves danger to the self, and both heroic and chivalrous
helping are facilitated when onlookers are present. Wom-
en’s nurturant helping more often occurs in private, with no
onlookers. Averaged over all studies, men helped more
(d � 0.34). However, when studies were separated into
those in which onlookers were present and participants
were aware of it, d � 0.74. When no onlookers were
present, d � �0.02. Moreover, the magnitude of the gender
difference was highly correlated with the degree of danger
in the helping situation; gender differences were largest
favoring males in situations with the most danger. In short,
51. the gender difference in helping behavior can be large,
favoring males, or close to zero, depending on the social
context in which the behavior is measured. Moreover, the
pattern of gender differences is consistent with social-role
theory.
Anderson and Leaper (1998) obtained similar context
effects in their meta-analysis of gender differences in con-
versational interruption. At the time of their meta-analysis,
it was widely believed that men interrupted women con-
siderably more than the reverse. Averaged over all studies,
however, Anderson and Leaper found a d of 0.15, a small
effect. The effect size for intrusive interruptions (excluding
back-channel interruptions) was larger: 0.33. It is important
to note that the magnitude of the gender difference varied
greatly depending on the social context in which interrup-
tions were studied. When dyads were observed, d � 0.06,
but with larger groups of three or more, d � 0.26. When
participants were strangers, d � 0.17, but when they were
friends, d � �0.14. Here, again, it is clear that gender
differences can be created, erased, or reversed, depending
on the context.
In their meta-analysis, LaFrance, Hecht, and Paluck
(2003) found a moderate gender difference in smiling (d �
�0.41), with girls and women smiling more. Again, the
magnitude of the gender difference was highly dependent
on the context. If participants had a clear awareness that
they were being observed, the gender difference was larger
(d � �0.46) than it was if they were not aware of being
observed (d � �0.19). The magnitude of the gender dif-
ference also depended on culture and age.
Dindia and Allen (1992) and Bettencourt and Miller
(1996) also found marked context effects in their gender
meta-analyses. The conclusion is clear: The magnitude and
52. even the direction of gender differences depends on the
context. These findings provide strong evidence against the
differences model and its notions that psychological gender
differences are large and stable.
Costs of Inflated Claims of Gender
Differences
The question of the magnitude of psychological gender
differences is more than just an academic concern. There
are serious costs of overinflated claims of gender differ-
ences (for an extended discussion of this point, see Barnett
& Rivers, 2004; see also White & Kowalski, 1994). These
costs occur in many areas, including work, parenting, and
relationships.
Gilligan’s (1982) argument that women speak in a
different moral “voice” than men is a well-known example
of the differences model. Women, according to Gilligan,
speak in a moral voice of caring, whereas men speak in a
voice of justice. Despite the fact that meta-analyses discon-
firm her arguments for large gender differences (Jaffee &
Hyde, 2000; Thoma, 1986; Walker, 1984), Gilligan’s ideas
589September 2005 ● American Psychologist
have permeated American culture. One consequence of this
overinflated claim of gender differences is that it reifies the
stereotype of women as caring and nurturant and men as
lacking in nurturance. One cost to men is that they may
believe that they cannot be nurturant, even in their role as
father. For women, the cost in the workplace can be enor-
mous. Women who violate the stereotype of being nur-
turant and nice can be penalized in hiring and evaluations.
Rudman and Glick (1999), for example, found that female
53. job applicants who displayed agentic qualities received
considerably lower hireability ratings than agentic male
applicants (d � 0.92) for a managerial job that had been
“feminized” to require not only technical skills and the
ability to work under pressure but also the ability to be
helpful and sensitive to the needs of others. The researchers
concluded that women must present themselves as compe-
tent and agentic to be hired, but they may then be viewed
as interpersonally deficient and uncaring and receive biased
work evaluations because of their violation of the female
nurturance stereotype.
A second example of the costs of unwarranted vali-
dation of the stereotype of women as caring nurturers
comes from Eagly, Makhijani, and Klonsky’s (1992) meta-
analysis of studies of gender and the evaluation of leaders.
Overall, women leaders were evaluated as positively as
men leaders (d � 0.05). However, women leaders por-
trayed as uncaring autocrats were at a more substantial
disadvantage than were men leaders portrayed similarly
(d � 0.30). Women who violated the caring stereotype paid
for it in their evaluations. The persistence of the stereotype
of women as nurturers leads to serious costs for women
who violate this stereotype in the workplace.
The costs of overinflated claims of gender differences
hit children as well. According to stereotypes, boys are
better at math than girls are (Hyde, Fennema, Ryan, Frost,
& Hopp, 1990). This stereotype is proclaimed in mass
media headlines (Barnett & Rivers, 2004). Meta-analyses,
however, indicate a pattern of gender similarities for math
performance. Hedges and Nowell (1995) found a d of 0.16
for large national samples of adolescents, and Hyde, Fen-
nema, and Lamon (1990) found a d of �0.05 for samples
of the general population (see also Leahey & Guo, 2000).
One cost to children is that mathematically talented girls
54. may be overlooked by parents and teachers because these
adults do not expect to find mathematical talent among
girls. Parents have lower expectations for their daughters’
math success than for their sons’ (Lummis & Stevenson,
1990), despite the fact that girls earn better grades in math
than boys do (Kimball, 1989). Research has shown repeat-
edly that parents’ expectations for their children’s mathe-
matics success relate strongly to outcomes such as the
child’s mathematics self-confidence and performance, with
support for a model in which parents’ expectations influ-
ence children (e.g., Frome & Eccles, 1998). In short, girls
may find their confidence in their ability to succeed in
challenging math courses or in a mathematically oriented
career undermined by parents’ and teachers’ beliefs that
girls are weak in math ability.
In the realm of intimate heterosexual relationships,
women and men are told that they are as different as if they
came from different planets and that they communicate in
dramatically different ways (Gray, 1992; Tannen, 1991).
When relationship conflicts occur, good communication is
essential to resolving the conflict (Gottman, 1994). If,
however, women and men believe what they have been
told—that it is almost impossible for them to communicate
with each other—they may simply give up on trying to
resolve the conflict through better communication. Thera-
pists will need to dispel erroneous beliefs in massive,
unbridgeable gender differences.
Inflated claims about psychological gender differ-
ences can hurt boys as well. A large gender gap in self-
esteem beginning in adolescence has been touted in popular
sources (American Association of University Women,
1991; Orenstein, 1994; Pipher, 1994). Girls’ self-esteem is
purported to take a nosedive at the beginning of adoles-
cence, with the implication that boys’ self-esteem does not.
55. Yet meta-analytic estimates of the magnitude of the gender
difference have all been small or close to zero: d � 0.21
(Kling et al., 1999, Analysis I), d � 0.04 – 0.16 (Kling et
al., 1999, Analysis II), and d � 0.14 (Major, Barr, Zubek,
& Babey, 1999). In short, self-esteem is roughly as much a
problem for adolescent boys as it is for adolescent girls.
The popular media’s focus on girls as the ones with self-
esteem problems may carry a huge cost in leading parents,
teachers, and other professionals to overlook boys’ self-
esteem problems, so that boys do not receive the interven-
tions they need.
As several of these examples indicate, the gender
similarities hypothesis carries strong implications for prac-
titioners. The scientific evidence does not support the belief
that men and women have inherent difficulties in commu-
nicating across gender. Neither does the evidence support
the belief that adolescent girls are the only ones with
self-esteem problems. Therapists who base their practice in
the differences model should reconsider their approach on
the basis of the best scientific evidence.
Conclusion
The gender similarities hypothesis stands in stark contrast
to the differences model, which holds that men and women,
and boys and girls, are vastly different psychologically.
The gender similarities hypothesis states, instead, that
males and females are alike on most— but not all—psy-
chological variables. Extensive evidence from meta-analy-
ses of research on gender differences supports the gender
similarities hypothesis. A few notable exceptions are some
motor behaviors (e.g., throwing distance) and some aspects
of sexuality, which show large gender differences. Aggres-
sion shows a gender difference that is moderate in
magnitude.
56. It is time to consider the costs of overinflated claims of
gender differences. Arguably, they cause harm in numerous
realms, including women’s opportunities in the workplace,
couple conflict and communication, and analyses of self-
esteem problems among adolescents. Most important, these
claims are not consistent with the scientific data.
590 September 2005 ● American Psychologist
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71. (/)
Men and Women are from Earth
Reviewed by Barnett and Rivers
Do men and women come from two separate "communication
cultures"� that make it difficult for them to hear one another?
Are they doomed to moan,
eternally, "You just don't understand?"� Are women the
caring, sharing, open sex, while men are hardwired to be strong,
silent, self-absorbed, and
uncomfortable with emotions? This portrait of the sexes has
become conventional wisdom, promoted in best sellers like John
Gray's Men Are From Mars,
Women Are From Venus and Deborah Tannen's You Just Don't
Understand. The idea has also leached into the academic and
therapy arenas.
The textbook Language and Social Identity, by Daniel N. Maltz
and Ruth A. Borker, states flatly, "American men and women
come from different sociolinguistic
subcultures, having learned to do different things with words in
a conversation."
72. In this scenario, women are the relationship experts, holding
marriages and friendships together by putting others first,
avoiding conflict at the cost of their own
wishes, and not putting burdens on men by demanding intimacy
or understanding. Women speak "in a different voice,"� as
feminist psychologist Carol Gilligan
put it, because they are so tuned in to others. Men, in contrast,
lack empathy with others. If a friend or coworker approaches
them to talk about problems, they
change the subject or make a joke. In personal relationships
men don't have a clue, and as parents, they are the inferior sex.
They lack the inherent
communication abilities necessary for parenting that nature
confers on women.
Is this dismal picture accurate? Do the best sellers, some
textbooks, and the media's pop psychologists have it right? Are
men and women so hamstrung by
their communication styles that they are perpetually destined to
misunderstand each other--ships eternally passing in the night?
As poetic and familiar as this idea seems, it is more fantasy
than fact. New research tears this conventional wisdom to
shreds. Women and men are far more
alike than different in how they listen to people, the ways they
react to others who are in trouble, and their ability to be open
and honest in communication. As
73. University of Wisconsin psychologists Kathryn Dindia and
Mike Allen say, "It is time to stop perpetuating the myth that
there are large sex differences in men's
and women's self disclosure."
Women, Deborah Tannen says, use their unique conversational
style to show involvement, connection, and participation, while
men use speech to indicate
independence and position in a hierarchy. Women seek
connection and want to be liked, while men just want to press
their own agenda. Tannen also states as
fact that men always interrupt women. Is this really how men
and women behave? Sometimes yes, sometimes no. Tannen's
problem is that she often sees
gender as the main driver of communication, ignoring a whole
host of other important factors--such as power, individual
personalities, and the situation you're in
when you are about to speak. Do men always interrupt women?
In fact, the sex differences here are trivial, conclude researchers
Kristen Anderson and
Campbell Leaper of the University of California at Santa Cruz,
based on their meta-analyses of 43 studies. (A meta-analysis
summarizes the findings of many
studies.) The key to understanding interruptions is the situation-
-or, as the researchers put it, "The What, When, Where and
How."� Power is often the key.
74. Psychologist Elizabeth Aries of Amherst College found that
men often interrupt women in conversation. But, when
traditional power relationships are reversed--
such as in many contemporary couples where the woman is the
higher earner, or when male subordinates interact with female
superiors--speech patterns also
undergo a reversal. The person with less power interrupts less
and works harder to keep the conversation going, whether that
person is female or male. Those
with more power, male or female, are likely to take control of
the conversation. Do we really believe that Secretary of State
Condoleezza Rice is often
interrupted by her male aides? Or that a male law clerk would
break into the sentences of Justice Ruth Bader Ginsberg? It's
impossible to see the true
communication dynamic if we are blinded by the notion that
something buried deep in women's psyches chains them to the
speech styles of the powerless.
https://www.wcwonline.org/
https://www.wcwonline.org/search
As for men, are they in fact handcuffed by deep-seated
inabilities to engage in conversations about emotion? According
to essentialist theorists, who believe
differences between men and women are innate rather than
socially constructed, men are uncomfortable with any kind of
75. communication that has to do with
personal conflicts. They avoid talking about their problems.
They avoid responding too deeply to other people's problems,
instead giving advice, changing the
subject, making a joke, or giving no response. Unlike women,
they don't react to "troubles talk" by empathizing with others
and expressing sympathy. These
ideas are often cited in textbooks and in popular manuals, like
those written by John Gray, of Mars and Venus fame.
After Gray nabs us with his attention-grabbing titles, he tells us
that men are naturally programmed to go into their "caves"�
and not communicate with other
people. Women must never try to talk to men when they
withdraw, but must honor their behavior. A woman must not
offer help to a man, because it makes him
feel weak and incompetent. A woman must never criticize a man
or try to change his behavior. She should never show anger. If
she feels angry, she must wait
until she is "more loving and centered"� to talk to him. Only
when she is loving and forgiving can she share her feelings. If a
man pulls away from her, "he is just
fulfilling a valid need to take care of himself for a while."�
Gray cites the case of "Bill,"� who asks his wife, "Mary,"�
to make a phone call for him while he is sitting on the couch
watching TV. Mary reacts with a
76. frustrated and helpless tone of voice. She says, "I can't right
now, I already have too much to do, I have to change the baby's
diaper, I have to clean up this
mess, balance the checkbook, finish the wash, and tonight we
are going out to a movie. I have too much to do. I just can't do
it all!"
Bill goes back to watching TV and disconnects from her
feelings. Bill, says Gray, is angry at Mary for making him feel
like a failure. He retreats to his cave, "just
taking care of himself."� If Mary realized this, Gray suggests,
she would smile at his request to do still one more chore and
say sweetly that she's running
behind. As for Bill, all he has to do, Gray suggests, is to say
admiringly to Mary, "I just don't know how you do it!"� That
line might just get Bill a damp diaper in
the face. Gray does not suggest that Bill might A) change the
baby's diaper, B) help clean up the house, C) balance the
checkbook, or D) help with the wash.
Who has the power in this marriage--and isn't this really the
issue? Gray's scenario puts women in a tight bind, while
requiring little from men. Gray's
prescription for heterosexual relationships is for the woman to
leave the man alone while she supervises the kids' homework,
cooks dinner, and cleans up.
That's advice that gets couples into trouble, not out of it. A
woman who takes Gray's advice at face value may be at serious
77. risk for high stress. Unable to
express her anger openly and to ask for what she really needs,
always on edge because she must sense a man's every whim and
need, she is likely to turn her
anger inward. This situation makes her communication
inauthentic. She feels anger, but can't communicate it, and as a
result she feels worse and worse about
herself and her marriage. She is living a lie--and how good can
anyone feel about that? On top of that, her husband has no idea
of what she's feeling. There's
no way he could be the helpful person he may actually want to
be.
In fact, if women expected men to be unable to relate to other
people's problems, they would never bother talking to men
about such things.
Systematic research does not support those ideas. Erina L.
MacGeorge, of Purdue University, and her colleagues at the
University of Pennsylvania find no
support for the idea that women and men constitute different
"communication cultures."� Based on three studies that used
questionnaires and interviews to
sample 738 people--417 women and 321 men--they conclude
that: Both men and women view the provision of support as a
central element of close personal
relationships; both value the supportive communication skills of
78. their friends, lovers, and family members; both make similar
judgments about what counts as
sensitive, helpful support; and both respond quite similarly to
various support efforts.
When someone comes to men with a problem, they don't joke,
tell the person to cheer up, change the topic, or run away as
Gray and Tannen suggest they do.
Both sexes are instead likely to offer sympathy and advice. If
men are having a problem, and someone offers a sympathetic
response, they don't get angry,
minimize, or push the other person away. Like women, they are
comforted when people are concerned about them. There are no
differences in how men and
women handle emotional issues--theirs or others'.
Kristen Neff of the University of Texas at Austin and Susan
Harter of the University of Denver uncovered a similar lack of
difference in men's and women's styles
of conflict resolution. They found that 62 percent of men and 61
percent of women reported that they typically resolved conflicts
in their relationships by
compromising with their partners. This is a far cry from the idea
that women always retreat, and men always insist on getting
their way.
Similar doubts have also been raised about the "fact"� that
79. men can't share their feelings, and that they always retreat to
their caves or take refuge in silence. A
huge meta-analysis of 24,000 subjects in 205 peer-reviewed
studied found that women disclose slightly more that men--but
the effect was trivial. Practically
speaking, there were no differences between the sexes. Because
therapists (and others) contend that the ability to self-disclose is
crucial to success in therapy,
they believe that men's chances of being helped are relatively
poor. But this is not so, according these research findings. Even
more importantly, the idea that
women can't expect men to share, to lend a sympathetic ear, to
compromise in settling issues, or to be good listeners can have
disastrous consequences.
Women who cling to such stereotypes will miss out on close
relationships with their male partners and of course men will be
further pigeonholed as distant,
remote, and unavailable creatures. If that's how they are treated,
maybe that's what they will turn into. And if men assume that
women are too emotional to
discuss problems rationally, they will simply clam up and miss
the help and support they really need. Either way, rigid sex
stereotypes promote self-fulfilling
prophecies.
80. Unfortunately, the essentialist perspective has so colored the
dialogue about the sexes that there is scant room for any
narrative other than difference. As we've
seen, the difference rhetoric can harm both men and women.
Given how little empirical support exists for essentialist ideas,
it's high time to broaden the
dialogue. We believe that men and women are far more similar
than different, a provocative idea that is backed by considerable
research. We challenge the
conventional wisdom, and we encourage others to do the same.
Rosalind Barnett and Caryl Rivers are the authors of Same
Difference: How Gender Myths are Hurting Our Relationships,
Our Children, and Our Jobs.
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83. See discussions, stats, and author profiles for this publication
at: https://www.researchgate.net/publication/282650852
Global Gender Differences Can Be Operationalized and Tested
Article in American Psychologist · October 2015
DOI: 10.1037/a0039590
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