iWriteGigs

Fresh Grad Lands Job as Real Estate Agent With Help from Professional Writers

People go to websites to get the information they desperately need.  They could be looking for an answer to a nagging question.  They might be looking for help in completing an important task.  For recent graduates, they might be looking for ways on how to prepare a comprehensive resume that can capture the attention of the hiring manager

Manush is a recent graduate from a prestigious university in California who is looking for a job opportunity as a real estate agent.  While he already has samples provided by his friends, he still feels something lacking in his resume.  Specifically, the he believes that his professional objective statement lacks focus and clarity. 

Thus, he sought our assistance in improving editing and proofreading his resume. 

In revising his resume, iwritegigs highlighted his soft skills such as his communication skills, ability to negotiate, patience and tactfulness.  In the professional experience part, our team added some skills that are aligned with the position he is applying for.

When he was chosen for the real estate agent position, he sent us this thank you note:

“Kudos to the team for a job well done.  I am sincerely appreciative of the time and effort you gave on my resume.  You did not only help me land the job I had always been dreaming of but you also made me realize how important adding those specific keywords to my resume!  Cheers!

Manush’s story shows the importance of using powerful keywords to his resume in landing the job he wanted.

Module 6 Quiz

Navigation   » List of Schools  »  Glendale Community College  »  Psychology  »  Psychology 200 – Research Methods for Psychology  »  Fall 2022  »  Module 6 Quiz

Need help with your exam preparation?

Below are the questions for the exam with the choices of answers:

Question #1
A  Results from factorial designs are typically straightforward and easy to interpret.
B  They allow researchers to understand the nuances of how variables interact.
C  Results from factorial designs are always intuitive.
D  They allow researchers to explore the construct validity of a theory.
Question #2
A  using a between-groups design
B  decrease power
C  collecting measurements from diverse groups of people
D  using a matched-groups design
Question #3
A  using less precise measurements
B  using more reliable measurements
C  using a pretest/posttest design
D  increasing unsystematic variance
Question #4
A  matched-groups designs
B  posttest-only designs
C  correlational designs
D  pretest/posttest designs
Question #5
A  They occur only when using mechanical instruments (e.g., blood pressure cuffs, scales).
B  They are the same as testing threats.
C  They are problematic only in observational research.
D  They can be avoided with counterbalancing.
Question #6
A  They are problematic only in pretest/posttest designs.
B  They cannot be detected by manipulation checks.
C  They don’t affect the results of a study.
D  They can be caused by poorly designed dependent variables.
Question #7
A  These designs avoid order effects.
B  These designs are always possible.
C  These designs rely on fewer participants.
D  These designs avoid demand characteristics.
Question #8
A  selection effects
B  demand characteristics
C  design confounds
D  practice effects
Question #9
A  Researchers can seek out more diverse and representative participants.
B  They want to be able to generalize results to the population.
C  Conducting an experiment in the laboratory is more expensive and time consuming.
D  Having a confound-free setting allows them to make causal claims.
Question #10
A  using a clear coding manual
B  using a comparison group
C  establishing reliability of the measure
D  employing a pretest-only design
Question #11
A  It is usually less important than a study’s main effects.
B  It can be determined by investigating marginal means.
C  There can be only one type of interaction.
D  It can exist even if the main effects are not significant.
Question #12
A  “How well was this variable manipulated?”
B  “How well was this variable controlled by the experimenter?”
C  “How well was this variable explained to participants?”
D  “How well was this variable measured?”
Question #13
A  when you have only a few people in your study
B  when you have at least three levels/conditions of the independent variable
C  when you do not have a control group
D  when you have a complex dependent variable
Question #14
A  factorial means.
B  marginal means.
C  estimate means.
D  interaction means.
Question #15
A  within-groups; between groups
B  researchers; participants
C  independent variables; dependent variables
D  participants; measurements
Question #16
A  establishing covariance
B  having a control group
C  running a manipulation check
D  manipulating the cause before measuring the effect
Question #19
A  The show did not improve ABC skills because parents had to be there.
B  The show improved ABC skills only for kids whose parents watched along with them.
C  Learning ABCs depends on watching a TV show.
D  Only parents can teach children their ABCs.
Question #20
A  It limits the type of statistical analyses that can be conducted.
B  It leads to larger effect sizes.
C  It decreases the power of the study.
D  It causes more overlap in scores between experimental/comparison groups.
Question #21
A  the number of participants in the study
B  the number of main effects that need to be examined
C  the number of participant variables
D  the statistical significance of the interaction
Question #23
A  at ceiling.
B  significant.
C  at floor.
D  null.
Question #24
A  demand characteristics
B  carryover effects
C  selection effects
D  random selection
Question #25
A  His control group is people who did not visit the zoo.
B  His study does not qualify as an experiment.
C  He can make a strong causal claim about the effect of zoo visits on environmental attitudes.
D  He does not have a dependent variable.
Question #32
A  only done if an experiment uses observational measures.
B  not necessary in experiments.
C  a good way to interrogate the construct validity of the dependent variable.
D  the first step in establishing causation.
Question #33
A  large variance between groups.
B  small variance between groups.
C  large variance within groups.
D  all participants performing poorly.
Question #34
A  both independent and dependent variables.
B  dependent variables only.
C  certain groups more than others.
D  independent variables only.
Question #35
A  within-groups
B  matched-groups
C  between-subjects
D  mixed
Question #36
A  the inclusion of a graph.
B  using the word significant.
C  using the notation p < 0.05.
D  including an asterisk in a table.
Question #38
A  systematically.
B  spontaneously.
C  haphazardly.
D  especially.
Question #39
A  between-group variance
B  demand characteristics
C  weak manipulations
D  situation noise
Question #40
A  their mean score and their standard deviation
B  systematic variance and error variance
C  manipulation effect and observer bias
D  measurement error and their true score
Question #41
A  between-group design.
B  concurrent-measures design.
C  repeated-measures design.
D  staggered-administration design.