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