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