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Paul, James, Ryan, and Amy pay 80% of the support for their mother. Paul pays 40%, James and Ryan pay 15% each, and Amy pays 10%. Who is eligible to claim their mother as a dependent?

Paul, James, Ryan, and Amy pay 80% of the support for their mother. Paul pays 40%, James and Ryan pay 15% each, and Amy pays 10%. Who is eligible to claim their mother as a dependent?.

Test – CA Midterm 2 (ITC 2019)

Section 1


Question 1 of 60.

Paul, James, Ryan, and Amy pay 80% of the support for their mother. Paul pays 40%, James and Ryan pay 15% each, and Amy pays 10%. Who is eligible to claim their mother as a dependent?

 Since no one person pays over 50% of the support, none of the children may claim her as a dependent.

 Since together they pay more than 50% of their mother’s support, any one of them may claim their mother under a multiple support agreement.

 Since together they pay more than 50% of their mother’s support, Paul, James, or Ryan may claim their mother under a multiple support agreement.

 Since together they pay more than 50% of their mother’s support, they may share the dependency exemption based on the percentage each one pays.

Mark for follow up


Question 2 of 60.

Employer-provided dependent care assistance:

 May be used for the child and dependent care credit.

 Is subtracted from the total expenses for child or dependent care on Form 2441.

 Is included in wages on Form W-2.

 Is not reported to the IRS.

Mark for follow up


Question 3 of 60.

Which of these statements is TRUE concerning a partially taxable distribution of pension income?

 Taxpayers are required to use the simplified method for any pensions with a starting date after July 1, 1986.

 If box 2a of the Form 1099-R is blank, the pension is not taxable.

 For a distribution for a pension with a starting date after November 18, 1996, the simplified method should be used when box 2a of Form 1099-R is blank and “taxable amount not determined” is checked.

 For the simplified method, the age of the taxpayer is the age they turned during the year the pension began.

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Question 4 of 60.

What is the most an employee would pay in social security tax in 2018?

 $2,175.00

 $4,350.00

 $7,960.80

 $15,921.60

Mark for follow up


Question 5 of 60.

When a tax preparer has knowledge that a client has not complied with any tax law, they must:

 Advise the client that the IRS may contact them about their tax return.

 Notify their manager of the noncompliance and let them handle it.

 Advise the client promptly of the fact and the consequences of the noncompliance, error, or omission.

 Notify the IRS of the noncompliance.

Mark for follow up


Question 6 of 60.

When dependent care benefits are withheld from taxpayers’ income, where does the employer report them?

 Form 2441.

 Form 1040.

 Box 10 of Form W-2.

 The employer is not required to report them.

Mark for follow up


Question 7 of 60.

Health insurance purchased through the Marketplace would be reported to the taxpayer on which form(s)?

 Form 1095-A.

 Form 1095-B.

 Form 1095-C.

 Forms 1095-B and 1095-C.

Mark for follow up


Question 8 of 60.

An employer who has a SIMPLE IRA retirement plan for employees:

 Is required to make a nonelective contribution paid to all employees.

 Must make matching contributions to employees‘ contributions.

 Must give employees a contribution adjustment.

 Receives a deduction on their business return for the contribution they made to their employee’s accounts.

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Question 9 of 60.

During the year, Fred and Dolores received $10,000 in wages; $5,000 in social security benefits; a $500 gift from their daughter; and $325 interest from a U.S. Treasury Savings Bond. If they file MFJ, what will their federal AGI be for the year?

 $10,000

 $10,325

 $15,325

 $15,825

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Question 10 of 60.

Carol’s divorce was final on July 3, 2018. Carol’s 24-year-old daughter (a full-time student and nondependent) lives with her. What is Carol’s correct filing status?

 Single.

 Married filing jointly.

 Married filing separately.

 Head of household.

Mark for follow up


Question 11 of 60.

Which of the following is a valid tie-breaker rule?

 If neither claimant is a parent, the taxpayer who lived with the qualifying child longer will be allowed to claim the tax benefits.

 The parent who provided more support for the qualifying child, regardless of residency and AGI, will be allowed to claim the tax benefits.

 The parent with the higher AGI, regardless of residency, will be allowed to claim the tax benefits.

 The parent who lived with the qualifying child longer, regardless of AGI, will be allowed to claim the tax benefits.

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Question 12 of 60.

In order to qualify for the federal Child Tax Credit, a qualifying child must be under the age of:

 13

 17

 18

 21

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Question 13 of 60.

A tax preparer is required to complete Form 8867, Paid Preparer’s Due Diligence Checklist, to ensure they:

 Compute the amounts of all credits correctly.

 Reviewed the taxpayer’s records completely.

 Considered all the due diligence requirements for each credit claimed on the return.

 All of the above.

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Question 14 of 60.

Which of these would be an exception to the early retirement distribution penalty?

 A 45-year-old taxpayer lost his job and cashed in his 401(k).

 A 401(k) distribution was part of a property settlement in a divorce.

 An unemployed taxpayer withdrew money from her 401(k) to pay health insurance premiums.

 A 401(k) distribution used to pay higher education costs.

Mark for follow up


Question 15 of 60.

Which of these is incorrect regarding a Roth IRA conversion?

 The taxpayer can receive a distribution from their traditional IRA and personally contribute the money into their Roth IRA within 60 days of the distribution.

 The taxpayer is not required to pay income tax on the transferred amounts in the year of conversion. Income tax will be paid when the taxpayer receives distributions from the converted funds.

 The taxpayer can request the traditional IRA trustee to transfer the funds directly into their Roth IRA.

 The taxpayer can reclassify their traditional IRA account as a Roth IRA, if the account is maintained by the same trustee.

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Question 16 of 60.

Which of the following items is NOT considered when determining the cost of maintenance of a home for the head of household filing status?

 Utilities.

 Insurance on the home.

 Food consumed in the home.

 Mortgage principal payment.

Mark for follow up


Question 17 of 60.

Which statement is incorrect concerning alimony?

 Alimony payments executed under orders after December 31, 2018, will no longer be taxable income for the recipient or deductible by the payer.

 Taxpayers who make taxable alimony payments may be eligible to deduct these payments as an adjustment to income.

 Alimony payments may not include child support.

 To claim an adjustment for alimony paid, all that is necessary is the recipient’s name and the amount of alimony paid.

Mark for follow up


Question 18 of 60.

Jasmine, age 48, contributed $5,000 to her traditional IRA. She is an active participant in a retirement plan at work. Her IRA MAGI is $75,000. What is her IRA adjustment to income?

 $0

 $5,000

 $5,500

 $6,500

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Question 19 of 60.

Noncompliance for a tax preparer includes:

 Refusing to provide records and information lawfully requested by the IRS.

 Reporting inaccurate income.

 Claiming deductions or credits for which the taxpayer does not qualify.

 All of the above are considered noncompliance issues.

Mark for follow up


Question 20 of 60.

For a taxpayer to claim a dependent, that person must be:

 A U.S. citizen.

 A resident of Mexico.

 A resident of the United States.

 Any of the above.

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Question 21 of 60.

Jerry (52) and Diana (50) are married and lived with their qualifying relative, Rachel (25), for all of 2018. In October 2018, Rachel married Mike (27), and both lived with Jerry and Diana for the rest of the year. Rachel earned $2,400, and Mike earned $24,500 in 2018. Which of these is correct?

 Jerry and Diana may claim Rachel, even if she chooses to file a joint return with Mike.

 Jerry and Diana may claim Rachel if Mike chooses to file married filing separately.

 Jerry and Diana may not claim Rachel because she is now Mike’s dependent.

 Jerry and Diana may claim Rachel for the nine months she was single, but not for the time after she was married.

Mark for follow up


Question 22 of 60.

Jamie is a degree candidate at her local state college. She received a scholarship for $4,000 which covered half of her tuition costs. How much, if any, of the scholarship is taxable income?

 $0

 $1,000

 $2,000

 $4,000

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Question 23 of 60.

Sheila is the daughter of your neighbor, Mary. She and her 6 year-old son moved in with Mary in August. Mary would like you to prepare a return claiming the grandson as her qualifying child. What do you do?

 File the return since you know that Mary has done them a favor by allowing them to move in.

 Explain the residency requirement and file the return showing the grandson lived with Mary for more than half the year.

 File the return, but only after Mary assures you that Sheila will not be claiming her son.

 Explain to Mary that she is not eligible to claim her grandson, and that you cannot knowingly file an incorrect tax return.

Mark for follow up


Question 24 of 60.

What is the age requirement (if any) to contribute to a Roth IRA?

 The taxpayer must be at least age 18 and less than age 70?.

 The taxpayer must be at least age 18, but there is no maximum age.

 The taxpayer must be at least 19 if not a full-time student, or age 24 if they are a full-time student, but there is no maximum age.

 There is no age requirement if the taxpayer meets the compensation requirements.

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Question 25 of 60.

Assuming they meet all other requirements, which of these taxpayer’s could claim the American Opportunity Tax Credit?

 Mary is claimed by her parents, but would like to claim her own education credit.

 John would like to claim the AOTC for his son, who is attending a private secondary school.

 Julie is a full-time student working toward her MA and would like to claim the AOTC.

 Jerry would like to claim the AOTC for his son who is a sophomore at a state university.

Mark for follow up


Question 26 of 60.

What happens if an education credit is received and later the school refunds part of the fees?

 There is no tax consequence.

 Part of the credit may have to be recaptured (paid back).

 The credit will be reduced in future years.

 Any additional education credits will be disallowed.

Mark for follow up


Question 27 of 60.

Which of these is true regarding a U.S. national?

 A U.S. national is the same as a resident of the United States.

 A U.S. national is a resident who owes their allegiance to American Samoa.

 A U.S. national is a U.S. citizen residing in Mexico or Canada.

 A U.S. national meets the citizenship or residence test for a dependent.

Mark for follow up


Question 28 of 60.

Which of these is correct regarding a spousal IRA?

 A spouse may be eligible to contribute to an IRA even if they have no income of their own.

 A spousal IRA is allowed for any filing status.

 The limitation on the amount that can be contributed to a spousal IRA is always the same as that of the working spouse.

 The taxpayer’s income is not taken into consideration when establishing a spousal IRA.

Mark for follow up


Question 29 of 60.

Lisa is a full-time undergraduate student who wants to claim AOTC. She brings in her school billing statement, as well as receipts for books she purchased for her college courses. Lisa informs her Tax Professional that she did not receive a Form 1098-T. The tax preparer should do which of the following to meet the due diligence record keeping requirement?

 A. Require Lisa to obtain a Form 1098-T before she can claim AOTC. Then make a photocopy of the Form 1098-T to include in the H&R Block client file.

 B. Determine if Lisa’s college is an eligible educational institution and document the conversation about verifying Lisa’s college attendance during the year.

 C. Take a photocopy of Lisa’s billing statement and book receipts to keep in the H&R Block client file, as well as document the questions asked and answers provided to determine Lisa’s AOTC eligibility.

 D. Both B and C are correct.

Mark for follow up


Question 30 of 60.

Which of these are ordinary dividends?

 Dividends paid on a credit union savings account and reported on a Form 1099-INT.

 Exempt-interest dividends paid by a mutual fund.

 Capital gain distributions reported in box 3a of a Form 1099-DIV.

 Dividends from stock reported in box 1a of a Form 1099-DIV.

Mark for follow up


Question 31 of 60.

Lloyd, a 50-year-old single taxpayer, earned $40,000 in wages. He is covered by an employer-sponsored retirement plan. What is his maximum allowable contribution to a traditional IRA for 2018?

 $0

 $5,500

 $6,500

 $18,000

Mark for follow up


Question 32 of 60.

The lifetime learning credit has a maximum credit of:

 $2,000 per return.

 $2,500 per return.

 $4,000 per return.

 $10,000 per return.

Mark for follow up


Question 33 of 60.

Harry (65) retired this year and began taking distributions from his 401(k). Contributions to his 401(k) were made over the course of his career through a combination of before-tax contributions, after-tax contributions, and employer matching. How should Harry determine the taxable amount of his distribution?

 All of Harry’s distributions will be taxable because a 401(k) is a qualified plan.

 Harry should use the Simplified Method to determine how much of his distribution is attributable to return of cost basis.

 Harry should use the General Rule to determine how much of his distribution is attributable to cost basis.

 Distributions from a 401(k) plan are always tax free.

Mark for follow up


Question 34 of 60.

Jeff comes to you to file his tax return. He tells you that he has received all his compensation in cash for several years, but this year he received a Form W-2 so he will be filing his taxes. What do you do?

 File his current year return with a note to the IRS explaining that you believe he has not filed previous years because he received his wages in cash.

 Refuse to file the current year return until you have filed all his previous returns.

 File the current year return, but explain to Jeff the law regarding filing requirements and encourage him to file previous returns.

 Refuse to file the current year return explaining that you don’t want to be put in jeopardy because of his failure to file in the past.

Mark for follow up


Question 35 of 60.

Which of these is not required to receive a waiver of the penalty for not taking a required minimum distribution from a retirement account.

 File Form 5329.

 Prove it was due to a reasonable error.

 Withdraw double the required minimum distribution (RMD) the following year.

 Establish they are taking steps to remedy the failure.

Mark for follow up


Question 36 of 60.

Jennifer Searcy, a single mother, has three children, Sydney (7), Patrick (11), and Joanna (17). Jennifer’s AGI is $62,000, and her tax liability is $4,816. How much is Jennifer’s Child Tax Credit and Other Dependent Credit?

 $3,000

 $4,500

 $6,000

 Jennifer is not eligible for the Child Tax Credit

Mark for follow up


Question 37 of 60.

Which of these certificates qualifies for the mortgage interest credit?

 Federal Housing Administration Certificate.

 Farmers Home Administration Certificate.

 Homestead Staff Exemption Certificate.

 Mortgage Credit Certificate.

Mark for follow up


Question 38 of 60.

Tax preparer’s should always document every question and answer:

 Only for returns with EITC.

 Any time they think the IRS might question something on the return.

 On every tax return.

 Only when they believe a taxpayer has lied to them.

Mark for follow up


Question 39 of 60.

Section 7525 privileged communication applies to:

 State tax law.

 Corporate tax matters.

 Tax advice.

 Criminal tax matters.

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Question 40 of 60.

John and Sarah have three children (ages 5, 6, and 14). John earned $36,000 in 2018. Sarah worked part-time and earned $5,000. They had no other income. They paid a total of $4,600 in qualifying childcare expenses for their two youngest children ($2,300 for each child). The 14-year-old is John’s son from a prior marriage. He lives with John’s first wife, but John will be claiming the exemption this year. What is the correct amount of the federal Child and Dependent Care Credit?

 $495

 $945

 $990

 $1,012

Mark for follow up


Question 41 of 60.

Joe (55) and Gail (49) are filing jointly for 2018. Joe earned $40,000, and Gail earned $2,500. Joe may contribute up to $6,500 to his IRA for 2018. If Joe contributes $4,500 to his IRA, how much may they contribute to Gail’s IRA for 2018?

 $2,000

 $2,500

 $5,500

 $6,500

Mark for follow up


Question 42 of 60.

Which of these is TRUE regarding the adoption credit?

 The adoption credit is a refundable credit.

 The maximum credit is $13,810 per return.

 The maximum credit is $13,810 per child.

 Employer assistance payments qualify for the credit.

Mark for follow up


Question 43 of 60.

Which of these is incorrect in regards to child support payments?

 Child support is not taxable income.

 Child support is not included as an alimony payment adjustment.

 Child support payments are not included when calculating the Earned Income Credit.

 Alimony payments can never be treated as child support payments.

Mark for follow up


Question 44 of 60.

Which of these is a risk for a taxpayer when they are not compliant with the tax laws?

 The IRS will interview both them and their employer.

 Includes an examination to check their compliance with all four EITC due diligence requirements.

 Their returns will automatically be audited for the next 2-10 years.

 Civil penalties with the possibility of incarceration for criminal penalties.

Mark for follow up


Question 45 of 60.

Which of the following is not subject to federal tax?

 Interest on U.S. Treasury bills, notes, and bonds.

 Interest on a federal income tax refund.

 Interest on New York state bonds.

 Dividends paid by a credit union.

Mark for follow up


Question 46 of 60.

Education assistance from an employer:

 Qualifies for the American Opportunity Tax Credit, but not the lifetime learning credit.

 Can only be used for the lifetime learning credit.

 Can be used for any education credit.

 Is tax free and cannot be used for any credit or deduction.

Mark for follow up


Question 47 of 60.

Documents used to substantiate eligibility to claim either EITC, AOTC, and/or CTC/ACTC must be:

 Photocopied and retained in the H&R Block client file (attached to Form 8879).

 Shredded when the taxpayer receives their refund.

 Submitted with the tax return. This means paper documents attached to the paper filed return or digital copies submitted with the e-filed return.

 Verified for accuracy and authenticity prior to filing the return.

Mark for follow up


Question 48 of 60.

When may a noncustodial parent claim a child on their tax return?

 When the noncustodial parent has the higher AGI.

 Every other year.

 When the custodial parent releases the exemption on Form 8332.

 When they pay over 50% of the support for the child.

Mark for follow up


Question 49 of 60.

Josh, one of your clients, gives you information that seems inconsistent. What do you do?

 File the return only after you have asked Josh questions to clarify what he has said and you believe you now have a full understanding.

 Refuse to file the return and refer them to someone else in your office.

 Refuse to file the return until you have time to investigate what Josh has told you.

 File his return because you don’t want to lose a client.

Mark for follow up


Question 50 of 60.

John and Lois are filing a joint return. Their 26-year-old daughter, June, and her daughter, Jessica, live with them the entire year. John and Lois explain that Jessica plans to claim June, but they think they should be the ones to claim her since she lives in their home. They would like you to prepare the tax return. What do you do?

 Prepare and file the tax return. Explain to John and Lois that once their return is accepted, the IRS will reject their daughter’s return if she claims Jessica.

 Go through the tie-breaker rules with John and Lois. Explain to them that that June has the higher claim. Explain that the only way you can file the return with them claiming Jessica is if June decides that she will not claim her.

 File the return with a preparer’s note that you don’t believe they should be claiming Jessica.

 Encourage them to go to a different preparer and not them know that Jessica’s mother plans to claim her.

Mark for follow up


Question 51 of 60.

William and Jackie Colby are filing a joint federal return. They have the following investment income: Wells Fargo Bank CD, $720 Series HH bond interest, $521 Port of San Francisco, California, bond interest, $375 City of Bend, Oregon, bond interest, $64 Oak Farms dividends, $826 Craft Inc. dividends, $597 Frankfort Mutual Fund dividends, $283 Credit Union dividends, $232 Blake Harrison, private contract interest, $1,263 What is the amount of total taxable dividends reported on Schedule B?

 $1,455

 $1,655

 $1,706

 $11,058

Mark for follow up


Question 52 of 60.

There’s is a dependent who is a qualifying child and has not reached their 13th birthday when the care was provided. What determines when the dependent is considered to be 13 years old?

 The day of their birthday.

 The day before their birthday.

 The last day of the year.

 The first day of the following year.

Mark for follow up


Question 53 of 60.

Which of these is not among the most common reasons an e-filed tax return is rejected?

 Use of an incorrect TIN on a tax return.

 The preparer relied on nonstandard tax documents.

 Mismatches between name and TIN.

 The same TIN on more than one return.

Mark for follow up


Question 54 of 60.

Which of these is an exception to the penalty for early distribution of retirement funds?

 The distribution was made from an IRA to pay qualified higher education expenses for the taxpayer’s grandchild.

 The distribution (up to $10,000 lifetime limit) was made from a 401(k) to pay qualified first-time homebuyer expenses.

 The distribution was made from a qualified plan in a year (and to the extent that) an unemployed taxpayer paid health insurance premiums.

 The distribution was made from an IRA to a taxpayer who separated from service during or after the year in which they reached age 55.

Mark for follow up


Question 55 of 60.

How can you determine if a taxpayer’s medical insurance premiums were paid by their employer?

 They will receive a Form 1095-A from the employer.

 They will receive a Form 1099-C from the employer.

 There will be an entry coded “DD” in box 12 of the taxpayer’s Form W-2.

 The taxpayer will need to inform you if this is the case.

Mark for follow up


Question 56 of 60.

Brian, a 48-year-old single taxpayer, earned $98,000 in wages. He is not covered by an employer-sponsored retirement plan. What is his maximum allowable contribution to a traditional IRA for 2018?

 $0

 $5,500

 $6,500

 $18,000

Mark for follow up


Question 57 of 60.

For 2018, the maximum rate of tax on capital gain distributions is:

 0%

 15%

 20%

 37%

Mark for follow up


Question 58 of 60.

Which of these is not reported on Form 1099-DIV?

 Nondividend distributions.

 Capital gain distributions.

 Credit union dividends.

 Qualified dividends.

Mark for follow up


Question 59 of 60.

All of the following are due diligence requirements a tax preparer must meet for EITC, AOTC, and CTC/ACTC, EXCEPT:

 Investigate and verify the accuracy of information the taxpayer provides to show eligibility for EITC, AOTC, or CTC/ACTC.

 Complete all worksheets used to compute the credit. If the worksheet is completed by hand, keep a copy in the taxpayer’s client file.

 Maintain a copy of documents provided by the taxpayer that the tax preparer relied on when determining credit eligibility. Then record the date the information was obtained and the name of who provided the information.

 When information provided by the taxpayer appears to be incorrect, inconsistent, or incomplete, the tax preparer must make additional inquiries to determine if the taxpayer is eligible for the credit. Then document both the questions asked and responses provided.

Mark for follow up


Question 60 of 60.

A qualifying widow(er) receives the same standard deduction as which other filing status?

 Single.

 Married filing jointly.

 Married filing separately.

 Head of household

Mark for follow up


Save / Return LaterSummary

Paul, James, Ryan, and Amy pay 80% of the support for their mother. Paul pays 40%, James and Ryan pay 15% each, and Amy pays 10%. Who is eligible to claim their mother as a dependent?

Inspect the relationship between environment and global health (CO5).

Inspect the relationship between environment and global health (CO5)..

Activity Learning Outcomes 

Through this assignment, the student will demonstrate the ability to: 

  1. Inspect the relationship between the environment and global health (CO5). 
  2. Appraise global health problems considering WHO SDG’s as well as related epidemiological data (CO5). 

Assignment Requirements  

  1. Go to your state (Florida) government web page. Find one health policy enacted within the last two (2) years at the state level. Write down the bill number and the sponsors of the bill and include this information in your initial post. 
  2. Write a minimum of a one-page critical analysis summary of the policy. (250 words double spaced, APA). Your summary should integrate the concepts of advocacy, population health, and the ANA ethical statements (“The Code”), and course readings, to include a minimum of one course scholarly article (provided at the end of the document). Be sure to speak to the role of advocacy and population health.

**To see view the grading criteria/rubric, please click on the 3 dots in the box at the end of the solid gray bar above the discussion board title and then Show Rubric.

DISCUSSION CONTENT  Category  Points  %  Description  Scholarly   13  22%  The student actively stimulates and sustains inquiry by making reflective, insightful comments, asking thoughtful questions and/or engaging in a scholarly discussion.  The student expresses a clear idea of the topic under discussion and sustains inquiry to explore relevant issues. The student recognizes values or values conflict as things that form the assumption basis of arguments and recognizes when it is important to acknowledge these values.  The student recognizes the statements’ accuracy, logic, relevance, or clarity. The student asks clarifying questions and knows when clarifying questions need to be asked.  The student distinguishes fact from opinion.   Application   20  33%  All components of discussion prompt addressed (met) in the initial posting. The student’s writing conveys an understanding of significant ideas relevant to the issue under discussion. This is indicated by integration of course and weekly objectives, as well as readings from text and articles.   All posts should make correct use of terminology, precise selection of the pieces of information required to make a point, correct and appropriate use of examples and counterexamples, demonstrations of which distinctions are important to make, and concise explanations to the point.  Information and knowledge are accurate. The student elaborates statements with accurate explanations, reasons, or evidence from the course and/or weekly objectives. All postings integrate scholarly sources to support points consistently.    Interactive Dialogue  10  16.6%  Responds to ideas in a way that advances discussion with engagement, depth, rigor, and application.  Interacts with a professional tone and is able to express opinions with ownership and without judgement. Chooses to include the professional experience to the discussion board mindful of appropriateness and boundaries. Experience is integrated as it supports the discussion board topic and utilizes scholarly references to support overall topic.     43  72%  Total CONTENT Points= 43 pts  DISCUSSION FORMAT  Category  Points  %  Description  APA(current edition)

12  20%  In text citations are formatted per APA. Reference list is formatted per APA. Spelling, grammar, and scholarly tone per APA.   Spelling / Grammar etc.  5  8%  Posts should utilize correct spelling and grammar(sentence structure and avoidance of slang or casual language).    17  28%  Total FORMAT Points=17 pts    60  100%  DISCUSSION TOTAL=60 points 

Scholarly articles:

Angelini, K. (2017). Climate change, health, and the role of nurses. Nursing for Women’s Health, 21(2), 79-83. https://nwhjournal.org/article/S1751-4851(17)30049-1/fulltext

Kurth, E. A. (2017). Planetary health and the role of nursing: A call to action. Journal of Nursing Scholarship, 49(6), 598-605. https://doi.org/10.1111/jnu.12343

Kooienga, A. S. & Carryer, B. J. (2015). Globalization and advancing primary health care nurse practitioner practice. The Journal for Nurse Practitioners, 11(8), 804-811. https://doi.org/10.1016/j.nurpra.2015.06.012

Genetics/genomics competencies for RNs and nurses with graduate degrees. (2019). Nursing Management, 50(1), 1-3. https://doi.org/10.1097/01.numa.0000552872.75154.83 (Links to an external site.)

Reed, K. E., Ingram, T. & Edelman, A. E. (2019). Three things every nurse practitioner can do to integrate genetics into practice. Journal of the American Academy of Nurse Practitioners, 31(1), 6-7. https://www.nursingcenter.com/wkhlrp/Handlers/articleContent.pdf?key=pdf_01741002-201901000-00003

Gonzalez, K.,Shaughnessy, M. J., Kabigting, E. R., Tomasulo West, D., Callari Robinson, J. F., Chen, Q., Stewart Fahs, P. (2018). The healthcare of vulnerable populations within rural societies: A systematic review. Online Journal of Rural Nursing & Health Care, 18(1), 112-147. https://doi.org/10.14574/ojrnhc.v18i1.507

Morgan, A. S. & Stokes, L. (2017). Overcoming marginalization in the transgender community. American Nurse Today, 12(5), 34-35. https://www.myamericannurse.com/overcoming-marginalization-transgender-community/

Erie, C. J., Pueringer, R. M., Brue, M. S., Chamberlain. M. A. & Hodge, O. D. (2016). Statin use and incident cataract surgery: A case-control study. Ophthalmic Epidemiology, 23(1), 40-45. https://doi.org/10.3109/09286586.2015.1077258

Moukaddem, A., Chaaya, M., Jaffa, M., Sibai, A., Slim, Z., & Uthman, I. (2017). Fibromyalgia: Epidemiology and risk factors, a population-based case-control study in Lebanon. International Journal of Rheumatic Diseases, 20(2), 169-176. https://doi.org/10.1111/1756-185X.12701

Gawlik, K., Melnyk, B., & Tan, A. (2018). An epidemiological study of population health reveals social smoking as a major cardiovascular risk factor. American Journal of Health Promotion, 32(5), 1221-1227. https://doi.org/10.1177%2F0890117117706420

Inspect the relationship between environment and global health (CO5).

How does one know if forgiveness has occurred? What behaviors (verbal and nonverbal) might occur?

How does one know if forgiveness has occurred? What behaviors (verbal and nonverbal) might occur?

Forgiveness can be subjective and difficult to measure, but some signs that forgiveness has occurred include:

  • The person no longer harbors negative feelings or resentment towards the person who wronged them
  • They are able to speak about the situation without anger or bitterness
  • They are able to interact with the person who wronged them without discomfort or avoidance
  • They may express compassion, empathy, or understanding towards the person who wronged them.
  • They may take steps to restore or rebuild the relationship

Nonverbal signs of forgiveness may include relaxed body language, smiling, and open posture when interacting with the person who wronged them.

 
 

  MODULE 8

DQ1

Why is it important to study forgiveness and reconciliation as a part of interpersonal relationships? How do these concepts influence conflict and negotiation?

Studying forgiveness and reconciliation is important because they significantly shape interpersonal relationships and resolve conflicts. Some key benefits and ways that forgiveness and reconciliation can influence conflict and negotiation include:

  • Improved well-being: Forgiveness has been linked to improved psychological well-being, reduced stress, and improved physical health.
  • Reduced conflict: When individuals forgive and reconcile, it can help to resolve conflicts and restore relationships. This can improve overall communication and reduce the likelihood of future conflicts.
  • Increased trust: When individuals forgive and reconcile, it can help to rebuild trust in a relationship, which is critical for maintaining healthy and positive relationships.
  • Better negotiation outcomes: Forgiveness and reconciliation can improve cooperation, leading to better outcomes during negotiations. When individuals can move beyond past conflicts and focus on the present and future, it can lead to more productive and mutually beneficial negotiations.
  • Improved group dynamics: Forgiveness and reconciliation can also positively impact group dynamics, as they can help reduce tensions and improve overall morale and cohesion.

Overall, forgiveness and reconciliation are important concepts to study and understand in interpersonal relationships as they play a critical role in resolving conflicts, improving relationships, and promoting well-being.

DQ2

How does one know if forgiveness has occurred? What behaviours (verbal and nonverbal) might occur?

Forgiveness can be subjective and difficult to measure, but some signs that forgiveness has occurred include:

  • The person no longer harbours negative feelings or resentment towards the person who wronged them
  • They are able to speak about the situation without anger or bitterness
  • They are able to interact with the person who wronged them without discomfort or avoidance
  • They may express compassion, empathy, or understanding towards the person who wronged them.
  • They may take steps to restore or rebuild the relationship

Nonverbal signs of forgiveness may include relaxed body language, smiling, and open posture when interacting with the person who wronged them.

STUDY MATERIALS

Review Chapter 10 of the Book Interpersonal Conflict.

Read “Inter-Parental Conflict, Parent-Child Relationship Quality, and Adjustment in Christian Adolescents: Forgiveness as a Mediating Variable,” by Toussaint and Jorgensen, from the Journal of Psychology & Christianity (2008).

URL:https://lopes.idm.oclc.org/login?url=http://search.proquest.com.lopes.idm.oclc.org/docview/193965866?accountid=7374

Read “Predicting Forgiveness for an Interpersonal Offense Before and After Treatment: The Role of Religious Commitment, Religious Affiliation, and Trait Forgivingness,” by Wade, Meyer, Goldman, and Post, from the Journal of Psychology & Christianity (2008).

URL:https://lopes.idm.oclc.org/login?url=http://search.proquest.com.lopes.idm.oclc.org/docview/193977140?accountid=7374

Read “Balancing out (W)Right: Jesus’ theology of individual and corporate repentance and forgiveness in the Gospel of Luke” by Chatraw in Journal of the Evangelical Theological Society (2012). 

URL:https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=rvh&AN=NTA0000072763&site=ehost-live&scope=site

 Read “Reflecting on Jesus’ teaching on forgiveness from a positive psychological perspective” by Scheffler in Hervormde Teologiese Studies (2015).

URL:https://lopes.idm.oclc.org/login?url=https://search-proquest-com.lopes.idm.oclc.org/docview/1738751272?accountid=7374

Read “Hope as grounds for forgiveness: A Christian argument for universal, unconditional forgiveness” by Giannini in Journal of Religious Ethics (2017).

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How does one know if forgiveness has occurred? What behaviors (verbal and nonverbal) might occur?

The Thriving Index questionnaire (TI) to assess your strengths and work orientations

The Thriving Index questionnaire (TI) to assess your strengths and work orientations.

This is your personalised link to complete the assessments. This link consists of two assessments that include:

  1. The Thriving Index questionnaire (TI) assesses your strengths and work orientations. This questionnaire is untimed but takes an average of 20 minutes to complete. To prepare, think about your strengths and how you tend to behave at university when working alone or with groups.
  2. Cognitive assessments which will include numerical, error detection and reasoning tests. The assessment is timed at 15 minutes. During the session itself, you will be required to complete several practice questions. As it is a timed assessment, the general rule is to work quickly and accurately. 

Instructions

  • All instructions will be given to you when you log into the platform, and before each exercise or scenario begins.
  • In total, the assessments will take around 30-40 minutes to complete.
  • Make sure you’re in a quiet place where you will not be disturbed before logging into the assessments
  • Please use Google Chrome to log into the URL

APA Format

The Thriving Index questionnaire (TI) to assess your strengths and work orientations


The Thriving Index is a strengths-based psychometric assessment that measures 34 factors across 6 dimensions:

  • Agility: The ability to adapt to change and uncertainty.
  • Grit: The ability to persevere in the face of challenges.
  • Resilience: The ability to bounce back from setbacks.
  • Growth mindset: The belief that one’s abilities can be developed with effort.
  • Self-efficacy: The belief in one’s ability to succeed.
  • Courage: The willingness to take risks and face challenges.
  • Optimism: The belief that good things will happen.

Organizations use the Thriving Index to select and develop employees and leaders. Individuals can also use it to gain insights into their own strengths and weaknesses.

The Thriving Index is a 30-minute online assessment. It consists of a series of statements that you rate on a scale of 1 to 5. Your scores are then compared to a database of over 1 million people to generate a report that provides insights into your strengths, weaknesses, and potential for growth.

The Thriving Index is a valuable tool for anyone who wants to understand themselves better and achieve their full potential. If you are interested in taking the Thriving Index, you can find more information on the Talent Enterprise website.

Here are some of the benefits of taking the Thriving Index:

  • Gain insights into your strengths and weaknesses.
  • Identify potential blindspots.
  • Understand your growth potential.
  • Set goals for personal and professional development.
  • Make informed decisions about your career.
  • Improve your performance at work.
  • Build stronger relationships.
  • Live a more fulfilling life.

If you are interested in taking the Thriving Index, I encourage you. It is a valuable tool that can help you achieve your full potential.

Thriving Index Questionnaire Practice Test

Here is a practice test for the Thriving Index questionnaire:

Agility

  1. I am able to adapt to change quickly and easily.
  2. I am comfortable with ambiguity and uncertainty.
  3. I am good at seeing new possibilities in old situations.
  4. I am able to learn new things quickly.
  5. I am able to think outside the box.

Grit

  1. I am able to persevere in the face of challenges.
  2. I am not easily discouraged.
  3. I am able to stay focused on my goals even when things get tough.
  4. I am willing to work hard to achieve my goals.
  5. I am not afraid to take risks.

Resilience

  1. I am able to bounce back from setbacks quickly.
  2. I am able to learn from my mistakes.
  3. I am able to stay positive in the face of adversity.
  4. I am able to find strength in my weaknesses.
  5. I am able to see the silver lining in every situation.

Growth mindset

  1. I believe that my abilities can be developed with effort.
  2. I am always looking for ways to improve my skills and knowledge.
  3. I am not afraid to challenge myself.
  4. I am willing to take feedback on my performance.
  5. I am always learning and growing.

Self-efficacy

  1. I believe in my ability to succeed.
  2. I am confident in my abilities.
  3. I am not afraid to take risks.
  4. I am willing to put in the effort to achieve my goals.
  5. I am not easily discouraged.

Courage

  1. I am willing to take risks.
  2. I am not afraid to stand up for what I believe in.
  3. I am not afraid to face my fears.
  4. I am willing to speak up when I see something wrong.
  5. I am not afraid to be myself.

Optimism

  1. I believe that good things will happen.
  2. I am always looking for the silver lining.
  3. I am able to see the positive in every situation.
  4. I am not easily discouraged.
  5. I am always hopeful for the future.

These are just a few examples of the types of questions that you might be asked on the Thriving Index questionnaire. The actual questions will vary, but they will all be designed to assess your strengths and weaknesses in the six dimensions of agility, grit, resilience, growth mindset, self-efficacy, courage, and optimism.

If you are interested in taking the Thriving Index, you can find more information on the Talent Enterprise website.

FAQs

How do you introduce a survey questionnaire?

To introduce a survey questionnaire, you should first explain the purpose of the survey and how the data collected will be used. Then, provide clear instructions on how to complete the questionnaire, including any time or page limits. Additionally, it would be best to inform participants of their rights, such as the option to skip or not answer certain questions and the confidentiality of their responses. Finally, you can thank them for participating and assure them that their feedback is valuable and appreciated.

How do you create a questionnaire?

Creating a questionnaire involves several steps:

  1. Define the research objectives and questions: Determine what information you want to gather and what specific questions will help you achieve your objectives.
  2. Determine the format and type of questionnaire: Decide whether to use a structured (closed-ended) or unstructured (open-ended) questionnaire and whether it will be in a paper or digital format.
  3. Design the questionnaire: Use clear and simple language and avoid double-barreled or leading questions. Also, consider the order of questions and use appropriate response scales, such as Likert or multiple choice.
  4. Test and pilot the questionnaire: Pretest the questionnaire on a small group of individuals similar to the target population to identify any issues or ambiguities.
  5. Revise and finalize the questionnaire: Make necessary revisions based on feedback from the pilot test, and ensure that the questionnaire is easy to understand and complete.
  6. Administer the questionnaire: Decide on the appropriate data collection method, such as mail, phone, or online survey, and follow the sample design.
  7. Analyze and interpret the data collected: Use appropriate statistical techniques to analyze the data and draw conclusions based on the research objectives.

It’s important to remember that creating a questionnaire is an iterative process, and you may need to go back and revise it several times before it is ready for use.

How do I get a condo questionnaire?

There are a few ways to obtain a condo questionnaire, depending on the purpose of your survey and the type of information you seek. Here are a few options:

  1. Contact the Condo Association: You can reach out to the management or board of the Condo Association and ask if they have a questionnaire or survey they use to gather information from residents.
  2. Search online: Look for sample condo questionnaires or templates online. Websites such as SurveyMonkey or Google Forms offer templates that you can customize for your own use.
  3. Hire a professional survey company: Hire a professional survey company that specializes in creating surveys for Condo associations. They will be able to create a questionnaire specifically tailored to your needs.
  4. Create your own questionnaire: You can create your own questionnaire using a survey software or word processing program. Be sure to include questions that pertain to the specific concerns of the Condo owners and residents.

It’s important to note that when creating or using a questionnaire, you should make sure that it is legally compliant and obtain consent from the parties you are surveying.

How do you conclude a questionnaire?

To conclude a questionnaire, you can include a closing section summarizing the main points covered in the survey and thank the participants for their time and feedback. Here are a few things to include in your closing section:

  1. A thank-you statement: Express your appreciation for the participants’ time and effort in completing the questionnaire.
  2. A summary of the main points: Provide a brief summary of the main points covered in the questionnaire and the purpose of the survey.
  3. Confidentiality statement: Reassure participants that their responses will be kept confidential and used for research purposes only.
  4. Contact information: Provide contact information for participants who have further questions or concerns.
  5. Closing thoughts or next steps: Provide any additional information or next steps that may be relevant to the participants.

It’s also important to remind participants that their participation is voluntary and they can choose not to complete the survey or skip any questions they don’t feel comfortable answering.

In addition, you might want to include any incentive for completing the survey, if you’re offering any, and a final clear statement that the survey is complete.

Are questionnaires qualitative or quantitative data?

Questionnaires can be used to gather qualitative and quantitative data, depending on the type of questions included and the questionnaire format.

Quantitative questionnaires typically use closed-ended questions, such as multiple-choice or Likert scale. These questions can be easily quantified and analyzed using statistical methods to generate numerical data. This data type is useful for describing a population’s patterns, relationships, and trends.

On the other hand, qualitative questionnaires typically use open-ended questions, such as fill-in-the-blank or short-answer questions. These questions allow participants to provide detailed, unstructured responses. The data generated from these questions are useful for understanding the participants’ attitudes, beliefs, and experiences.

It’s worth mentioning that some questionnaires can include a combination of both types of questions, which would be called mixed-methods questionnaires. This type of questionnaire allows for gathering both numerical data and text data at the same time. It can be useful to triangulate the data in order to have a more comprehensive understanding of the research topic.

What types of cardiovascular disease are important to identify when developing a pre-activity health screening questionnaire?

When developing a pre-activity health screening questionnaire for cardiovascular disease, it is important to identify the following types of conditions:

  1. Coronary artery disease (CAD) is the most common type of cardiovascular disease caused by plaque buildup in the coronary arteries, leading to angina (chest pain) or heart attack.
  2. Hypertension (high blood pressure) increases the risk of heart attack, stroke, and kidney disease.
  3. Arrhythmias are abnormal heart rhythms that can cause palpitations, lightheadedness, or fainting.
  4. Heart failure occurs when the heart cannot pump enough blood to meet the body’s needs.
  5. Valvular heart disease is when one or more heart valves malfunction.
  6. Peripheral artery disease (PAD): This is caused by narrowed or blocked blood vessels in the legs and can lead to pain, cramping, or fatigue in the legs.
  7. Aortic aneurysm: This is a bulging in the wall of the aorta, the major blood vessel that carries blood from the heart to the rest of the body, which can rupture and be fatal if not treated.

It is also important to include questions about a family history of cardiovascular disease, risk factors such as smoking, high cholesterol, diabetes, and obesity, and any chest pain, shortness of breath, or dizziness symptoms.

It’s important to note that a pre-activity health screening questionnaire is not intended to diagnose or rule out any specific condition, but it’s a way to identify potential risk factors and symptoms that may require further evaluation by a healthcare professional.

How do you create a validity of a questionnaire?

Creating a valid questionnaire is an important step in the survey development process, as it ensures that the questions measure what they are intended to measure and that the results can be interpreted accurately. Here are a few steps you can take to create the validity of a questionnaire:

  1. Content validity refers to the extent to which the questions on the questionnaire are relevant and appropriate to the topic being studied. To establish content validity, you can review the questions by experts in the field or by a sample of the target population to ensure that the questions are clear and meaningful.
  2. Criterion-related validity refers to how the questionnaire relates to other measures of the same construct. To establish criterion-related validity, you can compare the results of the questionnaire to other measures of the same construct, such as a standard gold test or another questionnaire.
  3. Construct validity refers to the extent to which the questionnaire measures a hypothetical construct or trait. To establish construct validity, you can conduct factor analysis or confirmatory factor analysis to determine if the questions on the questionnaire load onto the expected factors or constructs.
  4. Test-retest reliability: This refers to the consistency of the questionnaire over time. To establish test-retest reliability, you can administer the questionnaire to the same sample twice and compare the results.
  5. Internal consistency reliability: This refers to the consistency of the questionnaire within a single administration. To establish internal consistency reliability, you can calculate Cronbach’s alpha, a statistical measure of the consistency of the questionnaire.

It’s important to note that the validity of a questionnaire can be affected by the sample, the administration method, and the time frame; therefore, it’s important to test the validity of a questionnaire in the population and setting in which it will be used.

How to scale the questionnaire?

Scaling a questionnaire refers to assigning numerical values to responses to quantify the data and make it easier to analyze. Several different types of scales can be used to measure different constructs, here are a few common ones:

  1. Nominal scale: This is a simple way to categorize responses without any particular order. For example, in a question that asks for the gender of the respondent (male or female)
  2. Ordinal scale: This scale assigns values to responses in a specific order, but there is no equal interval between the values. For example, in a question that asks respondents to rate their satisfaction on a scale of 1 to 5.
  3. Interval scale: This scale assigns values to responses in a specific order and there is an equal interval between the values. For example, in a question that asks respondents to rate their temperature on a scale of 0 to 100 degrees.
  4. Ratio scale: This scale assigns values to responses in a specific order and there is an equal interval between the values. Additionally, it has a true zero point. For example, in a question that asks respondents to indicate their weight in kilograms.

Choosing the appropriate scale for your questions is important based on the type of data you are trying to collect and the type of analysis you plan to conduct. Additionally, it’s important to provide clear instructions on the questionnaire, such as providing examples of the type of response expected or providing a labeled scale.

How to create an electronic questionnaire?

To create an electronic questionnaire, you can use a survey tool or form builder, such as Google Forms, SurveyMonkey, or Type form. Here are the general steps:

  1. Choose a survey tool or form builder that meets your needs and sign up for an account.
  2. Create a new questionnaire or survey.
  3. Add questions to the questionnaire by selecting the type of question (e.g. multiple choice, open-ended) and entering the question text.
  4. Customize the appearance of the questionnaire, such as adding a logo or changing the color scheme.
  5. Preview the questionnaire to ensure that it looks and functions as intended.
  6. Share the questionnaire by sending the link to participants or embedding it on a website.
  7. Collect responses and analyze the data.

It’s important to keep in mind the best practices for creating questionnaires and the ethical considerations of online surveys.

How to cite an adapted questionnaire?

To cite an adapted questionnaire, you should include information about the original source of the questionnaire and any changes you made to it. Here is an example of how you might cite an adapted questionnaire:

Original source: Smith, J. (2010). Quality of life questionnaire. Journal of Health Psychology, 15(4), 567-573.

Adapted by: Jones, R. (2018). Adapted quality of life questionnaire. Unpublished manuscript.

In the citation, you should include the author, date, and title of the original questionnaire, as well as any information about the adaptation, such as the author, date, and title of the adaptation, and any information about unpublished manuscripts.

It is also important to indicate in the manuscript the procedure of adaptation and the reasons behind it, if it was extensive or not, and if the original author approved it or not.

What type of questions should not be included in a questionnaire?

Certain types of questions should generally not be included in a questionnaire because they can lead to biased or inaccurate responses. These include:

  1. Leading questions: These are questions that suggest a specific answer or that are phrased in a way that influences the respondent’s answer. For example, “Don’t you think that X is a good idea?”
  2. Double-barreled questions: These ask about more than one thing at a time, making it difficult for the respondent to answer. For example, “How satisfied are you with the service and the food at this restaurant?”
  3. Complex or technical questions: These are questions that use jargon or technical language that the respondent may not understand. This can lead to confusion and inaccurate answers.
  4. Personal or sensitive questions: These ask about personal or sensitive information that the respondent may not want to disclose. Examples include questions about income, religious beliefs, sexual orientation, and so on.
  5. Loaded or emotive questions: These are questions that use emotive or loaded language that can evoke an emotional response from the respondent. For example, “How do you feel about the government’s handling of the current crisis?”

It is always good to keep in mind that a questionnaire should be designed to obtain accurate and reliable data, so it is important to avoid questions that may bias or influence the respondent’s answers.

How many items should a questionnaire have?

The number of items (questions) in a questionnaire can vary depending on the research question, the population being studied, and the purpose of the questionnaire. However, as a general rule, a questionnaire should have enough items to gather the necessary data, but not so many that it becomes burdensome for the respondents to complete.

In general, questionnaires with fewer items (e.g. less than 20) are considered short, those with moderate number of items (e.g. 20-50) are considered moderate-length, and those with large number of items (e.g. over 50) are considered long.

It is worth noting that a short questionnaire may not be able to provide enough information to answer the research question, while a long questionnaire may be time-consuming and difficult for the respondents to complete, resulting in a lower response rate. Also, the length of the questionnaire can also affect the time it takes to analyze the data, so it’s important to keep in mind the resources available for the study.

In summary, the number of items in a questionnaire should be determined by the research question, the population being studied, and the purpose of the questionnaire. It should be enough to gather the necessary data, but not so many that it becomes burdensome for the respondents to complete.

How to design questionnaire psychology?

Designing a questionnaire in psychology involves several steps, including:

  1. Defining the research question: The first step in designing a questionnaire is clearly defining the research question and the population being studied. This will help to determine the type of information that needs to be collected and the number of items that should be included in the questionnaire.
  2. Choosing the format and response scale: Decide whether the questionnaire will be open-ended or closed-ended (i.e. multiple choice). Closed-ended questions are more efficient but open-ended questions allows for more flexibility and in-depth information. Also, decide on the type of response scale to be used, such as a Likert scale, semantic differential scale, or visual analog scale.
  3. Writing the questions: The questions should be clear, simple, and easy to understand. Avoid leading, double-barreled, complex or technical, personal or sensitive, and loaded or emotive questions. Also, ensure that the questions are relevant to the research question and appropriate for the studied population.
  4. Pretesting the questionnaire: Before administering the questionnaire to the final sample, it is important to pretest it with a small sample of individuals similar to the studied population. This will help to identify any problems or ambiguities in the questionnaire and make necessary revisions.
  5. Analyzing the data: After collecting the data, it is important to analyze it in a way that is appropriate for the type of data collected (e.g. descriptive statistics for closed-ended questions, content analysis for open-ended questions).
  6. Reviewing the results: After analyzing the data, the results should be reviewed to draw conclusions and make recommendations for future research.

It is also important to remember that the questionnaire design should be guided by ethical principles, such as obtaining informed consent and maintaining the confidentiality of the participants.

How to fill out a questionnaire?

Filling out a questionnaire involves several steps, including:

  1. Reading the instructions: Before filling out the questionnaire, it is important to read the instructions carefully to understand the purpose of the questionnaire and the type of information that is being requested.
  2. Answering the questions: Once you understand the instructions, you can start answering the questions. Make sure to answer all the questions, as leaving questions blank may compromise the validity of the data.
  3. Using the appropriate response format: If the questionnaire is closed-ended (i.e. multiple choice), make sure to choose the option that best represents your answer. If the questionnaire is open-ended, make sure to provide clear, concise, and honest answers.
  4. Checking for completeness and accuracy: Before submitting the questionnaire, it is important to check that all the questions have been answered, and the answers provided are accurate and complete.
  5. Submitting the questionnaire: Once you have checked the questionnaire for completeness and accuracy, you can submit it. Make sure to follow the instructions provided on how to submit the questionnaire.

It is also important to keep in mind that the information provided in the questionnaire is usually confidential, so it is important to answer truthfully and not provide any false information.

How to make an interactive questionnaire?

Creating an interactive questionnaire involves several steps, including:

  1. Defining the research question and the population being studied: As with any questionnaire, it’s important to clearly define the research question and the population being studied in order to determine the type of information that needs to be collected and the number of items that should be included in the questionnaire.
  2. Choosing a software or platform: There are a variety of software and online platforms that can be used to create interactive questionnaires, such as Google Forms, SurveyMonkey, Qualtrics, and many others. These platforms usually provide various templates and features that can be used to create an interactive questionnaire.
  3. Designing the questionnaire: Use the features provided by the software or platform to design the questionnaire engagingly and interactively. This can include adding images, videos, animations, and other multimedia elements and using different question types like drag-and-drop, sliders, and other interactive elements.
  4. Previewing and testing the questionnaire: Before publishing the questionnaire, it is important to preview and test it to make sure that it is working correctly and that the questions are being displayed correctly.
  5. Publishing and sharing the questionnaire: Once the questionnaire is ready, it can be published and shared with the participants. Some software or platforms also provide features to share the questionnaire via email, social media, or embed it on a website.
  6. Collecting and analyzing the data: The data can be collected and analyzed after the participants have completed the questionnaire. Some software or platforms provide the feature to analyze the data and generate report or export it to other software for further analysis.

It is important to note that creating an interactive questionnaire can be more time-consuming and complex than creating a traditional questionnaire, so it is important to have a good understanding of the software or platform being used, as well as the research question and population being studied.

What is the most important aspect regarding respondents to a questionnaire?

The most important aspect regarding respondents to a questionnaire is their representativeness. This means that the sample of respondents should be representative of the population being studied, in terms of characteristics such as age, gender, income, education, etc. This will help ensure that the results of the survey are generalizable and can be applied to the larger population. Additionally, ensuring that the respondents are willing and able to provide accurate and honest information is also important.

What are the weaknesses of questionnaires?

There are several weaknesses of questionnaires:

  1. Response bias: Respondents may not answer questions truthfully or may be influenced by social desirability bias.
  2. Limited response options: Respondents may feel that the response options provided do not accurately reflect their opinions or feelings.
  3. Lack of detail: Questionnaires may not elicit detailed or in-depth information about a subject.
  4. Limited to self-report: Questionnaires are based on self-report data, which may not always be accurate or reliable.
  5. Low response rate: Questionnaires may have a low response rate, which can lead to a non-representative sample.
  6. Limited to literate and educated population: People who are not literate or educated may not be able to participate in questionnaires.
  7. Limited to certain type of research: Questionnaires are not appropriate for certain types of research such as observational, experimental or in-depth research.
  8. Time consuming: Creating and distributing a questionnaire can be time-consuming, and analyzing the data can also be time-consuming.

What type of research uses questionnaires?

Questionnaires are often used in social science research, including fields such as psychology, sociology, and market research. They can be used to gather data on a wide range of topics, including attitudes, beliefs, behaviors, and demographic information. Additionally, questionnaires can be used in other fields such as health research, education research, and business research.

Is the Questionnaire A survey method?

Yes, a questionnaire is a type of survey method. Surveys are a common research method in which data is collected by asking a sample of individuals a set of questions. Questionnaires are a specific type of survey that consist of a series of questions that are presented to participants in a written or electronic format. They can be administered in a variety of ways, including by mail, online, in person, or over the phone.

What would be considered the minimum level for an adequate response rate for analysis and reporting of questionnaires?

The minimum response rate for analysis and reporting of questionnaires can vary depending on the research project and the studied population. However, in general, a response rate of at least 60% is often considered the minimum level for an adequate response rate.

Some experts recommend a response rate of at least 80% for the sample to be considered representative of the population, however, it’s also important to note that a high response rate does not guarantee that the sample is representative of the population and other factors such as sampling design, survey design, and data analysis techniques also play an important role.

It’s also important to note that lower response rates can be acceptable in certain situations, such as when the population is hard to reach or when the study is exploratory in nature. In these cases, it is important to report the response rate and to consider the potential impact of nonresponse bias on the results.

Rape at McDonalds: So, what happened to Donna Summers, Louise, and the supposed “copy cop” after the Rape at McDonalds

Rape at McDonald’s: So, what happened to Donna Summers, Louise, and the supposed “copy cop” after the Rape at Mcdonald’s.

Rape at McDonald’s

The film “Rape at McDonald’s” (https://online.fiu.edu/videos?vpvid=64eb1015ac1f4c4d93518f6bb7de90f5) usually draws a lot of antipathy and anger against the manager of the restaurant. My students often ask why she allowed her employee to get abused, especially by her … fiancé!  In your discussion group for this chapter, I want you to 1) EXPLAIN the manager’s actions using the information you now know about conformity and obedience. I know that is tough to do, but use some of the social psychology concepts you learned in this chapter to explain her behavior. At the same time, I want you to 2). talk about how she could have and should have handled the situation. 3). Finally, in your comments, make sure to define and highlight the role of informational versus normative social influences as well as the concept of obedience to authority. In your follow-up comment, feel free to agree or disagree with one of your group mates. Did that student do an adequate job of actually explaining the manager?

Rape at McDonald’s: So, what happened to Donna Summers, Louise, and the supposed “copy cop” after the Rape at McDonald’s

NOTE: There are two versions of this rape at Mcdonald’s video – a long version and a short version. You can find both in the videos folder at the bottom of the main blackboard page OR links to both videos on the final slide in the PowerPoint presentation. I only require you to watch the short version. Finally, a movie based on this event called “Compliance” came out in the Fall of 2012. I have yet to see that movie, but if any of you have then, please feel free to draw insights from the film as well.

LINK TO VIDEO

https://online.fiu.edu/videos/?vpvid=64eb1015ac1f4c4d93518f6bb7de90f5

So, what happened to Donna Summers, Louise, and the supposed “copy cop” after the Rape at Mcdonald’s. Here is some follow-up information!

1.     Louise Ogborn sued Mcdonald’s for $200 million and was awarded $6.1 million.

2.    Donna Jean Summers was fired, pled guilty to wrongful imprisonment, and was given 1-year probation. Of course, there is another unbelievable fact: Donna Jean Summers also sued Mcdonald’s for $50 million, and the jury awarded her $1 million!

3. Walter Nix was arrested and convicted for his part in this crime and other related crimes.

4. David Stewart, a prison guard in Panama City, Florida, detailed in the long video version, was arrested but later acquitted of being the culprit in this crime.  

FAQs for Donna Summers McDonald’s

1. Who is Donna Summers McDonald? Donna Summers McDonald is not a widely recognized individual. There may be a mix-up or confusion with the name, as “Donna Summer” was a famous American singer known as the “Queen of Disco.” However, if you are looking for information about a specific person named Donna Summers McDonald, please provide more context for accurate information.

2. Is Donna Summers McDonald associated with McDonald’s restaurant? There is no known association between Donna Summers McDonald and McDonald’s, the fast-food restaurant chain. It’s important to verify the accuracy of any claims or information before drawing conclusions about such associations.

3. Can I find information about Donna Summers McDonald’s achievements online?

4. Is there a Donna Summers McDonald scholarship or foundation? I am unaware of any scholarship or foundation specifically associated with Donna Summers McDonald. If such an entity exists, searching for official sources or reaching out to relevant educational or charitable organizations for accurate information would be advisable.

5. How can I contact Donna Summers McDonald? If you are trying to contact someone named Donna Summers McDonald, you might need to have more specific information, such as their profession, location, or any affiliations they might have. Without additional context, it can be challenging to provide accurate contact information.

6. Are there any books or articles written by Donna Summers McDonald? I am unaware of any books or articles authored by Donna Summers McDonald. If she is an author, it’s recommended to search online bookstores, libraries, or academic databases for information about her publications.

7. Can you provide information about Donna Summers McDonald’s background? Providing details about Donna Summers McDonald’s background is challenging without more context or specific information.

8. Is Donna Summers McDonald a public figure? Based on the information available, Donna Summers McDonald does not appear to be a widely recognized public figure.

Rape at McDonalds: So, what happened to Donna Summers, Louise, and the supposed “copy cop” after the Rape at McDonalds