Exploratory research identifies the causes and effects of social phenomena.

Requiring that subjects have the capacity to understand the research, risks, side effects, benefits to subjects, and procedures used is known as:

A researcher wants to study attitudes about the economy, but does not have a sampling frame. Which type of sample is the most appropriate (i.e., consider generalizability and representativeness) in this situation?

Which of these is not a criterion for causality?

YOU ARE CONTAGIOUS ~18 Minutes

The Meeting That Didn’t Go as Planned Jordan arrived early to the team meeting, scrolling through the agenda on his phone. The word feedback sat at the top of the list. Jordan smiled slightly because feedback meant improvement. To Alex, however, the same word felt heavier, almost like a warning. By the time everyone sat down, he was already interpreting the meeting through a very different lens. When the supervisor, Mr. Chen, began speaking, he used careful language. “We need to revisit how this project was handled,” he said calmly. Jordan heard opportunity. Alex heard blame. When Mr. Chen added, “Some choices created challenges,” Alex crossed his arms, convinced the comment was aimed directly at him. Trying to lighten the mood, Sam jumped in and said, “Well, we kind of blew the whole thing out of the water.” A few people laughed, but Jordan blinked in confusion, unsure whether Sam meant success or failure. Sam followed up with, “You know, we really hit the ground on the wrong foot,” mixing phrases without noticing. Mr. Chen raised an eyebrow but let it pass. As the discussion continued, Taylor, who worked in IT, began explaining the issue using technical shorthand. “The backend interface didn’t sync after the patch, so the UI lagged,” he said quickly. Several team members nodded, while others stayed silent, not wanting to admit they didn’t understand. Alex muttered, “Yeah, exactly,” even though he felt lost. When it was Alex’s turn to speak, he said sharply, “This wouldn’t have happened if people had actually done their jobs.” The room went quiet. Jordan leaned forward and tried to rephrase gently. “It sounds like you’re frustrated because expectations weren’t clear. Is that right?” Alex hesitated, then nodded, tension easing slightly. Later, when the meeting ended, Mr. Chen pulled Alex aside. “Your words came across as accusatory,” he said. “I know that may not have been your intent.” Alex sighed. “I shouldn’t have said it like that. I’m sorry for snapping earlier. I was stressed, and I didn’t communicate that well.” Mr. Chen nodded, appreciating both the acknowledgment and the explanation. As everyone packed up, Jordan noticed Sam sitting quietly, unusually silent. When asked if something was wrong, Sam shrugged. “It’s nothing,” he said, though his tone suggested otherwise. Walking out, Jordan reflected on how the same words could land so differently—and how much meaning lived not just in what was said, but in how, why, and by whom it was said.

The Meeting That Didn’t Go as Planned Jordan arrived early to the team meeting, scrolling through the agenda on his phone. The word feedback sat at the top of the list. Jordan smiled slightly because feedback meant improvement. To Alex, however, the same word felt heavier, almost like a warning. By the time everyone sat down, he was already interpreting the meeting through a very different lens. When the supervisor, Mr. Chen, began speaking, he used careful language. “We need to revisit how this project was handled,” he said calmly. Jordan heard opportunity. Alex heard blame. When Mr. Chen added, “Some choices created challenges,” Alex crossed his arms, convinced the comment was aimed directly at him. Trying to lighten the mood, Sam jumped in and said, “Well, we kind of blew the whole thing out of the water.” A few people laughed, but Jordan blinked in confusion, unsure whether Sam meant success or failure. Sam followed up with, “You know, we really hit the ground on the wrong foot,” mixing phrases without noticing. Mr. Chen raised an eyebrow but let it pass. As the discussion continued, Taylor, who worked in IT, began explaining the issue using technical shorthand. “The backend interface didn’t sync after the patch, so the UI lagged,” he said quickly. Several team members nodded, while others stayed silent, not wanting to admit they didn’t understand. Alex muttered, “Yeah, exactly,” even though he felt lost. When it was Alex’s turn to speak, he said sharply, “This wouldn’t have happened if people had actually done their jobs.” The room went quiet. Jordan leaned forward and tried to rephrase gently. “It sounds like you’re frustrated because expectations weren’t clear. Is that right?” Alex hesitated, then nodded, tension easing slightly. Later, when the meeting ended, Mr. Chen pulled Alex aside. “Your words came across as accusatory,” he said. “I know that may not have been your intent.” Alex sighed. “I shouldn’t have said it like that. I’m sorry for snapping earlier. I was stressed, and I didn’t communicate that well.” Mr. Chen nodded, appreciating both the acknowledgment and the explanation. As everyone packed up, Jordan noticed Sam sitting quietly, unusually silent. When asked if something was wrong, Sam shrugged. “It’s nothing,” he said, though his tone suggested otherwise. Walking out, Jordan reflected on how the same words could land so differently—and how much meaning lived not just in what was said, but in how, why, and by whom it was said.

INSIDE THE MIND OF A MASTER PROCRASTINATOR 14 Minutes

Winning the War in Your Mind Your life is always moving in the direction of your strongest thoughts. Whether you realize it or not, your mindset shapes your actions, decisions, and ultimately, your future. If you constantly think, “I can’t do this,” you probably won’t even try. But if you choose to believe, “I can figure this out,” you’re far more likely to take action and succeed. The problem is, many of us carry around beliefs that aren’t true. These beliefs are often picked up from past experiences, other people, or our own fears. That’s why real change starts by identifying and replacing false beliefs (or lies) with truth. This is SO important to be aware of because if you believe a lie, it can shape your life as if it were true.  To replace these lies, think of your mind as a battlefield where fear, negative thoughts, and self-doubt are daily challenges. This requires intentional effort. And it starts with recognizing the lies you’ve believed (some for years) that are holding you back. You can’t defeat what you don’t define. This self-assessment is designed to help you do exactly that: identify the false beliefs shaping your life so you can start replacing them with truth. The first 30 questions for the self-assessment are completed confidentially. Your instructor will NOT view or grade your responses to these questions. However, questions #31 through #34 will be graded by your instructor. So, complete the answers to these questions thoughtfully. YOUR ANSWERS WILL BE GRADED ON THE EFFORT THAT YOU TAKE TO RESPOND. As your instructor is not grading or viewing your answers to the self-assessment questions, you need to make sure that you are precisely following the directions in order to earn your completion points for that section. Up until the due date (but NOT after the due date), you may retake the self-assessment if needed if an error was made when completing the self-assessment questions. Here is the format that you need to follow when answering the self-assessment questions: Type “T” for “True” if the statement is something that you can relate to. Type “F” for “False” if the statement is something that you cannot relate to.

Am I aware of how my body reacts under stress?