Category: uncategorised

FPX1540 ASSESS 1
In psychology, we engage in the scientific study of human thoughts and behavior, which involves evidence through research. Culture, ethnicity, and diversity affect all aspects of both. What does racism look like? How do the perceptions of racism or lack of racism affect a person’s thoughts and behaviors? What are the psychological processes behind how we develop social categories and stereotyping? For this assessment, you will watch A Class Divided which discusses the famous blue eyes/brown eyes exercise developed by schoolteacher Jane Elliot in the aftermath of the Martin Luther King Jr. assassination in 1968.

Before completing the worksheet for this assessment, visit your reading list and watch A Class Divided. This 55-minute video discusses the famous blue eyes/brown eyes exercise developed by schoolteacher Jane Elliot in the aftermath of the Martin Luther King Jr. assassination in 1968.

A Class Divided link:

You will also need to review to support your writing and thinking about the concepts in the below worksheet.

Psychology and DEI link:

Additionally, complete the activity to learn about how language choices can influence our interactions with others. As you are completing it, reflect on your own language choices and the ones you observed in the video.

Language Bias link:

Download and use the to complete this assessment.

Using the A Class Divided Worksheet, complete the following:
1. Connecting Concepts: Describe the effects of culture, ethnicity, and diversity on the human experience.
2. Common Fallacies: Describe the relationship between common fallacies in thinking and inaccurate conclusions.
3. Communication: Describe the relationship between culture, value, bias, and misunderstandings in communication.
4. Self-Reflection: Describe the potential for prejudice and discrimination in oneself and others.
5. Looking to Careers: Describe the importance of working effectively in diverse work environments.
Throughout the worksheet, you will do the following:
- Use the to put together ideas to create effective paragraphs.
- Identify concepts of culture, ethnicity, and diversity studies.
- Attempt APA style citations. Visit for assistance.
- Write using a clear purpose, organization, tone, and sentence structure
- MEAL Plan link:
The following readings will give you an understanding of the basic terms and theories about diversity study used throughout this course. We explore the psychological processes behind how we develop social categories. This automatic process becomes fundamental to stereotyping. Well also look at race, weight, and age stereotypes to explore how these concepts appear in the world.
- Blaine, B. E., & McClure Brenchley, K. J. (2021). Understanding the psychology of diversity(4th ed.). Sage. Available in the courseroom via the VitalSource Bookshelf link. Watch this video for more information.
  - Chapter 1, “Introduction to the Psychology of Diversity.”
  - Chapter 2, “Categorization and Stereotyping.”
  - Chapter 5, “Racial Stereotypes and Racism.”
  - Chapter 8, “Obesity Stereotypes and Weightism.”
  - Chapter 9, “Age Stereotypes and Ageism.”
Psychology and DEI

As you will read, psychologists are very concerned with maintaining the rights and dignity of all people, and work to reduce the influence of bias and prejudice from a psychological lens. When we consider this, it may come as no surprise that the psychology profession is interconnected with diversity, equity, and inclusion (DEI) efforts. The American Psychological Association (APA) is committed to supporting the rights and dignity of all people and has contributed significant research to help us understand the importance of equitable treatment of all people. Whether you are considering a career in psychology or are interested in how psychologists work to foster DEI, there is a lot to explore on this topic. Review the following interactive piece to learn about the overlap in psychology and the DEI framework from a psychologist, and how it can make your own work more effective and equitable:

Requirements: Each question mentions the length required for each answer
January 24, 2026
Accounting Question

PLEASE DO NOT ACCEPT IF YOU CANT COMPLETE WITHIN THE TIME FRAME. YOU HAVE TO START NOW TO GET DONE.

Complete tr math unit 6 db, unit 6 assignment, unit 6 seminar, unit 7 discussion and unit 7 seminar

Complete tr IT unit 1 seminar, unit 2 assignment, unit 2 discussion, unit 2 seminar, unit 3 seminar, unit 3 discussion, unit 4 discussion, unit 4 seminar, unit 5 discussion, unit 5 seminar, unit 6 labs, unit 6 discussion, unit 6 seminar, all of unit 7. Also with the IT class check the other unit labs and make sure to get them to a 70 percent or above.

Requirements: MATH AND IT

January 24, 2026
Decision making through critical thinking
Many characteristics will help a person become a better decision maker through critical thinking. Some of these characteristics are:
1. Outcome driven
2. Open to new ideas
3. Creative and innovative
4. Analytical
5. Communicator
6. Risk taker
7. Assertive and persistent
8. Knowledgeable and resourceful
9. Observant and intuitive
10. Collaborator
Directions for this assessment:

Please select three of the above-mentioned characteristics, and

1. Explain your reasoning as to why these characteristics are necessary for critical thinkers. You will need at least one scholarly article for each characteristic to validate your claims. You will have at least three scholarly articles for this portion of the assessment. No books or reports can be used, just scholarly articles from the past 5 to 7 years.

2. Describe a scenario where you used any of these characteristics to overcome a problem. No sources are needed for this portion of the assessment.

Always use first person.

No direct quotes or block quotes can be used for assessments, as students must learn to paraphrase the content with their full interpretation. Direct quotes do not count for the amount of content, as it is only a repetition of someone else’s words.

APA STYLE

Requirements: 1 page
January 24, 2026
Discussion post

Part 1 Discussion response. Should be at least 200 words with in text citations that are scholarly articles.

Leaders play a central role in establishing and sustaining organization values and ethical behavior by shaping both the ethical climate and the systems that reinforce expected conduct. While formal codes of ethics and compliance programs are important, leadership behavior ultimately determines whether ethical values are embedded in daily organizational practice. Research on ethical leadership emphasizes that employees look to leaders for cues about acceptable behavior, particularly when facing ambiguity or competing pressures (Brown et al., 2025). As a result, ethical behavior is most effectively encouraged when leaders consistently model ethical standards and align organizational practices with state values.

Ethical leadership theory, grounded in social learning theory, provides a useful framework for understanding how leaders influence ethical behavior within organizations. Brown et al. (2005) defines ethical leadership as the demonstration of normatively appropriate conduct through personal actions and interpersonal relationships, along with the promotion of such conduct through communication, reinforcement, and decision-making. This perspective highlights that employees learn ethical norms by observing leaders, especially those who hold authority and control valued organizational outcomes. Ethical leadership therefor extends beyond personal integrity to include active management of ethical expectations.

From a practical standpoint, ethical leadership is implemented when leaders openly communicate ethical standards, act consistently with those standards, and reinforce ethical behavior through rewards and accountability systems. Leaders signal the importance of ethics not only through policies, but through daily decisions such as how misconduct is addressed or how performance trade-offs are managed (Brown et al., 2005). When ethical behavior is visibly rewarded and unethical behavior is corrected, employees receive clear guidance regarding acceptable conduct within the organization.

Ethical leadership also reduces ambiguity in decision-making by making moral considerations more salient. Joness (1991) issue contingent model suggests that ethical behavior varies based on how individuals perceive the moral intensity of a situation. Leaders can influence this perception by framing decisions in ethical terms and encouraging employees to consider broader consequences. By doing so, leaders integrate ethics into routing decision making rather than treating it as a separate or secondary concern (Jones, 1991).

Overall, ethical leadership demonstrates that maintaining organization values is an active leadership responsibility rather than a passive organizational function. Through consistent modeling, communication, and reinforcement, leaders can create ethical climates that guide behavior even in complex or high-pressure situations (Brown et al., 2005).

References

Brown, M. E., Trevio, L. K., & Harrison, D. A. (2005). Ethical leadership: A social learning perspective for construct development and testing. Organizational Behavior and Human Decision Processes, 97(2), 117134.

Jones, T. M. (1991). Ethical Decision Making by Individuals in Organizations: An Issue-Contingent Model. The Academy of Management Review, 16(2), 366395.

Leaders play a central role in shaping organizational values and ethical behaviors because they establish the moral tone and behavioral expectations that guide daily decision-making (Brown et al., 2005). Leaders do not cultivate ethics through policy alone; instead, they embed ethical behavior through consistent modeling, reinforcement, and accountability mechanisms (Brown et al., 2005). Among leadership theories, transformational leadership offers a particularly robust framework for embedding ethical behavior into organizational culture because it emphasizes moral influence, vision alignment, and value-based motivation (Bass & Steidlmeier, 1999).
Scholars typically describe transformational leadership through a set of interrelated behavioral orientations that emphasize moral influence, motivational vision, cognitive challenge, and individualized development (Bass & Steidlmeier, 1999). When leaders consistently model ethical conduct, they legitimize moral standards through their behavior and decision-making (Bass & Steidlmeier, 1999). When leaders demonstrate integrity in ambiguous or high-pressure contexts, employees internalize those standards as organizational values rather than treating them as compliance requirements (Brown et al., 2005).
Leaders further reinforce ethical behavior through inspirational motivation when they articulate a vision that integrates performance goals with moral purpose (Brown et al., 2005). When leaders explicitly link organizational purpose to social responsibility and fairness, employees engage more consistently in ethical decision-making, even in the absence of direct supervision (Brown et al., 2005). This alignment transforms ethics from an abstract ideal into a shared organizational identity.
Transformational leaders promote ethical climates by encouraging intellectual stimulation, which empowers employees to challenge unethical practices without fear of retaliation (Bass & Steidlmeier, 1999). When leaders cultivate psychological safety alongside moral leadership, they reduce the likelihood of ethical fading, a process through which individuals overlook ethical dimensions under performance pressure (Tenbrunsel & Messick, 2004). Leaders operationalize this approach when they reward principled dissent and integrate ethical reflection into strategic discussions rather than relying solely on compliance training (Tenbrunsel & Messick, 2004).
Leaders further operationalize ethics through individualized consideration when they recognize that situational constraints shape moral decision-making (Bass & Steidlmeier, 1999). Leaders who provide tailored guidance, mentorship, and ethical coaching enable employees to navigate complex trade-offs rather than defaulting to rule-based minimalism. Over time, this leadership approach fosters moral competence rather than passive conformity.
To sustain ethical leadership, organizations must support leaders through ethical performance metrics, leadership development programs, and transparent accountability structures (Brown et al., 2005). Leaders must embed ethics within evaluation systems to ensure consistency between espoused values and enacted behaviors.
Ultimately, transformational leadership sustains ethical cultures not by enforcing morality through authority but by cultivating shared moral commitment. This distinction becomes critical in global and complex organizations where ethical behavior must persist even in the absence of direct oversight.
References
Bass, B. M., & Steidlmeier, P. (1999). Ethics, character, and authentic transformational leadership behavior. The Leadership Quarterly, 10(2), 181217.
Brown, M. E., Trevio, L. K., & Harrison, D. A. (2005). Ethical leadership: A social learning perspective for construct development and testing. Organizational Behavior and Human Decision Processes, 97(2), 117134.
Tenbrunsel, A. E., & Messick, D. M. (2004). Ethical fading: The role of self-deception in unethical behavior. Social Justice Research, 17(2), 223236. art 3

Leadership, Values & Ethics
Write a literature review analyzing the relationship between leadership, personal values, and
ethics in an organizational context. Based on your research, formulate at least one hypothesis
about the relationship.
For example, you might select a particular leadership style (such as transformational leadership
or servant leadership) and a concept related to values or ethics (such as corporate social
responsibility or environmental sustainability). The literature review should discuss these
concepts as well as any antecedents or outcomes of the relationship between them. The
research might also reveal another variable which may mediate or moderate the relationship
between these constructs. Formulate at least one hypothesis based on the literature review.
Following APA, the essay should consist of in-text citations and a reference list, which reflect
the research supporting the analysis. All of the sources mentioned in-text should be on the
reference list. There should be no sources on the reference list, which have not been mentioned
in-text.
Following APA, format the essay using MSWord, 1 margins, double-spaced, Times New Roman,
12 font. It should reflect impeccable grammar, spelling, style, logic, and critical thinking. There
is no minimum or maximum length.
Your literature review should be prepared and presented in essay format following APA; it
should consist of the following elements:
A cover page and abstract
An introduction which engages the reader, sets the tone for the essay, and describes the
problem or topic the essay will explore
A clear thesis statement which states the purpose and focus of the essay
Reference to at least 10 peer-reviewed journal articles
Headings to organize the flow of the essay
A conclusion that summarizes and contextualizes the essay

Requirements: Read description

January 24, 2026
Creating My Professional Resume and Cover Letter For Mechani…

Im looking for someone to help me create a detailed, professional CV for me (Mechanical Engineer). Below is my background to guide the resume preparation:

Name: Lucass Tim

Current Status: I have a master’s degree in Mechanical Engineering from New York University (July 2024 to December 2025). I graduated with a GPA of 3.9

Education Background: I have a Bachelors degree in Mechanical Engineering from Boston University (January 2018 to January 2023). I graduated with a GPA of 3.9. I received the Dean’s Honor List 5 times.

Experience

I have worked at LBS Compony, which is a professional engineering consulting firm, in MEP for 3 years.
I have completed 4 professional internships, contributing to MEP (Mechanical, Electrical, Plumbing) engineering tasks during my master’s degree.

Completed 100 Revit software training hours and received a certificate for that.

Skills:

Strong understanding of HVAC, plumbing, and mechanical system design principles.

Proficiency in AutoCAD, Revit, Microsoft Office, SolidWorks, Matlab, etc.

Hands-on experience in construction documentation, design review, and coordination. (Very hardworking)

Detail-oriented with solid technical writing and communication skills. Ability to operate Miling machine, Drill press, Grinder, Lathe, and Saw, and a fast learner.

Proficiency in English and French

Interests and Goals: My goal is to contribute to projects that integrate advanced mechanical design, predictive maintenance, and process optimization to enhance safety, reliability, and performance. Im motivated to grow within a multidisciplinary environment where engineering innovation meets real-world energy challenges. By applying my academic background and technical skills in thermofluid systems, equipment design, and energy optimization.

Task instructions:

1-Please write my professional CV and Cover Letter in two separate PDFs.

2- DO NOT use AI writing since it will be deducted as AI-generated.

3- Provide turnitin report that shows 0% simalitry and 0%AI report

4- Make it professional and add more useful information

Please feel free to request more info.

Do not bid if you are not a professional writer. Thank you!

Requirements:

January 24, 2026

Great Serpent Mound, Ohio North America

12 minutes

Take notes from this video along with the article on the Great Serpent Mound in Ohio!

Respond to Questions at the end of the article.

Fort Ancient Culture: Great Serpent Mound

Fort Ancient Culture(?), Great Serpent Mound, c. 1070, Adams County, Ohio (photo: )

A serpent 1300 feet long

The Great Serpent Mound in rural, southwestern Ohio is the largest serpent effigy in the world. Numerous mounds were made by the ancient Native American cultures that flourished along the fertile valleys of the Mississippi, Ohio, Illinois, and Missouri Rivers a thousand years ago, though many were destroyed as farms spread across this region during the modern era. They invite us to contemplate the rich spiritual beliefs of the ancient Native American cultures that created them.

The Great Serpent Mound measures approximately 1,300 feet in length and ranges from one to three feet in height. The complex mound is both architectural and sculptural and was erected by settled peoples who cultivated maize, beans and squash and who maintained a stratified society with an organized labor force, but left no written records. Lets take a look at both aerial and close-up views that can help us understand the mound in relationship to its site and the possible intentions of its makers.

Ephraim George Squier and E. H. Davis, “The Serpent;” entry 1014, Adams County Ohio. Pl. XXXV, Ancient monuments of the Mississippi Valley: comprising the results of extensive original surveys and explorations (Washington: Smithsonian institution, 1848)

Supernatural powers?

The serpent is slightly crescent-shaped and oriented such that the head is at the east and the tail at the west, with seven winding coils in between. The shape of the head perhaps invites the most speculation. Whereas some scholars read the oval shape as an enlarged eye, others see a hollow egg or even a frog about to be swallowed by wide, open jaws. But perhaps that lower jaw is an indication of appendages, such as small arms that might imply the creature is a lizard rather than a snake. Many native cultures in both North and Central America attributed supernatural powers to snakes or reptiles and included them in their spiritual practices. The native peoples of the Middle Ohio Valley in particular frequently created snake-shapes out of copper sheets.

Aerial view of the Great Serpent Mound, c. 1070, Adams County, Ohio

The mound conforms to the natural topography of the site, which is a high plateau overlooking Ohio Brush Creek. In fact, the head of the creature approaches a steep, natural cliff above the creek. The unique geologic formations suggest that a meteor struck the site approximately 250-300 million years ago, causing folded bedrock underneath the mound.

Celestial hypotheses

Aspects of both the zoomorphic form and the unusual site have associations with astronomy worthy of our consideration. The head of the serpent aligns with the summer solstice sunset, and the tail points to the winter solstice sunrise. Could this mound have been used to mark time or seasons, perhaps indicating when to plant or harvest? Likewise, it has been suggested that the curves in the body of the snake parallel lunar phases, or alternatively align with the two solstices and two equinoxes.

View of tail, Fort Ancient Culture(?), Great Serpent Mound, c. 1070, Adams County, Ohio (photo: )

Some have interpreted the egg or eye shape at the head to be a representation of the sun. Perhaps even the swallowing of the sun shape could document a solar eclipse. Another theory is that the shape of the serpent imitates the constellation Draco, with the Pole Star matching the placement of the first curve in the snakes torso from the head. An alignment with the Pole Star may indicate that the mound was used to determine true north and thus served as a kind of compass.

Of note also is the fact that Halleys Comet appeared in 1066, although the tail of the comet is characteristically straight rather than curved. Perhaps the mound served in part to mark this astronomical event or a similar phenomenon, such as light from a supernova. In a more comprehensive view, the serpent mount may represent a conglomerate of all celestial knowledge known by these native peoples in a single image.

Who built it?

Determining exactly which culture designed and built the effigy mound, and when, is a matter of ongoing inquiry. A broad answer may lie in viewing the work as being designed, built, and/or refurbished over an extended period of time by several indigenous groups. The leading theory is that the Fort Ancient Culture (1000-1650 C.E.) is principally responsible for the mound, having erected it in c. 1070 C.E. This mound-building society lived in the Ohio Valley and was influenced by the contemporary Mississippian culture (700-1550), whose urban center was located at Cahokia in Illinois. The rattlesnake was a common theme among the Mississippian culture, and thus it is possible that the Fort Ancient Culture appropriated this symbol from them (although there is no clear reference to a rattle to identify the species as such).

View of the Great Serpent Mound, 1070(?), Adams County, Ohio (photo: Katherine T. Brown)

An alternative theory is that the Fort Ancient Culture refurbished the site c. 1070, reworking a preexisting mound built by the Adena Culture (c.1100 B.C.E.-200 C.E.) and/or the Hopewell Culture (c. 100 B.C.E.-550 C.E.). Whether the site was built by the Fort Ancient peoples, or by the earlier Adena or Hopewell Cultures, the mound is atypical. The mound contains no artifacts, and both the Fort Ancient and Adena groups typically buried objects inside their mounds. Although there are no graves found inside the Great Serpent Mound, there are burials found nearby, but none of them are the kinds of burials typical for the Fort Ancient culture and are more closely associated with Adena burial practices. Archaeological evidence does not support a burial purpose for the Great Serpent Mound.

Debate continues

Whether this impressive monument was used as a way to mark time, document a celestial event, act as a compass, serve as a guide to astrological patterns, or provide a place of worship to a supernatural snake god or goddess, we may never know with certainty. One scholar has recently suggested that the mound was a platform or base for totems or other architectural structures that are no longer extant, perhaps removed by subsequent cultures. All to say, scholarly debate continues, based on on-going archaeological evidence and geological research. But without a doubt, the mound is singular and significant in its ability to provide tangible insights into the cosmology and rituals of the ancient Americas.

Essay by Katherine T. Brown

Respond to the following questions:

What are your thoughts on the Great Serpent Mound? Have you heard of it before? What does it suggest to you about the people that built it?

Requirements: art history

Category: uncategorised

Introduction

Instructions

Diversity Study

Psychology and DEI

TEXTBOOK