BIG FIVE PERSONALITY - 895 Words

Big Five Personality Inventory The Big Five Test is a compilation of 70 questioned geared towards â€Å"measuring how accurate or inaccurate the statements pertain to you.†(Wentz) This test is considered to be an objective test measuring certain traits of the individual taking it rather than states. Traits differ from states in the sense that traits are life-long characteristics; meanwhile states are temporary characteristics of an individual. This test was designed to measure the Big Five personality traits, including: extraversion, agreeableness, conscientiousness, emotional stability and openness. When you are listed as being in the higher percentiles for each of these categories, then you†¦show more content†¦I view myself as an agreeable person who is caring and sympathetic towards others. In addition, I put others feeling and well-being in front of mine to insure their happiness. The third category on the personality report is conscientiousness. Conscientiousness is defined as a â€Å"state of being thorough, careful, or vigilant; it implies a desire to do a task well.†(report) People high on the conscientiousness scale are hard workers and seen to be reliable. Me being a perfectionist and always planning ahead of time for everything in my life; I was placed in the 92nd percentile. I have a routine I follow every day along with a well-organized work area and planner. When I am notified of anything required to be done I will insert it into my planner on a certain date with a time and place for it to be accomplished. While being conscientious is great and helps me out greatly it also hampers my life. I can be viewed as a â€Å"compulsive perfectionist†(report) when it comes to certain things. Additionally, I work two jobs and volunteer on campus giving me the label of a â€Å"workaholic†. Emotional stability is the fourth trait of the Big Five personality traits.† Low scores of emotional stability mean that the individual is highly reactive in s ituations, which would not affect most people.† On the other hand, high scores show that a person is more stable, do not get upset as easily, and is relatively calm. I was notShow MoreRelatedBig Five Personality4743 Words   |  19 PagesPERSONALITY The different ways a person reacts to in different situations and interacts with others. Most of the times we measure personality in traits a person displays. Measuring personalities has been done in the past by various people. The Big Five are broad dimensions or categories in a hierarchical sense, such that they encompass a lot without detail. We lose information, and while the Big Five factors provide useful personality descriptors they are somewhat less useful at predicting specificRead MoreThe Personality Assessment Of The Big Five Personality Essay1651 Words   |  7 PagesPersonality Assessment Introduction I found the test results of the Big Five personality assessment to be an interesting and very accurate description of myself. After completing this assessment, I was able to analyze my personality in depth. I found this information to be helpful knowledge and provide insight about myself, as well as being crucial in examining my personality traits. The big five is also referred to the OCEAN model of personality, and stands for the main traits used to describe personalitiesRead MorePersonality Traits Of The Big Five915 Words   |  4 PagesAs we all know, humans come in all shapes, sizes, and personalities. A big part of being an adult is entering the work field and finding a career. That’s where the â€Å"Big five† personality traits come in. The five traits that most employers base their tests off of are; neuroticism, extroversion, agreeableness, conscientiousness, and openness to experience. So the next time you take a pretest for employment would these would be good to keep in mind. Especially when determining if you’re a good fit forRead MoreThe Big Five Personality Traits867 Words   |  4 Pages Of the Big Five personality traits, I scored highest on neuroticism. I compared myself to my friend. My friend scored highest on extraversion. I scored lowest on extraversion, whereas my friend scored lowest on agreeableness. I was somewhat surprised at my results that my friend received. However, I was not surprised by my results. I am a typically anxious person, so I knew I would probably score high on neuroticism. However, I thought my friend would score higher on agreeableness. I don’t agreeRead MoreBig Five Personality Factors1676 Words   |  7 Pages‘’Big Five’’ Personality Factors Personality is made up of the characteristic frameworks of opinions, emotions, and demeanors that make a person distinctive. A variety of diverse concepts have arose to describe different aspects of personality. Some ideas concentrate on clarifying how personality cultivates, while others are concerned with specific variances in personality. There are four main components of personality: consistency, psychological/physiological, behaviors/actions, and multiple expressionsRead MoreThe Big Five Personality Traits1020 Words   |  5 PagesThe Big Five Personality Traits Kelly Wilson Benedictine University Organizational Behavior MGT 320-D2A5 Teresa Pavone November 06, 2015 The Big Five Personality Traits Personality traits reflect people’s characteristic patterns of thoughts, feelings, and behaviors. Motivation is a factor that is highly dependent upon personality and because of this, managers must be able to recognize and respond to the different traits. Personality has been studied extensively throughout the years andRead MoreThe Big Five Personality Constructs1654 Words   |  7 PagesPersonality theories, or models, are metaphors for describing something which is intrinsically indescribable, the human personality. Currently, one of the most popular approaches among psychologists for studying personality theory is the Five-Factor Model (FFM) or Big Five dimensions of personality. This essay will explore the Big Five personality constructs and seek to explain how useful they are to understanding how people are likely to perform in a work situation. In conclusion, this essayRead MoreThe Big Five Dimensions Of Personality1456 Words   |  6 PagesThe Big Five Dimensions of Personality Today, many researchers consider that they are five core personality traits. Evidence of this theory has been growing over the past 50 years, beginning with the research of D. W. Fiske (1949) and later expanded upon by other researchers including Norman (1967), Smith (1967), Goldberg (1981), and McCrae Costa (1987). The big five are broad categories of personality traits. While there is a major body of literature supporting this five-factor model of personalityRead MoreThe Big Five Dimensions Of Personality1035 Words   |  5 PagesThe Big Five Dimensions of Personality 11695795 Oklahoma State University The Big Five Dimensions of Personality The Big Five Dimensions of Personality are five dimensions of personality that depict personality traits in humans. The dimensions are openness, conscientiousness, extraversion, agreeableness, and neuroticism. The Big Five Dimensions of Personality are used in favor of other models because of the eradication of overlapping traits. This particular model shows regularity inRead MoreBig Five Personality Traits808 Words   |  4 PagesBig five model †¢ Lewis goldberg proposed a five dimension personality model , nicknamed the big five /five factor theory. †¢ The Big Five model is a comprehensive, empirical, data-driven research finding. †¢ In psychology, the Big Five factors (Five Factor Model) of personality are five broad domains or dimensions of personality which are used to describe human personality. Big five factors are †¢ Factor I: Extraversion. †¢ Factor II: Agreeableness. †¢ Factor III:

The Last Colony Of Roanoke - 1639 Words

The Last Colony of Roanoke Five hundred years ago, European explorers landed in North America. After trying to locate a new route to Asia across the Atlantic Ocean, they found a continent they did not know existed. Three different groups traveled to the New World, starting in 1584 (Basu, Tanya). The last group included Gov. John White, he had to return to England to submit his report to the Queen. John White tried several times to return to Virginia, but it wasn’t until a few years later he was finally able to return to his new home. In 1584, when White was finally able to return, the land was barren and deserted of people. This baffling revelation began one of the greatest mysteries of all time. Three different groups traveled to the New†¦show more content†¦Raleigh sent out two small troops lead by Philip Amadas and Arthur Barlowe to scout out a new inhabitable area (Horn, James). They arrived on the outer banks a few months later in August, 1585 (Carpenter, Jeannine). They were the first English explorers to set eyes on North Carolina (The Lost Colony). Within days after Lanes return to Roanoke Island from Weapemeoc, he wrote historian and geographer Richard Hakluyt that they had: â€Å"discovered the mainland to be the goodliest soil under the cope of heaven, so abounding with sweet trees, that bring such sundry rich and most pleasant gummes, grapes of such greatness, yet wild, as France, Spain nor Italy hath no greater† (Carpenter, Jeannine). One of the islands they persuade looked like a perfect island to settle. In another letter he sent to Sir Francis Walsingham, secretary to Queen Elizabeth, Lane seems to have enclosed a crude map, its legends reveali ng a â€Å"great store of fish† and â€Å"great red grapes very pleasant† there (Carpenter, Jeannine). This island was Roanoke, ten miles long and two and a half miles wide. These were all reasons why the Roanoke colonists would have been able to establish a long term residence there. They returned to England a year later with two Natives, Manteo and Wanchese (The Lost Colony). With them they brought back plentiful information about the new lands they discovered. Among the information

On Making Friends Free Essays

As a human being, one can hardly do without a friend, for life without friends will be a lonely voyage in the vast dark sea or one in the barren desert. Traly, a friend gives out light and warmth like a lamp. For this reason, I have always felt it a blessing if a friend comes to console me in my sadness, cheer me up in my low spirits, or heartedly share with me my happiness. We will write a custom essay sample on On Making Friends or any similar topic only for you Order Now It is wonderful, too, to feel that someone is standing by me and ready to provide help and encouragement in my pursuit of a noble and glorious cause. For millions of years, people have heaped beautiful verses and essays upon friendship. Yet, they, too, have mercilessly accused false friendship, for there are always some mean characters who approach you and act as dear friends when you are wealthy or influential, but desert or even betray you the instant you come down in the world or are entrapped by unfortunate things. Therefore, people all attach great importance to the recognition of true friendship. And a faithful friend is considered even more precious than a priceless pearl or a precious stone. The old saying â€Å"A friend in need is a friend indeed† has become the teaching and standard for true friends. Still, it is natural that different people observe different principles in making friends. Some view it important to make friends with whom they may share similar interests or hobbies with. Others are liable to befriend VIPs so as to gain some favors or privileges. And I am of those who think very little of similarity or position or power. So long as a person has a heart of gold, being warm-hearted, selfless, honest, open-minded, but not brutal, cold, shortsighted nor narrow~minded, I am willing to make friends with him or her, give my due support and help, and remain faithful to him or her all my life. How to cite On Making Friends, Papers On Making Friends Free Essays As a human being, one can hardly do without a friend, for life without friends will be a lonely voyage in the vast dark sea or one in the barren desert. Traly, a friend gives out light and warmth like a lamp. For this reason, I have always felt it a blessing if a friend comes to console me in my sadness, cheer me up in my low spirits, or heartedly share with me my happiness. We will write a custom essay sample on On Making Friends or any similar topic only for you Order Now It is wonderful, too, to feel that someone is standing by me and ready to provide help and encouragement in my pursuit of a noble and glorious cause. For millions of years, people have heaped beautiful verses and essays upon friendship. Yet, they, too, have mercilessly accused false friendship, for there are always some mean characters who approach you and act as dear friends when you are wealthy or influential, but desert or even betray you the instant you come down in the world or are entrapped by unfortunate things. Therefore, people all attach great importance to the recognition of true friendship. And a faithful friend is considered even more precious than a priceless pearl or a precious stone. The old saying â€Å"A friend in need is a friend indeed† has become the teaching and standard for true friends. Still, it is natural that different people observe different principles in making friends. Some view it important to make friends with whom they may share similar interests or hobbies with. Others are liable to befriend VIPs so as to gain some favors or privileges. And I am of those who think very little of similarity or position or power. So long as a person has a heart of gold, being warm-hearted, selfless, honest, open-minded, but not brutal, cold, shortsighted nor narrow~minded, I am willing to make friends with him or her, give my due support and help, and remain faithful to him or her all my life. How to cite On Making Friends, Papers

Operant Theory Application In Class Samples †MyAssignmenthelp.com

Question: Discuss about the Operant Theory Application In Class. Answer: Introduction Operant conditioning is a learning process in which behaviour is controlled by consequences. The process uses four key concepts, which are positive and negative reinforcement, as well as positive and negative punishment. Through these, a teacher can be able to create the conditions conducive for learning. At the same time, the teacher is able to identify the conditions under which the students will be most responsive to the learning process (Henton Iversen, 2012). Operant conditioning involves three concepts punishers, reinforcers and neutral operants. Regardless of their absence or presence, the subject does not alter their behaviour. Reinforcers are referred to as responses from the environment which increases the likelihood of a behaviour being repeated. Reinforcers can be negative or positive. On the other hand, punishers are those responses whose occurrence decreases the probability of a behaviour recurring. Punishers are meant to weaken the specific behaviour being targeted. Positive reinforcement means that positive behaviour is rewarded with something positive. For instance, a teacher may try to compliment students who give the right answers in class by asking other to clap for them or complimenting them. The teacher may also organize kinds of presents for student behaviour that could be encouraged, such as participation, punctuality among others. Negative reinforcement on the other hand means that negative behaviour attracts a derivation of something desirable. For instance, students can be asked to hand in their assignment early, to avoid receiving a Fail grade in their coursework. Similarly, the teacher may consider not using long hours to cover coursework if students pass a special test which gauges their understanding of coursework (Coon Mitterer, 2010). Positive punishment decreases behaviour. A student who has misbehaves may be punished by being placed in detention after class. At the same time, students who do not study for their class work receive a bad grade, which means that they spend more time than others in covering work done, and improving their grasp of the subject. Negative punishment works to remove something pleasant in addition to working to decrease target behaviour. For going to school late, a student may be deprived of their break-time. They may also be required to stay on after school to make up for lost time, but also as a form of punishment. Students who misbehave in class may be punished by having their positions in trips being close to them (Ernst, Daniele Frantz, 2011). Range of behaviours in the classroom typically displayed by this age group In this age group, the students are increasingly independent. They are yearning for independence. This means that they may sometimes not always respond positively to figures of authority in their lives, including their teachers and parents. The said behaviour is experienced by Jane. She faces students who are unresponsive in class. They have a pronounced apathy towards learning, clearly preferring to be in other places instead. The said students are usually bound to avoid answering questions in front of their peers. This is mainly due to their need for acceptance from their peers. They want to appear as though they are part of the group. As a show of resistance to authority, the class may have subconsciously become defiant to the teacher. As such, giving any quarter such as participating in class discussions or completing assigned homework will be felt by the individual students as a betrayal of their peers (Law, Siu Shek, 2012). At this stage, students are becoming more knowledgeable about the world they live in. They want to be accorded respect, and treated as adults. They are on the throes of adolescence, where profound behavioural and physical changes will occur. They are therefore in many ways confused about how they should respond to situations which were in many cases easy to resolve and be decisive about. The teacher therefore needs to understand the background of the students, so that they can better respond to them, and fulfil their needs as far as school is concerned, while being important figures in their new journey to adulthood through adolescence (Guerra Silva, 2010). Application of Operant Conditioning According to Skinner, the theorist behind operant conditioning, education should be done in a way which makes it enjoyable even as it tries to pass on a message. For instance, the student needs to participate in class work if they are to have any form of enjoyment in the class, or even to properly learn. To do this, the teacher must apply a set of incentives in order to increase classroom participation, and pique the interest of the students in the coursework (Fryling, Johnston Hayes, 2011). To encourage students to be more responsive in class, the teacher should encourage them using positive reinforcement. For instance, answering the question properly in class should be congratulated by the teacher in front of their peers. This will make the student feel more confident, and improve his relationship with the teacher. At the same time, the students will have learnt about the kind of behaviour that the teacher expects from them in future. The teacher should also make participation a key part of the students grades. Group assignments during class time should be set regularly. The level of participation in these assignments should be assessed, with the teachers knowing full well that their participation will be important in determining their final grade in the course (Hewage, 2007). Negative reinforcement can also be used to help students meet the expectations of the teacher. For instance, students who do not complete their assignments on time understand that this will have a bearing on their final exam. The more assignments they fail to deliver on time, the less their scores will be. This will be communicated to other interested parties such as the childrens parents. With such collaboration in place, it should be possible to push the students to become keener to complete their assignments (Lineros Hinojosa, 2012). Students should also be subject to negative reinforcement to encourage them to participate in the above described group assignments carried out during class time. The groups should be required to show the participation of each student. They should be required to complete the assignment and present it within class time, with each member of the group being required to play an active role in this. Failure to do so should be met with negative reinforcement. Those who do not finish on time should not go for normal breaks until they are done. Students who fail to participate properly in discussions should be made to understand that their lack of participation negatively affects the final score at the end of the term (Lineros Hinojosa, 2012). Operant conditioning also involves positive punishment. This should be done especially in the ability to complete homework and assignments. After class, those unable to complete their homework for the previous meeting should be required to sit in class and do the work before they are released. This will discourage them from repeating the issue in future, as they will have lost time they could have been using to play. The teacher needs to understand that students will often fail to do homework. They may detest the time they have to spend doing it, under minimum supervision, while they could instead by playing with their peers (Lineros Hinojosa, 2012). The strengths and weakness of Operant Conditioning The operant theory has several advantages over other theories in bringing about the desired behaviour above. Among these advantages is its focus on motivation. Skinner believed in modelling behaviour so that the individual could know what is acceptable to the teacher. The reinforcement is also expected to outlast the engagement with the teacher and even the curse. The operant behaviour also serves to teach the student about the realty. This is in relation to the fact that positive action leads to positive results, and vice versa (Byiers et al, 2014). The theory is easy to administer. For instance, the inability to complete the desired coursework leads to a low grade at the end of the term. This is something which the teacher can administer easily, and something which the student can readily understand. At the same time, there are other variants. Of the students are not keen on answering questions in front of their peers, they can do so within groups in which they feel freer and more able o express themselves. The theory also has weaknesses which may at times inhibit its ability to be effective. According to skinner, there can only be good or bad behaviour. There is nothing in between. The reality is markedly different. This mean that the teacher may be unable to respond to situations in which student behaviour is neither good nor bad using operant theory (Sullivan, 2014). Positive and negative reinforcement may not always work to bring about the required behaviour. For instance, congratulating students in front of their peers may not be enough to improve the level of participation from the students. In other times when the reinforcement can no longer be given out, it becomes impossible for the student to continue the behaviour. For instance, if something makes it impossible to attach class discussions to the final score, students are less likely to continue with the behaviour in question (Lattal Lattal, 2012). While Banduras social learning theory is able to make explanations about aggressive behaviour even in the presence of direct aggressive behaviour, Skinners theory is not able to do this. This is a major weakness since it cannot be used to address issues involving vicarious learning. Other theories also help explain differences between aggressive and non aggressive behaviour. The theoretical premise that people respond differently to situations because they feel reinforcement favours or punishes violence is not present in operant conditioning, further diluting its applicability in varied settings. Operant Conditioning The operant theory is a useful way of improving the issues which Jane faces in the class. She is unable to get feedback from her students. This means that she has not ability to suit her teaching to adapt to students needs. Teachers should be able to use the model so that they can enhance commitment and participation in the classroom. The theory is easy to apply to different circumstances, making it especially powerful as a tool for modifying student behaviour. It may have its disadvantages as well. It is too simplistic in some instances, making it more difficult to apply in issues which are not clear cut in nature. At the same time, the model may only have temporary effects on the subject. This makes it in many ways unsuitable for long term behaviour modification. However, this still means that the teacher will, under the present circumstances, still be able to modify the students behaviour to suit her desired criteria. It is therefore suitable for the task at hand ((Fryling, Johnst on Hayes, 2011). References Byiers, B., Dimian, A., McComas, J., Symons, F. (2014). Effects of Positive and Negative Reinforcement in a Concurrent Operants Arrangement on Compliance and Problem Behavior. Acta de Investigacin Psicolgica, 4(3), 1758-1772. Coon, D., Mitterer, J. (2010). Introduction to Psychology: Gateways to Mind and Behavior. Belmont: Cengage Learning. Ernst, M., Daniele, T., Frantz, K. (2011). New perspectives on adolescent motivated behavior: attention and conditioning. Developmental Cognitive Neuroscience, 1(4), 377389. https://doi.org/10.1016/j.dcn.2011.07.013 Fryling, M. J., Johnston, C., Hayes, L. J. (2011). Understanding Observational Learning: An Interbehavioral Approach. The Analysis of Verbal Behavior, 27(1), 191203. Guerra, L., Silva, M. (2010). Learning processes and the neural analysis of conditioning. Psychology and Neuroscience, 3(2), DOI: 10.3922/j.psns.2010.2.009 . Henton, W., Iversen, I. (2012). Classical Conditioning and Operant Conditioning: A Response Pattern Analysis. New York: Springer. Hewage, C. (2007). Behaviour therapy for medical practice. Galle Medical Journal, 12(1), 45-48. Lattal, K. M., Lattal, K. A. (2012). Facets of Pavlovian and operant extinction. Behavioural Processes, 90(1), 18. https://doi.org/10.1016/j.beproc.2012.03.009. Law, B., Siu, A., Shek, D. (2012). Recognition for Positive Behavior as a Critical Youth Development Construct: Conceptual Bases and Implications on Youth Service Development. The Scientific World Journal, 7 pages. Lineros, J., Hinojosa, M. (2012). Theories of Learning and Student Development . National Forum of Teacher Education Journal, 22(3), 1-5. Sullivan, A. (2014). Punish Them or Engage Them? Teachers Views of Unproductive Student Behaviours in the Classroom. Australian Journal of Teacher Education, 39(6), 43-56.