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How to Talk to an Employee Who Isn’t Meeting Expectations

• Jenny Fernandez

It’s an opportunity to address the gap between the work they’re delivering and the company’s goals.

Approaching a conversation about improving an employee’s performance requires preparation, empathy, and a focus on collaboration. Even though hearing the truth about their current performance will be tough and potentially hurtful, it’s a teaching moment managers must embrace to help them become more resilient and adept at problem-solving and developing professional relationships. The author offers several strategies for treating difficult performance conversations not as fault-finding missions, but instead as opportunities to work collaboratively to define a shared commitment to growth and development.

As a leadership and team coach, I frequently encounter situations where managers feel ill-equipped to give their team members negative performance feedback. These conversations can be particularly challenging because the stakes are high for both sides. Unfavorable performance reviews and ratings come with tangible consequences for an employee’s compensation and career progression. Further, if the negative feedback is a surprise to them, it might prompt them to start looking for a new job.

• Jenny Fernandez , MBA, is an executive and team coach, Columbia and NYU faculty, and future of work and brand strategist. She works with senior leaders and their teams to become more collaborative, innovative, and resilient. Her work spans Fortune 500 companies, startups, and higher education. Jenny has been recognized by LinkedIn as a “Top Voice in Executive Coaching, Leadership Development, and Personal Branding” and was invited to join the prestigious Marshall Goldsmith’s 100 Coaches community. She is a Gen Z advocate. Connect with her on LinkedIn .

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YouKn0wWho's blog

The Ultimate Topic List (with Resources, Problems and Templates)

This post took $$$4$$$ years to make. And this is the most significant thing that I have ever shared in my whole life.

Hi, I have been doing CP for like $$$4$$$ years and from the very beginning what I have been feeling is a need for a comprehensive topic list that will contain all sorts of topics from easy to advanced with corresponding tutorials, problem lists and templates so that I wouldn't have to look at different sites, from here to there. So what do you do when you think something is missing from the world? Yeah, you create that thing! So here I am, sharing the ultimate topic list that you will need in CP.

When I say that it took me $$$4$$$ years to make it, I genuinely mean it. I have been collecting them from the inception of my CP journey and yesterday I thought that it got its almost complete shape. You may not imagine the sheer excitement hidden under each of the characters of this post.

You can pay me just by upvoting this blog and by being a better programmer and human being than what you are right now.

About the Topic List

I have added a few tutorials for each topic. You can also find more of them by just using your best companion — Google.

Added few problems for each topic. But you may notice that some of the topics don't have any problem attached. That's because under the attached tutorial section you will find lots of problems with that topic. If you want more problems, then you can do it just by using Google.

I have attached my template for each topic. You may not call it a template because some of them don't support the generalized use of the topic. But you can use them easily if you understand the topic and solve problems using that template.

Lastly, I tried to state the difficulty of each topic by numbers from $$$1$$$ to $$$3$$$ so that people can understand what are the best topics for them. The distribution is as follows:

• $$$1$$$ — If your rating is $$$1600 - 1899$$$
• $$$2$$$ — If your rating is $$$1900 - 2399$$$
• $$$3$$$ — If your rating is $$$2400+$$$

If you are a beginner then just learn basic topics and solve problems.

Link: smash me

You can comment the topic names that you think are missing right now and I am pretty sure some links are broken, do point those out if you find some.

Additional Comments

I really wanted to post this blog before I die. Seems like I managed to do that. It's funny that I had this constant fear of what if I die before sharing this blog with the world given that the amount of work I have given to create this is monstrous. But now I am so happy that I am alive at this moment.

The whole purpose of this project is to help you with this astounding journey of you trying to be better, trying to achieve the best of what you can imagine. Hope that my efforts won't go in vain. I am waiting to see you at the top of the building that you made by the bricks of your expectations. I am waiting to see you smile and to be happy. Don't forget to enjoy the journey and have fun while riding the boat.

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Teens and Video Games Today

85% of u.s. teens say they play video games, and about four-in-ten do so daily. teens see both positive and negative sides of video games – from problem-solving and making friends to harassment and sleep loss, table of contents.

• Who plays video games?
• How often do teens play video games?
• What devices do teens play video games on?
• Social media use among gamers
• Teen views on how much they play video games and efforts to cut back
• Are teens social with others through video games?
• Do teens think video games positively or negatively impact their lives?
• Why do teens play video games?
• Bullying and violence in video games
• Appendix A: Detailed charts
• Acknowledgments
• Methodology

Pew Research Center conducted this analysis to better understand teens’ use of and experiences with video games.

The Center conducted an online survey of 1,453 U.S. teens from Sept. 26 to Oct. 23, 2023, through Ipsos. Ipsos recruited the teens via their parents, who were part of its KnowledgePanel . The KnowledgePanel is a probability-based web panel recruited primarily through national, random sampling of residential addresses. The survey was weighted to be representative of U.S. teens ages 13 to 17 who live with their parents by age, gender, race and ethnicity, household income, and other categories.

This research was reviewed and approved by an external institutional review board (IRB), Advarra, an independent committee of experts specializing in helping to protect the rights of research participants.

Here are the questions used for this analysis , along with responses, and  its methodology .

There are long-standing debates about the impact of video games on youth. Some credit them for helping young people form friendships and teaching them about teamwork and problem-solving . Others say video games expose teenagers to violent content, negatively impact their sleep and can even lead to addiction.

With this in mind, Pew Research Center surveyed 1,423 U.S. teens ages 13 to 17 about their own video game habits – from how often they play to the friends they’ve made and whether it gets in the way of them doing well in school or getting a good night’s sleep. 1

Key findings from the survey

• Video games as a part of daily teen life: 85% of U.S. teens report playing video games, and 41% say they play them at least once a day. Four-in-ten identify as a gamer.
• Gaming as a social experience: 72% of teens who play video games say that a reason why they play them is to spend time with others. And some have even made a friend online from playing them – 47% of teen video game players say they’ve done this.
• Helpful with problem-solving, less so for sleep: Over half of teens who play video games say it has helped their problem-solving skills, but 41% also say it has hurt their sleep.
• Bullying is a problem: 80% of all teens think harassment over video games is a problem for people their age. And 41% of those who play them say they’ve been called an offensive name when playing.
• Boys’ and girls’ experiences differ: Most teen boys and girls play video games, but larger shares of boys identify as gamers (62% vs. 17%) and play every day (61% vs. 22%). Boys who play them are also more likely to experience positive things from it, like making friends, and more troubling things like harassment.

Jump to read about: Who plays video games | Socializing over video games | Views about video games’ impact | Harassment and violence in video games      

Playing video games is widespread among teens. The vast majority of U.S. teens (85%) say they play them. Just 15% say they never do, according to the survey conducted Sept. 26-Oct. 23, 2023.

In addition to asking whether teens play video games, we also wanted to learn whether they consider themselves gamers. Overall, four-in-ten U.S. teens think of themselves as gamers. Just under half of teens (45%) play video games but do not think of themselves as gamers.

Nearly all boys (97%) say they play video games, compared with about three-quarters of teen girls. There is a substantial gap by gender in whether teens identify as gamers: 62% of teen boys do, compared with 17% of girls. 2

By gender and age

Younger teen girls are more likely than older girls to say they play video games: 81% of girls ages 13 to 14 compared with 67% of those ages 15 to 17. But among boys, nearly all play video games regardless of age. 

Similar shares of teens play video games across different racial and ethnic groups and among those who live in households with different annual incomes. Go to Appendix A for more detail on which teens play video games and which teens identify as gamers.

We also asked teens how often they play video games. About four-in-ten U.S. teens say they play video games daily, including 23% who do so several times a day.

Another 22% say they play several times a week, while 21% play them about once a week or less.

Teen boys are far more likely than girls to say they play video games daily (61% vs. 22%). They are also much more likely to say they play them several times a day (36% vs. 11%).

By whether someone identifies as a gamer

About seven-in-ten teens who identify as gamers (71%) say they play video games daily. This drops to 30% among those who play them but aren’t gamers.

By household income

Roughly half of teens living in households with an annual income of less than $30,000 (53%) say they play video games at least daily. This is higher than those in households with an annual income of $30,000 to $74,999 (42%) and $75,000 or more (39%).

Go to Appendix A to see more details about who plays video games and identifies as a gamer by gender, age, race and ethnicity, and household income.

Most teens play video games on a gaming console or a smartphone. When asked about five devices, most teens report playing video games on a gaming console (73%), such as PlayStation, Switch or Xbox. And 70% do so on a smartphone. Fewer – though still sizable shares – play them on each of the following:

• 49% say they play them on a desktop or laptop computer
• 33% do so on a tablet  
• 24% play them on a virtual reality (VR) headset such as Oculus, Meta Quest or PlayStation VR

Many teens play video games on multiple devices. About a quarter of teens (27%) do so on at least four of the five devices asked about, and about half (49%) play on two or three of them. Just 8% play video games on one device.

Teen boys are more likely than girls to play video games on four of the five devices asked about – all expect tablets. For instance, roughly nine-in-ten teen boys say they ever play video games on a gaming console, compared with 57% of girls. Equal shares of teen boys and girls play them on tablets.  

Teens who consider themselves gamers are more likely than those who play video games but aren’t gamers to play on a gaming console (95% vs. 78%), desktop or laptop computer (72% vs. 45%) or a virtual reality (VR) headset (39% vs. 19%). Similar shares of both groups play them on smartphones and tablets.

One way that teens engage with others about video games is through online platforms. And our survey findings show that teen gamers stand out for their use of two online platforms that are known for their gaming communities – Discord and Twitch :

• 44% of teen gamers say they use Discord, far higher than video game players who don’t identify as gamers or those who use the platform but do not play video games at all. About three-in-ten teens overall (28%) use Discord.
• 30% of teens gamers say they use Twitch. About one-in-ten other teens or fewer say the same; 17% of teens overall use the platform.

Previous Center research shows that U.S. teens use online platforms at high rates .

Teens largely say they spend the right amount of time playing video games. When asked about how much time they spend playing them, the largest share of teens (58%) say they spend the right amount of time. Far fewer feel they spend too much (14%) or too little (13%) time playing them.

Teen boys are more likely than girls to say they spend too much time playing video games (22% vs. 6%).

By race and ethnicity

Black (17%) and Hispanic (18%) teens are about twice as likely than White teens (8%) to say they spend too little time playing video games. 3

A quarter of teens who consider themselves gamers say they spend too much time playing video games, compared with 9% of those who play video games but don’t identify as gamers. Teen gamers are also less likely to think they spend too little time playing them (19% vs. 10%).

Fewer than half of teens have reduced how much they play video games. About four-in-ten (38%) say they have ever chosen to cut back on the amount of time they spend playing them. A majority (61%) report that they have not cut back at all.

This share is on par with findings about whether teenagers have cut back with their screen time – on social media or their smartphone.

Although boys are more likely to say they play video games too much, boys and girls are on par for whether they have ever cut back. About four-in-ten teen boys (39%) and girls (38%) say that they have ever cut back.

And gamers are as likely to say they have cut back as those who play video games but don’t identify as gamers (39% and 41%).

A main goal of our survey was to ask teens about their own experiences playing video games. For this section of the report, we focus on teens who say they play video games.

Socializing with others is a key part of the video game experience. Most teens who play video games do so with others, and some have developed friendships through them.

About nine-in-ten teen video game players (89%) say they play them with other people, in person or online. Far fewer (11%) play them only on their own.

Additionally, about half (47%) report that they have ever made a friend online because of a video game they both play. This equals 40% of all U.S. teens who have made a friend online because of a video game.

These experiences vary by:  

• Gender: Most teen boy and girl video game players play them with others, though it’s more common among boys (94% vs. 82%). Boys who play video games are much more likely to say they have made a friend online because of a video game (56% vs. 35%).
• Race and ethnicity: Black (55%) and Hispanic (53%) teen video game players are more likely than White teen video game players (43%) to say they have made a friend online because of them.
• Whether someone identifies as a gamer: Nearly all teen gamers report playing video games with others (98%). Fewer – though still most – of those who play video games but aren’t gamers (81%) also play them with others. And about seven-in-ten (68%) say they have made a friend online because of a video game, compared with 29% of those who play them but don’t identify as gamers.

Teens who play video games are particularly likely to say video games help their problem-solving skills. More than half of teens who play video games (56%) say this.

Additionally, more think that video games help, rather than hurt, three other parts of their lives that the survey asked about. Among teens who play video games:

• Roughly half (47%) say it has helped their friendships
• 41% say it has helped how they work with others
• 32% say it has helped their mental health

No more than 7% say playing video games has hurt any of these.

More teens who play video games say it hurts, rather than helps, their sleep. Among these teens, 41% say it has hurt how much sleep they get, while just 5% say it helps. And small shares say playing video games has impacted how well they do in school in either a positive or a negative way.

Still, many teens who play video games think playing them doesn’t have much an impact in any of these areas. For instance, at least six-in-ten teens who play video games say it has neither a positive nor a negative impact on their mental health (60%) or their school performance (72%). Fewer (41%) say this of their problem-solving skills.

Teen boys who play video games are more likely than girls to think playing them has helped their problem-solving skills, friendships and ability to work with others. For instance, 55% of teen boys who play video games say this has helped their friendships, compared with 35% of teen girls.

As for ways that it may hurt their lives, boys who play them are more likely than girls to say that it has hurt the amount of sleep they get (45% vs. 37%) and how well they do in school (21% vs. 11%). 

Teens who consider themselves gamers are more likely than those who aren’t gamers but play video games to say video games have helped their friendships (60% vs. 35%), ability to work with others (52% vs. 32%), problem-solving skills (66% vs. 47%) and mental health (41% vs. 24%).

Gamers, though, are somewhat more likely to say playing them hurt their sleep (48% vs. 36%) and how well they do in school (20% vs. 14%).

By whether teens play too much, too little or the right amount

Teens who report playing video games too much stand out for thinking video games have hurt their sleep and school performance. Two-thirds of these teens say it has hurt the amount of sleep they get, and 39% say it hurt their schoolwork. Far fewer of those who say they play the right amount (38%) or too little (32%) say it has hurt their sleep, or say it hurt their schoolwork (12% and 16%).

Teens who play video games say they largely do so to be entertained. And many also play them to be social with and interact with others. Teens who play video games were asked about four reasons why they play video games. Among those who play video games:

• Nearly all say fun or entertainment is a major or minor reason why they play video games – with a large majority (87%) saying it’s a major reason.
• Roughly three-quarters say spending time with others is a reason, and two-thirds say this of competing with others. Roughly three-in-ten say each is a major reason.
• Fewer – 50% – see learning something as a reason, with just 13% saying it’s a major reason.

While entertainment is by far the most common reason given by teens who play video games, differences emerge across groups in why they play video games.

Teens who identify as gamers are particularly likely to say each is major reason, especially when it comes to competing against others. About four-in-ten gamers (43%) say this is a major reason, compared with 13% of those who play video games but aren’t gamers.

Teen boys who play video games are more likely than girls to say competing (36% vs. 15%), spending time with others (36% vs. 27%) and entertainment (90% vs. 83%) are major reasons they play video games.

Black and Hispanic teens who play video games are more likely than White teens to say that learning new things and competing against others are major reasons they play them. For instance, 29% of Black teen video game players say learning something new is a major reason, higher than 17% of Hispanic teen video game players. Both are higher than the 7% of White teen video game players who say the same.

Teens who play video games and live in lower-income households are especially likely to say competing against others and learning new things are major reasons. For instance, four-in-ten teen video game players who live in households with an annual income of less than $30,000 say competing against others is a major reason they play. This is higher than among those in households with annual incomes of $30,000 to $74,999 (29%) and $75,000 or more (23%).

Cyberbullying can happen in many online environments, but many teens encounter this in the video game world.

Our survey finds that name-calling is a relatively common feature of video game life – especially for boys. Roughly four-in-ten teen video game players (43%) say they have been harassed or bullied while playing a video game in one of three ways: 

• 41% have been called an offensive name
• 12% have been physically threatened
• 8% have been sent unwanted sexually explicit things

Teen boys are particularly likely to say they have been called an offensive name. About half of teen boys who play video games (48%) say this has happened while playing them, compared with about a third of girls (32%). And they are somewhat more likely than girls to have been physically threatened (15% vs. 9%).

Teen gamers are more likely than those who play video games but aren’t gamers to say they been called and offensive name (53% vs. 30%), been physically threatened (17% vs. 8%) and sent unwanted sexually explicit things (10% vs. 6%).

Teens – regardless of whether they’ve had these experiences – think bullying is a problem in gaming. Eight-in-ten U.S. teens say that when it comes to video games, harassment and bullying is a problem for people their age. This includes 29% who say it is a major problem.

It’s common for teens to think harassment while playing video games is a problem, but girls are somewhat more likely than boys to say it’s a major problem (33% vs. 25%).

There have also been decades-long debates about how violent video games can influence youth behavior , if at all – such as by encouraging or desensitizing them to violence. We wanted to get a sense of how commonly violence shows up in the video games teens are playing.

Just over half of teens who play video games (56%) say at least some of the games they play contain violence. This includes 16% who say it’s in all or most of the games they play.

Teen boys who play video games are far more likely than girls to say that at least some of the games they play contain violence (69% vs. 37%).

About three-quarters of teen gamers (73%) say that at least some of the games they play contain violence, compared with 40% among video game players who aren’t gamers.   

• Throughout this report, “teens” refers to those ages 13 to 17. ↩
• Previous Center research of U.S. adults shows that men are more likely than women to identify as gamers – especially the youngest adults. ↩
• There were not enough Asian American respondents in the sample to be broken out into a separate analysis. As always, their responses are incorporated into the general population figures throughout the report. ↩

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1.8: Writing Fractions and Decimals as Percents

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• Lumen Learning

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Learning Outcome

• Use percent to represent a given fraction or decimal

How many cents are in one dollar? There are \(100\) cents in a dollar. How many years are in a century? There are \(100\) years in a century. Does this give you a clue about what the word “percent” means? It is really two words, “per cent,” and means per one hundred. A percent is a ratio whose denominator is \(100\). We use the percent symbol, \(\%\), to show percent.

A percent is a ratio whose denominator is \(100\).

For example \(46\%=\Large\frac{46}{100}\)

According to data from the American Association of Community Colleges \(\left(2015\right)\), about \(\text{57%}\) of community college students are female. This means \(57\) out of every \(100\) community college students are female, as the image below shows. Out of the \(100\) squares on the grid, \(57\) are shaded, which we write as the ratio \(\Large\frac{57}{100}\).

Among every \(100\) community college students, \(57\) are female.

To convert a decimal to a percent, remember that percent means per hundred. If we change the decimal to a fraction whose denominator is \(100\), it is easy to change that fraction to a percent.

Convert a decimal to a percent

• Write the decimal as a fraction.
• If the denominator of the fraction is not \(100\), rewrite it as an equivalent fraction with denominator \(100\).
• Write this ratio as a percent.

Convert each decimal to a percent:

1. \(0.05\)

[ohm_question]146666[/ohm_question]

Let’s look at a few more examples of converting decimals to percents, but these aren’t as straight forward!

Convert each decimal to a percent: 1. \(0.2\)

2. \(1.05\)

2. \(0.075\)

[reveal-answer q=”740440″]Show Answer[/reveal-answer] [hidden-answer a=”740440″]

Notice that you could also have written \(0.2\) as \(0.20\) and gotten to \({\Large\frac{20}{100}}\) without doing any calculations.

Notice that since \(1.05>1\), the result is more than \(100\%.\)

Notice that any decimal that has value beyond the hundredths place will have a decimal answer when converted to a percent.

[/hidden-answer]

[ohm_question]146667[/ohm_question]

[ohm_question]156959[/ohm_question]

[ohm_question]156964[/ohm_question]

Let’s summarize some of the results from the previous examples in the table below so we can look for a pattern.

Do you see the pattern? To convert a decimal to a percent, we move the decimal point two places to the right and then add the percent sign.

The next table uses the decimal numbers in the table above and shows visually to convert them to percents by moving the decimal point two places to the right and then writing the \(\%\) sign.

Convert a fraction to a percent

• If possible, convert the fraction to a denominator of \(100\).
• If not, convert the fraction to a decimal by dividing.
• Convert the decimal to a percent.

Convert each fraction or mixed number to a percent:

1. \({\Large\frac{3}{4}}\)

2. \({\Large\frac{11}{8}}\)

3. \(2{\Large\frac{1}{5}}\) [reveal-answer q=”32099″]Show Answer[/reveal-answer] [hidden-answer a=”32099″]

Solution To convert a fraction to a decimal, divide the numerator by the denominator.

Notice that we sometimes need to add zeros at the end of the number when moving the decimal two places to the right.

Sometimes when changing a fraction to a decimal, the division continues for many decimal places and we will need to round off the quotient. Typically, you will round before converting to a percent unless instructed otherwise. The number of decimal places we round to will depend on the situation. If the decimal calculation involves money, we round it to the hundredths place. For most other cases, we will round the number to the nearest thousandth, so the percent will be rounded to the nearest tenth.

[ohm_question]146669[/ohm_question]

[ohm_question]146670[/ohm_question]

[ohm_question]146671[/ohm_question]

Programming with Python All in One

• Post published: 21 May, 2024
• Post category: 100% Free Courses / StudyBullet-18
• Reading time: 4 mins read

What you will learn

basic programming skills

Computer science concept, python programming language, problem solving – put everything together with software.

Why take this course?

Welcome to **”Programming with Python: All-in-One”**, your comprehensive guide to mastering one of the most versatile programming languages out there – **Python!**

**Course Instructor**: Haichuan Lin 👩‍💻

### **Unlock Your Potential with Python! 🐍**

Why Choose This Course? – **Foundational Knowledge**: Build a rock-solid foundation in programming that will serve as the stepping stone for advanced computer science concepts. – **Real-World Application**: Discover how Python can be a game-changer in problem solving for various industries, from science to software engineering. – **End-to-End Development Experience**: Learn the full lifecycle of product development through the lens of Python programming. – **Problem Solving Mastery**: Enhance your critical thinking and problem-solving skills by applying coding logic and computational thinking.

### **Course Highlights:**

🔹 **Interactive Learning**: Engage with interactive exercises that reinforce learning through practice. 🔹 **Cross-Discipline Relevance**: Explore the intersection of programming and other fields like mathematics and physics, adding depth to your understanding of these subjects. 🔹 **Self-Learning Empowerment**: Equip yourself with the tools to continue learning new programming languages and computer science topics independently after course completion. 🔹 **Real-World Scenarios**: Understand how software updates can lead to significant product improvements and why developers play a crucial role from start to finish of a product’s lifecycle.

### **What You Will Learn:**

– **Python Syntax & Semantics**: Gain command of Python’s syntax, structure, and semantics. – **Effective Problem Solving**: Learn how to approach problems systematically using Python as your toolbox. – **Software Development Best Practices**: Familiarize yourself with the best practices that professional developers follow. – **Coding Projects & Real-World Case Studies**: Work on hands-on projects that reflect real-world challenges and solutions.

### **Course Breakdown:**

**Module 1: Introduction to Python Programming** – Basic syntax, variables, and types – Control structures: loops and conditionals – Writing your first Python program

**Module 2: Functions & Modules** – Understanding functions and their parameters – Creating and using modules – Organizing code for reusability and readability

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10 effective ways for students to utilize ChatGPT

Unlock the power of chatgpt: 10 ways for students to exce.

Discover how students can leverage ChatGPT to enhance their academic journey. From research assistance to exam preparation, explore 10 effective strategies to maximize learning potential and achieve academic success with ChatGPT.

Image Source: Getty-Images

Research Assistance

Use ChatGPT to gather information on various topics for assignments and projects.

Writing Support

Seek help from ChatGPT for brainstorming ideas, generating outlines, or even drafting essays and papers.

Quiz yourself with ChatGPT-generated questions or seek explanations for difficult concepts.

Language Practice

Practice writing and speaking in different languages by engaging with ChatGPT in multilingual conversations.

Problem Solving

Get step-by-step explanations for math problems or seek assistance in solving complex problems from ChatGPT.

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Creative writing.

Use ChatGPT as a creative writing partner by bouncing off ideas and receiving instant feedback.

Exam Preparation

Create flashcards, summary notes, or practice questions with ChatGPT to aid in exam revision.

Personalized Learning

Customize your learning experience by asking ChatGPT to recommend books, articles, or online resources based on your interests and preferences.

Time Management

Utilize ChatGPT to create study schedules, set reminders, or manage your academic workload effectively.

Career Guidance

Seek advice from ChatGPT regarding career paths, university choices, or internship opportunities based on your skills and interests.

Thanks For Reading!

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Organizing Your Social Sciences Research Paper

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Importance of Broadening the Research Topic

It is important to adopt a flexible approach when choosing a topic to investigate. The goal when writing any paper is to choose a research problem that is focused and time-limited. However, your starting point should not be so narrowly defined that you unnecessarily constrict your opportunity to investigate the topic thoroughly. A research problem that is too narrowly defined leads to any of the following problems :

• You can't find enough information and what you do find is tangential or irrelevant.
• You find information that is so specific that it can't lead to any significant conclusions.
• Your sources cover so few ideas that you can't expand them into a significant paper.
• The research problem is so case specific that it limits opportunities to generalize or apply the results to other contexts.
• The significance of the research problem is limited to only a very small, unique population.

Ravitch, Sharon M. and Matthew Riggan. Reason and Rigor: How Conceptual Frameworks Guide Research . Los Angeles, CA: SAGE, 2017.

Strategies for Broadening the Research Topic

In general, an indication that a research problem is too narrowly defined is that you can't find any relevant or meaningful information about it. If this happens, don't immediately abandon your efforts to investigate the problem because it could very well be an excellent topic of study. A good way to begin is to look for parallels and opportunities for broader associations that apply to the initial research problem. A strategy for doing this is to ask yourself the basic six questions of who, what, where, when, how, and why.

Here is an example of how to apply the six questions strategy to broadening your topic. Let's use the research topic of how to investigate ways to improve trade relations between Peru and Bolivia as an example. Ask yourself:

• Who? -- are there other countries involved in the relations between these two countries that might want to challenge or encourage this relationship? Are there particular individuals or special interest groups [e.g., politicians, union leaders, etc.] promoting trade relations or trying to inhibit it? [remember to ask either the individual who question, the collective who question, or the institutional who question].
• What? -- what are the specific trading commodities you are examining? Are there commodities not currently traded between Peru and Bolivia that could be? What commodities are being traded but should be traded in greater volume? What barriers exist that may help or hinder the import-exports of specific commodities?
• Where? -- where are examples of other bi-lateral trade agreements that could model the potential for closer trade relations between Peru and Bolivia? Where are the benefits most likely to be felt within each country? Note that the question of where can also relate to specific spatial and geographical issues, such as, are there any areas impeding transportation of goods in the region?
• When? -- how long have these countries had or not had trade relations? How far into the future might a trade relationship last given other factors? The question of when can apply to either past issues or future areas of interest.
• How? -- how might Peru and Bolivia forge these ties in relation to, for example, long-standing internal conflicts within each country? Note that the how question can also be framed as, "In what way might...." [e.g., In what way might improved trade relations lead to other forms of economic exchanges between the two countries?].
• Why? -- what advantages can each country gain by pursuing active trade relations? Why might other countries be concerned about closer ties between these two countries? Asking why can illuminate the " So What? " question applied to your topic and, thus, provide a means of assessing significance.

Reflecting upon these six questions during your initial review of the literature can help you formulate ways to expand the parameters of your initial research problem, providing an opportunity to identify new avenues of investigation and centering your study around gaps in the literature when answers to questions cannot be found. Once you've identified additional directions in which to proceed with your topic, you can try narrowing it down again, if needed.

NOTE:   Do not determine on your own that a research problem is too narrowly defined . Always consult with a librarian before making this assumption because librarians are experts in finding information and interpreting it in relation to a research problem. As such, they can help guide you to undiscovered research or suggest ways to design a broader analysis of your research problem using resources you did not even know existed.

Booth, Wayne C. The Craft of Research . Fourth edition. Chicago, IL: The University of Chicago Press, 2016; Coming Up With Your Topic. Institute for Writing Rhetoric. Dartmouth College; Getting Started With Your Research: A Self-Help Guide to Quality Information, Jean and Alexander Heard Library. Vanderbilt University; Strategies for Broadening a Topic. University Libraries. Information Skills Modules. Virginia Tech University.

• << Previous: Narrowing a Topic Idea
• Next: Extending the Timeliness of a Topic Idea >>
• Last Updated: May 21, 2024 11:14 AM
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Wavefunction matching for solving quantum many-body problems

Strongly interacting systems play an important role in quantum physics and quantum chemistry. Stochastic methods such as Monte Carlo simulations are a proven method for investigating such systems. However, these methods reach their limits when so-called sign oscillations occur. This problem has now been solved by an international team of researchers from Germany, Turkey, the USA, China, South Korea and France using the new method of wavefunction matching. As an example, the masses and radii of all nuclei up to mass number 50 were calculated using this method. The results agree with the measurements, the researchers now report in the journal " Nature ."

All matter on Earth consists of tiny particles known as atoms. Each atom contains even smaller particles: protons, neutrons and electrons. Each of these particles follows the rules of quantum mechanics. Quantum mechanics forms the basis of quantum many-body theory, which describes systems with many particles, such as atomic nuclei.

One class of methods used by nuclear physicists to study atomic nuclei is the ab initio approach. It describes complex systems by starting from a description of their elementary components and their interactions. In the case of nuclear physics, the elementary components are protons and neutrons. Some key questions that ab initio calculations can help answer are the binding energies and properties of atomic nuclei and the link between nuclear structure and the underlying interactions between protons and neutrons.

However, these ab initio methods have difficulties in performing reliable calculations for systems with complex interactions. One of these methods is quantum Monte Carlo simulations. Here, quantities are calculated using random or stochastic processes. Although quantum Monte Carlo simulations can be efficient and powerful, they have a significant weakness: the sign problem. It arises in processes with positive and negative weights, which cancel each other. This cancellation leads to inaccurate final predictions.

A new approach, known as wavefunction matching, is intended to help solve such calculation problems for ab initio methods. "This problem is solved by the new method of wavefunction matching by mapping the complicated problem in a first approximation to a simple model system that does not have such sign oscillations and then treating the differences in perturbation theory," says Prof. Ulf-G. Meißner from the Helmholtz Institute for Radiation and Nuclear Physics at the University of Bonn and from the Institute of Nuclear Physics and the Center for Advanced Simulation and Analytics at Forschungszentrum Jülich. "As an example, the masses and radii of all nuclei up to mass number 50 were calculated -- and the results agree with the measurements," reports Meißner, who is also a member of the Transdisciplinary Research Areas "Modeling" and "Matter" at the University of Bonn.

"In quantum many-body theory, we are often faced with the situation that we can perform calculations using a simple approximate interaction, but realistic high-fidelity interactions cause severe computational problems," says Dean Lee, Professor of Physics from the Facility for Rare Istope Beams and Department of Physics and Astronomy (FRIB) at Michigan State University and head of the Department of Theoretical Nuclear Sciences.

Wavefunction matching solves this problem by removing the short-distance part of the high-fidelity interaction and replacing it with the short-distance part of an easily calculable interaction. This transformation is done in a way that preserves all the important properties of the original realistic interaction. Since the new wavefunctions are similar to those of the easily computable interaction, the researchers can now perform calculations with the easily computable interaction and apply a standard procedure for handling small corrections -- called perturbation theory.

The research team applied this new method to lattice quantum Monte Carlo simulations for light nuclei, medium-mass nuclei, neutron matter and nuclear matter. Using precise ab initio calculations, the results closely matched real-world data on nuclear properties such as size, structure and binding energy. Calculations that were once impossible due to the sign problem can now be performed with wavefunction matching.

While the research team focused exclusively on quantum Monte Carlo simulations, wavefunction matching should be useful for many different ab initio approaches. "This method can be used in both classical computing and quantum computing, for example to better predict the properties of so-called topological materials, which are important for quantum computing," says Meißner.

The first author is Prof. Dr. Serdar Elhatisari, who worked for two years as a Fellow in Prof. Meißner's ERC Advanced Grant EXOTIC. According to Meißner, a large part of the work was carried out during this time. Part of the computing time on supercomputers at Forschungszentrum Jülich was provided by the IAS-4 institute, which Meißner heads.

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Story Source:

Materials provided by University of Bonn . Note: Content may be edited for style and length.

Journal Reference :

• Serdar Elhatisari, Lukas Bovermann, Yuan-Zhuo Ma, Evgeny Epelbaum, Dillon Frame, Fabian Hildenbrand, Myungkuk Kim, Youngman Kim, Hermann Krebs, Timo A. Lähde, Dean Lee, Ning Li, Bing-Nan Lu, Ulf-G. Meißner, Gautam Rupak, Shihang Shen, Young-Ho Song, Gianluca Stellin. Wavefunction matching for solving quantum many-body problems . Nature , 2024; DOI: 10.1038/s41586-024-07422-z

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The Role of DNA in Criminal Investigations: Solving Crimes with Genetic Evidence

This essay is about the crucial role of DNA in criminal investigations, highlighting its precision in identifying individuals and its impact on justice. It explores DNA’s power to exonerate the wrongfully accused, the ethical concerns surrounding genetic surveillance, and the evolving landscape of DNA technology. The essay emphasizes the need for balance between public safety and individual privacy, urging a cautious and principled approach to genetic advances to ensure DNA serves justice and humanity.

How it works

In the elaborate choreography of criminal investigations, DNA stands as an eminent beacon, shedding light on the pursuit of truth and justice with its unmatched precision. Within our cellular makeup lies a genetic narrative, an intricate tale of identity that indelibly impacts the realm of forensic science. In the esteemed halls of justice, where the reverberations of historical wrongs persist, DNA acts as a quiet sentinel, revealing untold stories etched in the very essence of our being.

The narrative of DNA in criminal investigations unfurls like a gripping thriller, intertwining elements of science, law, and human drama.

At its heart is the transformative power of genetic identification—a harmonious arrangement of nucleotide sequences orchestrating the intricate dance of life. In forensic laboratories, technicians work meticulously to extract genetic clues from crime scenes, sifting through complex biological evidence to uncover hidden truths. Each decoded fragment of DNA adds to a mosaic of identity, illuminating the dark corners of criminality.

Yet, DNA’s significance goes beyond mere identification; it serves as a beacon of hope for the wrongfully accused, a lifeline amidst the storm of injustice. In the chronicles of exoneration, DNA emerges as a redeemer, liberating the innocent from the chains of wrongful conviction. Through rigorous scientific examination, long-buried truths are unearthed, casting doubt on past certainties and heralding a new era of accountability. In the quest for justice, DNA functions as both a sword and a shield, cutting through deceit and protecting the innocent from unjust persecution.

However, alongside the triumphs of forensic science, shadows of ethical complexity and societal concern arise. The prospect of genetic surveillance looms, casting doubt on the promises of genetic justice. Each collected saliva swab, each scrutinized hair strand, raises questions about privacy and autonomy, challenging the delicate balance between public safety and individual freedom. In the intricate corridors of legal debate, voices call for clear guidelines and safeguards to prevent the overreach of genetic surveillance.

Furthermore, as technology advances, new frontiers in genetic investigation emerge, presenting both risks and opportunities. From the rise of forensic genealogy to the advent of CRISPR-Cas9 gene editing, the landscape of DNA analysis is continuously evolving, laden with ethical dilemmas and moral questions. As we stand on the cusp of genetic breakthroughs, it is crucial to proceed with caution, guided by principles of prudence and humility.

In the grand narrative of human history, DNA is a thread interwoven into the very fabric of justice—a testament to our relentless quest for truth amidst adversity. As we navigate the complexities of genetic investigation, we must remain mindful of the guiding principles that illuminate our path: integrity, compassion, and an unwavering commitment to justice for all. In the crucible of forensic science, where echoes of the past linger, let us strive for a future where DNA is not wielded as a tool of oppression, but as a beacon of hope for a more just and equitable tomorrow.

Cite this page

The Role of DNA in Criminal Investigations: Solving Crimes with Genetic Evidence. (2024, May 21). Retrieved from https://papersowl.com/examples/the-role-of-dna-in-criminal-investigations-solving-crimes-with-genetic-evidence/

"The Role of DNA in Criminal Investigations: Solving Crimes with Genetic Evidence." PapersOwl.com , 21 May 2024, https://papersowl.com/examples/the-role-of-dna-in-criminal-investigations-solving-crimes-with-genetic-evidence/

PapersOwl.com. (2024). The Role of DNA in Criminal Investigations: Solving Crimes with Genetic Evidence . [Online]. Available at: https://papersowl.com/examples/the-role-of-dna-in-criminal-investigations-solving-crimes-with-genetic-evidence/ [Accessed: 22 May. 2024]

"The Role of DNA in Criminal Investigations: Solving Crimes with Genetic Evidence." PapersOwl.com, May 21, 2024. Accessed May 22, 2024. https://papersowl.com/examples/the-role-of-dna-in-criminal-investigations-solving-crimes-with-genetic-evidence/

"The Role of DNA in Criminal Investigations: Solving Crimes with Genetic Evidence," PapersOwl.com , 21-May-2024. [Online]. Available: https://papersowl.com/examples/the-role-of-dna-in-criminal-investigations-solving-crimes-with-genetic-evidence/. [Accessed: 22-May-2024]

PapersOwl.com. (2024). The Role of DNA in Criminal Investigations: Solving Crimes with Genetic Evidence . [Online]. Available at: https://papersowl.com/examples/the-role-of-dna-in-criminal-investigations-solving-crimes-with-genetic-evidence/ [Accessed: 22-May-2024]

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IELTS Writing Task 1 & Task 2 Tips- Tricks to Write Good Essay

IELTS, the International English Language Testing System, is conducted to measure a candidate’s English proficiency. IELTS is one of the most preferred English proficiency tests which measures a candidate’s skills in four different sections: Reading, Listening, Writing and Speaking. Candidates must prepare for all the sections thoroughly to secure a better band on the test.

On this page, we will be discussing IELTS Writing Tips for Task 1 and Task 2. Candidates must understand the entire exam structure and the types of questions asked on the test before beginning their exam preparation.

Table of Content

IELTS Writing Structure

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A lot of IELTS aspirants find IELTS Writing quite challenging. Surely the questions are tricky and often involve complicated language. However, with the right knowledge and preparation, any IELTS aspirant can score well on IELTS Writing. The first thing candidates have to do is understand the exam structure and the types of questions asked. In IELTS Writing, there are two categories; Academic and General Training. Both these categories include two tasks; Task 1 and Task 2. Take a look at the table below for a better understanding of the IELTS Writing section.

To score a better band on IELTS, candidates must score well on all four sections of the test. A lot of candidates consider IELTS Writing tasks quite challenging because you only get 60 minutes to complete both tasks, with specific word limits, Task 2 essay topics cover a wide range of complex issues, including social, cultural, economic, and environmental issues, and others. However, IELTS aspirants need not worry about these challenges, as are going to discuss some tips to score well in this section.

• Read the instructions carefully for each task and make sure you understand what is expected of you.
• Familiarize yourself with the test format and practice writing essays and task responses regularly.
• Allocate time for planning, writing, and reviewing your response within the 60-minute timeframe.
• Study sample essays from official sources or past test papers to understand the structure, language, and organization of high-scoring responses.
• Organize your essays with clear introductory, body, and concluding paragraphs. In Task 1, present an overview of the main trends or features before providing specific details. In Task 2, follow a traditional essay structure with a clear thesis statement, supporting paragraphs, and a conclusion.
• Use a range of vocabulary and grammatical structures to showcase your language proficiency.
• To support your arguments, use relevant examples, data or personal experiences to illustrate your points effectively.
• Ensure your writing flows logically from one paragraph to the next, with clear transitions and connections between ideas.
• Proofread your essays carefully to eliminate spelling, punctuation, and grammatical errors.
• Simulate test conditions as closely as possible when practising, including timing yourself and writing your responses by hand. This will help you build confidence and familiarity with the test format.

These IELTS Writing tips will surely help you score well in both tasks. Candidates must do deliberate practice if they want to get admission to their dream university.

Also Read: IELTS Minimum Score for Top Universities in 2024 IELTS Average Score: Across Worldwide and India IELTS Exam Pattern 2024: Section-wise IELTS Exam Paper Pattern, Question Types IELTS Exam Syllabus 2024 (Section-Wise): Listening, Reading, Writing & Speaking

To score 8 bands in IELTS Writing, you need to ace in both Task 1 and Task 2. Task 1 involves Report Writing for IELTS Academic and Letter Writing for IELTS General. Task 2 includes Essay Writing for both Academic and General. You must understand the structure of the test first and then begin your pratice accordingly. Allocate time for planning, writing, and reviewing your response within the 60-minute timeframe. To strengthen your preparation, try to solve IELTS official practice tests online and score well in those tests.

IELTS Writing section includes two tasks: Task 1 and 2. Candidates are given 60 minutes to complete both these tasks, which involve Report and Letter Writing and Essay Writing. Candidates must check the exam structure and format before beginning their preparation.

The first preparation tip is to understand the task requirements. Read the instructions carefully for each task and make sure you understand what is expected of you. Task response is crucial for scoring well, so ensure you address all aspects of the prompt. Familiarize yourself with the test format and practice writing essays and task responses regularly. This will help you improve your writing skills and become more comfortable with the test conditions. Allocate time for planning, writing, and reviewing your response within the 60-minute timeframe. Practice time management strategies to ensure you have enough time to complete both tasks satisfactorily. Enhance your knowledge and confidence by solving official pratice tests.

IELTS Writing section is very important as it carries a significant weight in determining your overall band score. IELTS Writing contributes equally to the overall band score as the other three sections. Therefore, you must focus on performing well in the Writing section ito achieve a high overall band score. Task 1 and Task 2 assess your ability to communicate effectively in written English, including your vocabulary, grammar, coherence, and cohesion. These skills are crucial for academic study, work, and daily communication in English-speaking environments.

Scoring 8 bands on IELTS might sound like a hard nut to crack but it is not impossible. All you require is a combination of strong language skills, effective test-taking strategies, and thorough preparation. You have to understand the exam pattern of all the four sections; Reading, Listening, Writing and Speaking. What is your current status and what score you have in mind will help you understand how much you have to prepare. Take a practice test to assess your current proficiency level in English and identify areas for improvement. Develop strong language skills by reading, writing, speaking and listening academic journals, newspapers, blogs and other academic related content. Use official IELTS practice materials, including sample tests and past exam papers, to familiarize yourself with the test format and types of questions.

This was all about IELTS Writing tips for Task 1 and Task 2. The above-listed tips will surely help aspirants score well in their IELTS Writing. For more such informative topics on IELTS and other standardised tests, visit GeeksforGeeks.

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TD Bank gives big grants to two local housing nonprofits. Here's how it will help.

The private grants will unlock federal funding.

PROVIDENCE − Two nonprofits in Rhode Island that provide housing services, Sojourner House and Crossroads Rhode Island, received $425,000 from TD Bank for their subsidized housing programs.

Sojourner House , which serves victims of domestic violence, sexual violence and human trafficking , received $250,000 while Crossroads Rhode Island, which offers supportive services and housing, received $175,000.

How will the groups use the money?

For Sojourner House, the $250,000 will be used for its permanent supportive housing program and will be doubled by the federal government. Sojourner House receives funding through the U.S. Department of Housing and Urban Development, through rental subsidies and for supportive services, Executive Director Vanessa Volz said.

Sojourner House has been expanding its scope into housing, partially in response to the housing crisis . The group was finding people and their children were staying in emergency shelter for eight months to a year, as they were unable to find housing. Then, in 2018, the group got its first big Housing and Urban Development grant for $550,000 and has since started to buy up buildings, in a bid to find permanent housing for their clients. Read more about the organization's expansion in this feature story.

"We're not only providing the house, but we're helping people to get housed, to pay rent, and also helping them stay in the unit and providing trauma-informed support," Volz said.

Much of the federal Housing and Urban Development grant dollars that come in require Sojourner House to line up matching funds. That means the TD Bank grant of $250,000 unlocks another $250,000 in federal funding.

"We receive over $3 million a year in HUD funding, so I know we can spend the extra $250,000," Volz said.

'It's a madhouse.' What does Rhode Island's housing market look like?

The funding from Housing and Urban Development is about 10% of the organization's $10-million budget.

Getting private funding to unlock those federal funds is always hard, Volz said.

"There's never enough," she said.

The organization is trying to raise an additional $300,000 during a spring fundraising campaign, including its ninth annual Sojo MoJoe Breakfast, May 31 , from 8-10 a.m. at the Providence Marriot Downtown, at $95 per ticket.

Housing problem-solving gets a boost

Crossroads Rhode Island received a small grant from TD Bank for $175,000. In all, the bank gave out $7 million to 37 nonprofits in 15 states and the District of Columbia.

Crossroads was awarded the funds for its work on solving housing problems adding to a $5-million grant it received at the end of last year from the Bezos Day One Fund .

"Housing problem-solving" has been touted by President Joe Biden and been made a key part of the 2022 United States Interagency Council on Homelessness' strategic plan. Rhode Island previously awarded Crossroads $1 million to further housing problem solving and gave them a contract to coordinate efforts across the state.

It's not a panacea this time: A $5-million grant helped end RI family homelessness in 2018.

They concept is to solve whatever problems someone has, in hopes of preventing or ending homelessness, like paying off a utility bill, transportation for key things like job interviews, help navigating bureaucracy for things like benefits or identification cards, supplies and anything else someone needs.

Sometimes, it's a new set of luggage for someone to be able to easily move their possessions .

Choosing 37 nonprofits

TD Bank Office of Charitable Giving Director Paige Carlson-Heim said the program to issue grants to nonprofits is in its 18th year and the bank chose this year to focus on groups helping the unhoused because it has become such a big problem.

It is Sojourner House's first time getting a grant from the bank, while Crossroads has received the grants before.

The theme resonated with nonprofits, as the bank received the most applications ever in its 18 years.

"It was highly, highly, competitive," Carlson-Heim said. "We had 550 applications for 37 awards, and an incredible number of very good applications from different nonprofits to choose from."

Thanks to our subscribers, who help make this coverage possible. If you are not a subscriber, please consider supporting quality local journalism with a  Providence Journal subscription .  Here's our latest offer .

Reach reporter Wheeler Cowperthwaite at  [email protected]  or follow him on Twitter  @WheelerReporter .

Problem solving chart

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in this day and age of  confusion, conficius, harships and  murphy I figure this poster from TEMU  should be a good reminder for disposing of problems

Joining AOMCI has priviledges 🙂

Seems perfectly logical to me!

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“Every 20 minute job is only a broken bolt away from a 3-day project.” "Every time you remove a broken or seized bolt an angel gets his wings."

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