SDT Avoiding Response Bias Assignment
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SDT Avoiding Response Bias Assignment
SDT Avoiding Response Bias.html
SDT Avoiding Response Bias
Although vigilance is related to SDT, adopting a liberal bias, where security screeners hand-search and screen people, can create long security lines. This can result to airlines losing money when rebooking people. The question that arises is, “How can sensitivity to weapons be increased without increasing bias?”
Some of the methods that can be adopted to avoid response bias are as follows:
Provide posters showing types of weapons hidden in luggage at probable locations at checkpoints. Workers can refer to these posters while performing security checks or using the screening machine.
Plant weapons in luggage so that screeners see targets more frequently.
Train screeners to make them more responsive to the presence of weapons so that they can quickly and accurately ascertain the presence of weapons.
Although using techniques that enhance the sensitivity levels of screeners can help maintain high levels of vigilance, fatigue usually tends to decrease their performance. Therefore, short, frequent rest breaks at work should be provided to screeners.
SDT Avoiding Response Bias Assignment
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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SDT Avoiding Response Bias Assignment