Presidents of the US - Worksheets and Coloring Pages

Presidents | First Ladies | Presidential Elections | Inauguration Printables Learn about the Presidents of the United States with these free printable Presidents worksheets and coloring pages. George Washington, 1789-1797 John Adams, 1797-1801 Thomas Jefferson, 1801-1809 James Madison, 1809-1817 James Monroe, 1817-1825 John Quincy Adams, 1825-1829 Andrew Jackson, 1829-1837 Martin Van Buren, 1837-1841 William Henry Harrison, 1841 John Tyler, 1841-1845 James Knox Polk, 1845-1849 Zachary Taylor, 1849-1850 Millard Fillmore, 1850-1853 Franklin Pierce, 1853-1857 James Buchanan, 1857-1861 Abraham Lincoln, 1861-1865 Andrew Johnson, 1865-1869 Ulysses S. Grant, 1869-1877 Rutherford Birchard Hayes, 1877-1881 James Abram Garfield, 1881 Chester Alan Arthur, 1881-1885 Grover Cleveland, 1885-1889 Benjamin Harrison, 1889-1893 Grover Cleveland, 1893-1897 William McKinley, 1897-1901 Theodore Roosevelt, 1901-1909 William Howard Taft, 1909-1913 Woodrow Wilson, 1913-1921 Warren Gamaliel Harding, 1921-1923 Calvin Coolidge, 1923-1929 Herbert Clark Hoover, 1929-1933 Franklin Delano Roosevelt, 1933-1945 Harry S. Truman, 1945-1953 Dwight David Eisenhower, 1953-1961 John Fitzgerald Kennedy , 1961-1963 Lyndon Baines Johnson, 1963-1969 Richard Milhous Nixon, 1969-1974 Gerald Rudolph Ford, 1974-1977 James Earl Carter, Jr., 1977-1981 Ronald Wilson Reagan, 1981-1989 George Herbert Walker Bush, 1989-1993 William Jefferson Clinton, 1993-2001 George Walker Bush, 2001-2009 Barack Hussein Obama, 2009-

I Am A Man, I Was A Thinker - 949 Words

As a child, I was always a thinker, never quick to believe what others say. When my parents reminded me of my Jewish faith, I was always skeptical as to why I had to blindly follow something. As I got older, bigger and even more morbid questions came to mind. The thoughts of death and the concept of it always made me curious, especially with the news of one of my closest teacher’s diagnosis of ALS. Since Mr. Coleman had to retire due to the disease taking over, I often had talks with him of what he expected. When considering what to write for this essay, my last thought was to write about something morbid, because I thought we had enough of that in life. From what I knew, Mr. Coleman was never that religious. Though he was born and raised Catholic, spiritual things never really interested him. He never had a wife or kids, which was seen odd to some of his students since all of our teachers above 45 were married. But he did have a strong family value, always gushing about his y oung nieces. When Mr. Coleman had become wheelchair bound, it became clear that he wasn’t going to get better. Our relationship became sort of a Tuesdays with Morrie type of thing. Near the end, he requested that I did not watch him wither away. Mr. Coleman was my first experience of death. Talking to him brought a lot of questions in mind of what happens when we die. Though most people believe in the concept of heaven or hell, I don’t. I was taught to believe in a God and as I got older I slowlyShow MoreRelatedThe Matrix As Metaphysics By David Chalmers1212 Words   |  5 PagesDevil†) , used as an epistemological thought experiment, treads in the field of metaphysics rather than epistemology. Chalmers argues that, even if man’s world is dictated by these brains in vats, even if man’s world was ruled by an evil devil who purposely deceives their perceptions, man has largely correct beliefs about the world. 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I dont want your advice; I just want you to listen! I yelled. I did listen to you; you could have done something to prevent that problem! my boyfriend replied. That was the gist of our last argument. We concluded thatRead MoreSelf Actualization : Maslow And The Human Potential Thinkers Alike Essay1637 Words   |  7 Pagesof â€Å"Trying new things instead of sticking to safe paths,† is a One Decision I have often gravitated towards when taking risks and stepping into the unknown. Jessica Grogan concludes that Maslow and the human potential thinkers alike began to formulate the notion that, â€Å"a healthy individual must stand apart from her culture. That she must transcend social expectations, and forge a path through the wilderness.† Maslow was optimistic with the culture commenting, â€Å"Perhaps we shall soon be able toRead MoreFaustus Folly Analysis763 Words   |  4 PagesI think that this play is an example of a damning folly. The  reason behind that is that   Faustus is not a good guy. It is  also a damned folly because he sold his soul to the Devil and that is not a good thing at all. I think that this play is kind of confusing as well. Faustus said that he could not take it anymore and so he decided to sell his soul to the Devil. I do not think that was good of him to do so. He also said that he would do anything  to stay with the Devil. I think that he should  haveRead MoreCandide And Voltaires Response To The Enlightenment768 Words   |  4 PagesThe Enlightenment period was considered the period of living and learning through reason in which many writers became prominent in their own opinions on the matter of creation and why it occurred. During these period thinkers of the Enlightenment believed that nothing had imperfections because the world was created by a perfect God, therefore everything he created had to be perfect. 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Who were always there for me even though I may have disappointed them at one or more times in my life. Although, I had to quit college after only attending one semester because I got pregnant my parents were still there to guide me and support my decisions. I am a good thinker because I have grown to be honest with myself I have learned to accept my mistakes andRead MoreEssay on Certainty is Decartes Discourse of Method946 Words   |  4 Pagesbeing. He attests that he came to these conclusions by doubling all that had been taught to him in his formal education, and all he received through the senses. In the Discourse of Method he states his first uncertainty when he says, I found myself embarrassed with so many doubts and errors that it seemed to me that the effort to instruct myself had no effect other than the increasing discovery of my ignorance. He has difficulty embracing the diverse, and sometimes hypocrtical

Transitional Services and Programs Free Essays

string(210) " Each member of the committee serves a specific purpose and is tasked with offering; observation skills, legal background information, assessment and data collection, and services provided by outside agencies\." Abstract Students in this country today face many challenges. Those with learning or physical differences face the additional challenges of equal access to an education as well as to facilities. In addition, many will require transition services to help them adapt to society after completing their high school experience. We will write a custom essay sample on Transitional Services and Programs or any similar topic only for you Order Now Some students with disabilities are diagnosed early in life, while others may go undiagnosed for many years. An observant parent or doctor may pick up on it early on, but it is often a teacher or mentor who picks up on it later in life. When intervention starts early, programs can be designed to provide the student with the necessary services, training, and accommodations to be productive citizens. These services are put in place for the length of the student’s school â€Å"career,† and, in some instances, can provide life-long support. They are referred to as transitional services and are granted to classified students under the Individuals with Disabilities Education Improvement Act (IDEA ’04). They can be put in place at any time over the course of a student’s life, but when they begin at the pre-school or elementary level, intervention services can have the greatest long-term benefit for the student. A second transition occurs at the high schoo l level. It is designed to carry the student through the age of twenty-one and then to follow him or her through life, as warranted. Individual school districts are required to have a Committee on Special Education that is convened on a regular basis to address the needs of those students requiring services. Stakeholders include: counselors, educators, administrations, parents, community members, and students, who regularly meet to discuss the goals for the student and the programs and accommodations that will provide them with the tools they need to be successful. Transitional Services and Programs For students who traditionally receive special education services, the path to the â€Å"American Dream† is often riddled with frustration and disappointment. Physical limitations can keep a student from entering their workplace, and once inside the building, accommodations must be in place to allow the worker the ability to move about freely in case of an emergency. This can include the installation of elevators, handicap accessible restrooms, telephones, etc. Federal legislation through the Americans with Disabilities Act provides training, and legal assistance for ensuring that their needs will be addressed (US ADA). The U.S. Department of Education provides training projects, conducts research into appropriate programs, and models best practices for students, in order to provide them with the necessary tools to be successful and productive adults (Will, 1984). Once a student is identified as having a learning or physical disability (this usually occurs in pre-school o r elementary school), they are provided with a series of educational services that are designed to start by the age of fourteen and follow them through to age twenty one (Benz). These are called transitional planning services, as they provide the necessary support for students to further their education, improve the life experience and expectancy for these students, and help them find a useful place in society. Transition planning is designed to lower the possibility that a special needs student will leave high school before graduation, and to encourage them to pursue a higher education so that they can ultimately obtain a better paying job, and develop the skills necessary to find and maintain steady employment (IRIS). Students with Individual Education Plans (IEP) have been identified, tested, and had plans put in place for their current and future education needs. It is important to remember that these needs are reviewed at the beginning and end of each school year to chart progress and decide if program modifications are needed and how they will be implemented. When a classified student reaches the age of fourteen, a transition plan is put into place that provides a series of long- and short-term goals for the student. Short-term goals can include scheduling or programs to ensure that the student will ultimately graduate, or long-term goals that can include strategies for independen t living and college or vocational preparation. The purpose for beginning the transition process between middle and high school is to allow the time necessary to teach skills that will enable the student to lead a healthy, productive life. Consistent membership on the Committee for Special Education is important, as steady members know the entire history of the student, and do not need to spend time bringing temporary members up to speed. As a student makes the move middle school to high school, for example, the membership will change because of the move to a new building. In the Hyde Park School District, that first meeting is held with both committees present. Students are often identified as being in need of transitional services when they enter pre-school. Stakeholders will identify those students they feel are in need of interventions and will work to complete the process of classification. Some may come into the system with IEPs in place from other schools, or they may be recommended for services based on a physician’s diagnosis or a teacher’s observation. The Committee on Special Education then meets to discuss any further testing that will need to be conducted and sets a series of goals for each student. This process will include a listing of programs and accommodations along with the necessary tools to ensure that the student will be successful after they reach the age of majority. Once it is determined that a student will require transition services, a meeting is held with all the stakeholders to discuss student performance to date, required testing and its results, and then put in place a set of accommodations, g oals and timelines for meeting those goals. Members of the Committee on Special Education include; school officials (an administrator and special education coordinator), classroom and special education teachers, support personnel (Guidance Counselor, psychologist, occupational therapist, speech pathologist, etc.), a member from the public, family members and the student. Each member of the committee serves a specific purpose and is tasked with offering; observation skills, legal background information, assessment and data collection, and services provided by outside agencies. You read "Transitional Services and Programs" in category "Essay examples" Transition planning is a team approach (Sitlington). It begins first with the student, and his or her future goals. During an initial interview questioning can include where the student wants to live and how, and what they want to do for a living. Family members are also active participants in this process, as they very often can provide insight into the student that the regular or special education teacher could not. They may observe, for example, that the student likes to build things out of wood, is a good cook at home, or is involved in their church, a specific community group or that they like being outdoors. They can also provide economic (family income, whether there is medical or dental insurance, and the number of family members occupying the residence) and cultural (ethnic background, immigrant status, and the language proficiency of family members living in the same house) information about the student that would be helpful to the process. Even the cafeteria staff ca n be involved in this process, as they will often offer insights as to food choices in the lunch line and whether the student receives free of reduced lunch and breakfast through Title I funding. Both the student and family must feel that the professionals on the team are respectful and that they are being treated with dignity. Before the meeting, the Case Manager will send all the staff notice that a meeting will occur and ask them for comment. School-based professionals can discuss the testing results and put them in terms easily understood by the family (a community member who acts as an advocate on the committee would be a plus for family members with limited English language skills or those with diminished mental capacities.) If the services of a translator are required, the Committee will provide one. In Hyde Park, we often depend on the local hospital for translators in languages other than Spanish of French. This is a service they offer us free of charge as a community outreach. While the special educator is responsible for conducting testing, such as the Gates MacGinitie or Woodcock Johnson, the psychologist will conduct cognitive tests, such as the WISC or WRAT. Both of these provide numerical scores that can be converted to grade equivalents for discussion purposes. This information can then be combined with the anecdotal notes from the student and family interview to create a complete student profile. The regular education teachers will introduce the differentiation strategies used in their particular classroom, the core curriculum for their content area, classroom expectations and how they will impact student learning. Many will offer organizational strategies they have found to be valuable to other students with similar learning or physical differences. The special education coordinator facilitates the meeting and pulls all of the information together, along with the results of any vocational inventories to provide the student with a c omplete transition plan. The guidance counselor very often acts as the student advocate at these meetings. They have had many personal conversations with the students and know what their scheduling needs are. Many schools use the guidance department as the source for formal vocational assessment. This showcases a student’s skills set, areas of interest, and where assistance will be required. â€Å"Standardized testing includes the Armed Services Vocational Aptitude Battery (ASVAB) test, the Self-Directed Search (SDS), the Strong Interest Inventory, the Occupational Aptitude Survey and Interest Assessment, second edition (OASIS II), vocational aptitudes and inventories (assessment tools that include the Differential Aptitude Test (DAT), and college entrance exams† (Levinson Ohler). Informal assessments are designed to gather information from non-standard sources such as teacher anecdotal notes, classroom observations, examples of student work, and medical records. Without these tests, it is difficult to identify what accommodations and modifications should be attached to the plan. It should be noted that students with disabilities are more likely to experience unemployment, lower pay, and job dissatisfaction (Dunn). Many will drop out early, making their ability to maintain employment more difficult. Guidance Counselors can use the vocational inventories to help the student better understand their capabilities and work with them in finding an appropriate job placement. In addition, they help the Committee to validate the formal test data. The counselor will also research post-graduation opportunities for the student. This may include trade school, community college, the military, or the workforce. They communicate with these groups and are aware of the services available to the special needs student. Many maintain databases of local employers looking for students with specific disabilities for their companies. The counselor also coordinates with outside age ncies to line up school-to-work programs, ensure that the student is on-track to graduate, and that all of the State Board of Regents requirements for graduation will be met. Each member of this committee is responsible for contributing to the IEP plan and putting one in place that best meets the needs of the student. After the IEP has been finalized, the work begins. The Case Manager meets with the student to discuss the plan and establish a series of small, personal, easy to achieve goals for the student, based on those in the IEP. Teaching organizational skills, showing the student how to safely and quickly get from place to place within the new building and acting as a consultant to the classroom teacher allows the Case Manager to build a bridge with the content specialist. This can include explaining or providing IEP accommodations, helping the classroom teacher to modify assignments, or provide information about goal setting and progress in the classroom.Perhaps the most important role of the Case Manager is to help the student learn self-advocacy (Levinson Palmer). The student will need to communication their needs to a teacher or employer in the future and must learn to do so respectfully and authoritatively. The Guidance counselor is responsible for making sure that the school-to-work program is in place. He or she acts as a go between for the federal, state, and local services that will be set in place for the student. In Dutchess County, New York, it is DC BOCES that coordinates these services between the member school districts and the support agencies.He or she first considers the results of the formal and informal testing that was conducted and coordinates the educational plan that includes: the type and number of classes, support services designed to ensure student success, employment and strategies for independent living, and learning the skills necessary to cook, clean, balance a checkbook, fill out a job application, and rent an apartment. In addition to the Guidance Counselor, other school personnel can help meet the special needs of the student and help him or her prepare for their future. Dunn (1996) considers that there are â€Å"three goals for students: to gain an understanding of themselves and their abilities, interests, and values; gain an understanding of the world of work; and acquire effective decision-making skills. Each of these areas is important to the students’ ability to make realistic and informed decisions about work, and school-based activities.† Administrators ensure that staff members attend and provide input at transition planning meetings by arranging for classroom coverage. Teachers provide anecdotal classroom notes and assessment data that address the strengths and interests of their students. They can also discuss realistic career goals and invite local trades people to discuss career choices with the class as a whole. A student who wishes to become a doctor, for example, may find greater success as a Certified Nursing Assistant or a Home Health Aide, or they may just volunteer at their local hospital. Discussing Life Science topics with this group would be beneficial. A carpenter needs to use the geometry of perimeter to order and install baseboard trim around a room, an electrician needs to understand the physics electrical loss when running wires over a long distance, and an excavator needs to understand the principals erosion when putting in a driveway. Teachers can introduce career options and incorporate real-world applications of subject matter into homework and tests. Inviting guest speakers into the classroom allows the student to see how their classroom experience relates to real-world skills. Support personnel can offer insight into their career choices. The school cafeteria staff, can give tours and discuss food service careers, the transportation department can talk about mechanics or driving large vehicles, and secretaries can tal k about office jobs; filing, how to properly answer the phone, and collect and distribute mail. Parents should be encouraged to participate in developing the goals and objectives for the student. Whether they have the developmental capacity to do so or not, a parent can often add a perspective that will help the committee. They can attend presentations and workshops with their children, join support groups, or conduct their own Internet research. Parental and community involvement can also include a discussion of personal work experiences, local resources, and career choices. Those students preparing to take a place in the workforce are also given consideration in the transitional process. Finding a rewarding job for many is an equally viable option. In the Hyde Park School District, potential local employers hold a mini job fair for our classified students every spring. They also offer tours of their facilities. Some students will opt to work while still in school, while ot hers prefer to wait until after graduation. Those students participating in the work-study program meet with the employer to fill out a contract with the student requiring that grades be at a â€Å"C† level, proper attire be worn when at work, and that attendance must be within acceptable levels. Several of our students have chosen to continue with these companies after graduation, and one chose to remain in her position while beginning at the local community college. Students choosing to wait until graduation to go to work will obtain employment services, or conduct their job search through a state or local employment agency. Many state and local agencies are available to assist the school, parents and the student in the transition process. In Dutchess County, for example, specialized schools are available that can provide reading support for Dyslexic students, life skills training and education for Autistic students, and job-training for developmentally disabled students. Research through state and local databases can offer a myriad of agencies designed to offer financial assistance, planning and advocacy. Local colleges offer workshops both before the application process and upon acceptance to college (Sherman). County and regional centers offer training, bilingual services, behavior intervention services, approvals for private school providers, and local special education school improvement specialists. Through the student’s IEP, community agencies, families, and service providers can help the student meet their personal goals. For many students in the past, life came to an abrupt halt in their late teens. To allow these students a normal post-high school experience, colleges in twenty-three states have begun programs to provide a college-like experience for many these students. Conclusion For a special needs student, a network of professionals is in place to provide services and support. Through the CSE process, they provide transitional services that begin with careful planning and open lines of communication. The members of the Committee on Special Education meet at regular intervals over the course of the school year to gather related data, look at programs, and provide guidance to the classroom teacher, student, and parents. They then advise all the classroom teachers and any other staff whom may have contact with the student what the result of the transitional services meeting is. Many schools subscribe to an Internet based program called IEP Direct, and post a student’s documentation for all authorized personnel to access. After the meeting, they are asked to read the minutes and offer a response. This â€Å"village† approach to providing stabilization for a student with disabilities has proven to be very successful. References Benz, M., Lindstrom, L., Unruh, D., Waintrup, M. (2004). Sustaining secondarytransition programs in local schools. Remedial and Special Education, 25(1), 39-50. Retrieved April 30, 2011, from ProQuest Education Journals. (DocumentID: 542504691). Dunn, C. (1996). A status report on transition planning for individuals with learning disabilities. In J.R. Patton G. Blaylock (Eds.), Transition and students with learning disabilities: Facilitating the movement from school to adult life. Austin,TX: PRO-ED. The IRIS Center for Training Enhancements. (2007). School counselors: Facilitating transitions for students with disabilities from high school to post-school settings. Retrieved on [April 30, 2011] from http://iris.peabody.vanderbilt.edu/cou2/chalcycle.htm Levinson, E. Palmer, E. (2005, April). Preparing students with disabilities for school- to-work transition and postschool life. Principal Leadership, 5(8), 11-15. Retrieved April 30, 2011, from ProQuest Education Journals. (DocumentID: 827244261). Levinson, E. Ohler, D. (2004). Vocational assessment for transition planning: guidelines for educators. National Association of School Psychologists. Bethesda, MD. www.nasponline.org. Sherman, M. (2010, October). Colleges to include more students with intellectual disabilities. Education Daily, 43(174), 2. Retrieved April 30, 2011, from ProQuest Education Journals. (Document ID: 2170206871). Sitlington, P., Neubert, D., Clark, G. (2010). Transition education and services forstudents with disabilities. (5th ed.). Boston: Pearson. United States Department of Labor; Disability Resources. Retrieved May 3, 2011. http://www.dol.gov/dol/topic/disability/ada.htm Will, M. (1984). OSERS programming for the transition of youth with disabilities:Bridges from school to working life. Washington, DC: U.S. Department of Education. How to cite Transitional Services and Programs, Essay examples

Reliability and Validity of the Empirical Research

Question: Discuss about theReliability and Validity of the Empirical Research. Answer: Introduction Reliability as well as validity are two significant aspects for approving and validating the quantitative research. Reliability is a measure of the degree to which there is consistency in the results when the repetition of the experiment is done several times under the methodological conditions that remain the same (Joppe, 2000). On the other hand, validity may be defined as the degree it is supported by the evidence that the data interpretations are correct and the manner of the use of interpretations are also appropriate (Moskal et al., 2002). It can also be said that validity is said to be present in a research in case the results that are obtained are believable as well as truthful. For determining validity, a number of questions are posed by the researchers and mostly they look up the research that was conducted by other people to answer the question regarding the accuracy of the measurements (Joppe, 2000). This paper will be analysing in a careful manner the article The impact of brand gender on brand equity Findings from a large-scale cross-cultural study in ten countries (Lieven Hildebrand, 2015). A discussion as well as an analysis of the reliability and also the validity of the empirical research will be carried out. It will also include the instrument wherever it is applicable. In case there are any possible flaws in the reliability and validity, they will be pointed out. Suggestions will also be made about the ways in which the researcher might have conducted tests for both or either reliability and validity. Discussion and Analysis of Reliability The meaning of reliability is that the scores which an instrument provides are consistent as well as stable (Creswell, 2005). Reliability may be defined as the consistency of the measurement or the extent to which measurement can be done by the instrument in the same way every time its use is made under similar conditions and with subjects who are similar. It can be considered the repeatability of measurement. If the score of a person on the same test which is conducted twice is similar both the times, then the measure can be called reliable. However, it is to be kept in mind that an estimation of reliability is done and not its measurement (Kirk Miller, 1986). Three kinds of reliability were identified in quantitative research. These are in relation to production of same results under the conditions of measurement that remain the same, the measurement stability with respect to time and similarity of measurements within a given period of time. Reliability is the consistency with whi ch the scores of an individual stay relatively similar and the test-retest methods can be used for determining them at different times. Such an instrument is a stable instrument. If stability is of high degree it is an indication that reliability is of high degree showing that the results can be repeated. Reliability is mostly estimated in two ways either by means of test/retest or through internal consistency. Test / Retest Test / Retest - It is a comparatively more conservative method for estimating reliability. The idea that lies behind is that the same score should be obtained by you on both Test 1 as well as Test 2. The key components of such a method are implementing the instrument of measurement two times separately for each subject, computing the correlation that exists between two distinct measurements and assuming that the underlying condition (or the trait which is to be measured) does not involve any changes and is same for both the tests. Internal Consistency The estimation of reliability is done through internal consistency by forming the groups of questions measuring the same concept in a questionnaire. For instance, two sets can be formed of three questions measuring the same concept such as class participation and subsequent to the collection of the responses, a correlation is run between these two groups having three questions each for determining if the concept is being measured by the instrument in a reliable way. Cronbachs Alpha is a common way for the computation of correlation values among the questions that are present on your instrument. Each question on the questionnaire is split in all possible ways and the correlation value for all of them is computed using computers. The closer the value is to one, the higher will be the instruments reliability estimate. In the study, for testing of the hypotheses, a total number of 3049 consumers were selected through a professional agency of market research in nations spanning across four continents. In all the nations, the participants were presented with 20 brands in total in eight categories of products when the study began. A careful selection was also made for the brands involved in this study and it was conditional based on their presence in every selected nation. Thus, in this study a very large number of participants as well as a large number of countries are involved and hence carrying out a retest in such cases for testing the reliability of the instrument will not be possible. For ensuring the quality of data for the study and for preventing consumer ratings for brands that they did not know, the participants had to choose the brands regarding which they have awareness. A choice of at least one brand was necessary for participating in the study (Dolnicar Rossiter, 2008). The rating of t hese brands was done along the brand gender as well as brand equity that was perceived by them. There is a high probability that consumers might choose some other brand in the next study or their perceptions might differ for even the same brands and hence it will affect the reliability. Additionally the ratings resulted in overall 5.6 brands being rated by each participant and 16,934 cross-clustered observations were a part of the study. Collection of such large scale data for retesting is not practical as it will be involving large expenses. The differences in the languages between nations and also the social norms in those countries might be affected by the results. Internal validity is also lacking as most of the values are not very close to one which is gives the reliability estimate with respect to the instrument. Discussion and Analysis of Validity Validity is described as the extent to which a quantitative study is able to measure a concept accurately. There are a number of threats to validity that either help in proving or raising issues related to the accuracy of the data or application or results or statistical tests application for concluding the effects that an outcome has (Creswell, 2003). The various types of threats to validity consist of the external threats, internal threats, construct validity tests as well as statistical conclusion threats. The basic requirement for interpreting an experiment is to define internal validity in a clear way (Campbell Stanley, 1963). The threats of external validity crop up when incorrect inferences from the same data are concluded by the researcher to the other persons. The question of generalisability is addressed by it that is to whom the results obtained can be generalised. The threats of internal validity are procedures of the experiments, treatments or the participants experiences which pose a threat to the ability of the researcher of drawing correct inferences from the data that is present in the experiment. These arise because of inadequate procedures are used such as change of the tool or instrument during the course of the experiment, changes in the participants of the control group under the study, etc. due the these procedures that are inadequate, the experimenter needs to figure out whether the experiments are able to create any differences in such an instance or not. Construct validity threat takes place when inadequate definitions are used by the investigators and the variables are measured on the basis of the definitions which are inadequate. The threat if statistical construction validity takes place when inaccurate inferences are drawn by the experimenters from the data due to the statistical test (that is used for the collected data) assumptions being violated. Generally, the methods that are used for the establishment of validity in case of quantitative research consist of data triangulation, experiment review, regression analysis, participant feedback and statistical analysis. In the study, for ensuring the content validity, all the surveys that were conducted across the different countries were identical and online method was used. In cases of USA, India as well as Australia, the original versions in English was used while for seven other nations, use of the professional services of language editing was made for the translation of the survey. This increased the chances of measuring the concepts in an accurate way. Construct validity is present in the data as adequate definitions have been provided by the researcher for all the constructs that are to be measured. However, collection of the data from such a large number of participants across nations required a lot of analysis which increased the probability of incorrect inferences being drawn by the researcher. The inferences are based on the perceptions of the customers with regards to the various brands and interpreting them in an accurate way is difficult. Suggestions for Enhancing and/or Testing for Either or Both of Reliability or Validity The researcher could have enhanced and tested for both the reliability as well as the validity of the research. Reliability could have been enhanced by conducting separate researches for countries that have a collectivist culture and for countries having an individualistic culture. This would have made it easier to compare and contrast the responses of the people from the two types of nations. Alternatively, the researcher could also have taken a selected few nations and then conducted the research instead of taking so many nations at one go for the purpose of research because this only helped in further complicating the matter. Apart from this, it would have been easier to conduct a re-test on people belonging to a particular type of culture which would have given accurate estimates of reliability. Similarly, for enhancing the validity also, it would have been a good idea to take a smaller sample size and then make use of the chosen research instrument for gathering information from lesser number of respondents so that the process of drawing inferences would have become easier for the researcher. For future research, it is essential to test if the moderation effects are present subsequent to the control of the salient gender identity of the consumers which comprise the feelings and the attitudes related to the biological sex of the individuals. This is vital as variations can take place in gender identity as per the situation and they might be primed externally (Steele Ambady, 2006). Secondly, in light of the positive effects consistently on brand equity by the androgynous brands, examination of the repositioning strategies of brand gender would be of interest. It also has to be figured out if the respective attributes of brand gender independent or they co-vary which might result in effects that may be either complementary or suppressor for some of the traits. Conclusion It can be concluded from the study that the researcher could have made improvements in both the reliability as well as the validity of the research. It is very difficult to test the reliability of the current research due to the large number of participants that are involved making retesting it difficult. Apart from this internal consistency is also difficult to establish. 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