This study investigates whether motive to use dating apps goes against a more traditional theory of attraction, that we are attracted to those we perceive as being the same level of attractiveness as we perceive ourselves, and plays a role in who people deem as being attractive. This further goes on to explore the gender differences in motives while using these dating apps such as Tinder, Bumble, Hinge, etc. Respondents were gathered of 103 college students mainly ranging between the ages of 18-23 years of age. Participants responded to a survey asking a multitude of questions, including how people rate themselves physically and whether they would “swipe right” or “swipe left” on the mock dating profiles presented to them. The profiles fell under 3 segments defined after a pilot study of being either less attractive, of average attraction, or highly attractive. Results discovered a clear difference between the motives men and women have for using these dating apps. The motives of males being more temporary relationships; while, on the other hand, female’s motives were looking largely for either self-validation or more permanent relationships. These apps are considered new technology in the world of dating and have yet to be extensively researched because it has not been on the market for a substantial amount of time. However, the prevalence of these apps continues to grow amongst many different demographics, and this research takes a deeper look into how intentions in dating apps influence who people find as being a suitable partner for themselves depending on their motives for using these apps.

The purpose of this paper is to understand how companies are finding high potential employees and if they are leaving top talent behind in their approach. Eugene Burke stated in 2014 that 55% of employees that are labeled as a High Potential Employee will turn over and move companies. Burke (2014) also states that the average high potential employee tenure is five years. The Corporate Leadership Council says that on average, 27% of a company's development budget is spent on its high potential program (CEB 2017). For a midsize company, the high potential development budget is almost a million dollars for only a handful of employees, only to see half of the investment walking out the door to another company . Furthermore, the Corporate Leadership Council said that a study done in 2005 revealed that 50% of high potential employees had significant problems within their job (Kotlyar and Karkowsky 2014). Are time and resources are being given to the wrong employees and the right employees are being overlooked? This paper exams how companies traditionally select high potential employees and where companies are potentially omitting employees who would be better suited for the program. This paper proposes that how a company discovers their top talent will correlate to the number of turnovers or struggles that a high potential employee has on their job. Future research direction and practical considerations are also presented in this paper.

Grade inflation in modern universities across the United States has been documented since the 1960's and shows no signs of disappearing soon. Responses to this trend have ranged from mild worry to excessive panic. However, is the concern justified? How significant are the effects, if any, of grade inflation on students? Specifically, does grade inflation on the aggregate level have any effect on how much an individual will learn from their courses? This is precisely the question my project hoped to address. Grade inflation in U.S. colleges has played a central role in student-teacher relationships and the way university classrooms run. Through teacher interviews, student surveys, and a literature review, this paper investigates the nuanced effects grade inflation is having on student motivation and learning. The hypothesis is that the easier it is for a student to obtain their desired grade, the less they will end up engaging in and learning from a given course. Major findings of the literature include: grade inflation has robbed grades of their signaling power, grade inflation has helped create students are too grade-oriented, student evaluations of teaching have prompted higher grades, higher expectations for high grades induce greater study times, and open dialogue can help reverse grade inflation trends. The student surveys and faculty interviews agreed with much of the literature and found that professors believe grade inflation is real but do not believe its effects are significant, students admit to being primarily motivated by grades, and students find grades critically important to their future. The paper concludes that grade inflation is not as detrimental to student outcomes as ardent critics argue and offers practical ways to address it.