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October 10, 2025

Mediator and Moderator Variables

After reading the chapter written by Baron and Kenny as well as MacKinnon, what are the properties of mediator and moderator variables? What are the differences? Why is it important to be able to distinguish the differences? As part of your original post, please find one article in your area of interest that used a mediator or moderator model and provide a brief description of the article. Make sure to attach the original articles that you described. The article should have a method and results section.

Note: Be sure to identify the IV, DV, and Mediator or Moderator in each article Mediator and Moderator Variables

What are the properties of mediator and moderator variables?,
What are the differences between mediators and moderators?,
Why is it important to distinguish between them?,
What research article demonstrates a mediator or moderator model?,
What are the IV DV and mediator/moderator in that study?

Comprehensive Answer:

According to Baron and Kenny (1986) and MacKinnon (2008), a mediator variable explains how or why an independent variable (IV) affects a dependent variable (DV). It serves as the mechanism through which the causal effect occurs. For example, if stress (IV) leads to illness (DV) through lowered immune function, immune function is the mediator. In contrast, a moderator variable affects the strength or direction of the relationship between the IV and DV. For example, social support might moderate the link between stress and illness by weakening its negative impact.

The key difference lies in their function: mediators explain process, whereas moderators explain conditions. Distinguishing between them is essential for accurate theoretical interpretation and for choosing the appropriate statistical analysis (e.g., mediation analysis vs. interaction analysis). Understanding this distinction allows researchers to clarify whether a relationship exists because of an underlying mechanism or depends on certain contextual factors.

Example Article:
Example Citation:
Zhou, Y., Li, J., & Wang, Y. (2021). Work stress and job performance among nurses: The mediating role of emotional exhaustion. Journal of Nursing Management, 29(5), 1152–1160.

Summary:
This study examined how work stress (IV) affects job performance (DV) among hospital nurses, testing whether emotional exhaustion served as a mediator. Using structural equation modeling, results showed that work stress indirectly reduced job performance by increasing emotional exhaustion levels. Emotional exhaustion fully mediated the relationship, suggesting that interventions to reduce burnout could improve performance.

Identification:

Independent Variable (IV): Work stress
Dependent Variable (DV): Job performance
Mediator: Emotional exhaustion

Importance:
Recognizing whether a variable mediates or moderates relationships helps researchers develop effective interventions and tailor organizational or clinical strategies to address both causes and conditions of behavioral outcomes.

October 10, 2025

Final Course Reflection

By Academic Wizard Blog

Final Course Reflection

We have concluded the course content!

I invite you to write a final reflection describing your learning experience. This activity consists of preparing a piece of writing containing the following:

· What were your expectations at the beginning of the course?

· Your experience in the course.

· What you learned.

· What you liked the most and the least.

· What was the most difficult part of the course?

· What would you recommend to improve your performance?

· After completing the course, what is your final perception?

· Your relationship with your classmates.

· Other aspects that you consider appropriate.

Final Course Reflection

Submission Instructions:

· Review the rubric to determine how your assignment will be graded.

· Contribute a minimum of 2 pages.

· Use a word processor, such as Word, to complete the assignment.

· Your assignment will be submitted via Turnitin, which will generate a similarity report. Ensure the authenticity of your work before submission.

What were your expectations at the beginning of the course?,
What was your overall experience in the course?,
What did you learn throughout the course?,
What did you like the most and least?,
What was the most difficult part?,
What would you recommend to improve your performance?,
What is your final perception after completing the course?,
How was your relationship with classmates?,
What other relevant reflections can you include?

Comprehensive Answer:

At the beginning of the course, my main expectation was to deepen my understanding of the subject and to connect theoretical knowledge with real-life applications. I also hoped to develop stronger critical thinking and analytical skills while engaging with diverse perspectives through class discussions and assignments.

My experience throughout the course was both challenging and rewarding. The structure of the lessons, assignments, and interactive discussions helped me stay engaged and apply the concepts effectively. The instructor’s guidance and feedback also made the learning process smoother and more meaningful.

Throughout the course, I learned how to evaluate complex information, communicate ideas more effectively, and apply academic concepts to practical scenarios. I also improved my time management and research abilities, which helped me produce higher-quality work.

What I liked most was the interactive nature of the class and the opportunity to reflect critically on real-world issues. The least enjoyable part was the occasional workload intensity during certain weeks, which required careful scheduling to balance tasks.

The most difficult aspect of the course was managing multiple assignments and maintaining academic rigor under tight deadlines. However, this challenge strengthened my discipline and perseverance. To improve my performance in the future, I would plan my work schedule earlier and make better use of available academic resources such as tutoring and peer study sessions.

After completing the course, my final perception is highly positive. I feel more confident in my knowledge and more prepared to apply it in both academic and professional contexts. My relationship with classmates was collaborative and supportive; group discussions allowed me to see diverse viewpoints and enhanced my understanding of complex topics.

In summary, this course has been an important step in my academic development. It helped me grow intellectually, improved my communication and research skills, and inspired me to continue learning beyond the classroom. I am grateful for the overall experience and the opportunity to challenge myself academically and personally.

October 10, 2025

Change Management Standards

By Academic Wizard Blog

Change Management Standards

Create a 10- to 12-slide presentation with speaker notes on your recommendations for change management standards at this organization for future changes. Utilize the concepts introduced to you during this course as a guide.

What standard practices should this organization include when implementing changes?
How can leadership better support changes in the future?
How should this organization navigate issues related to long-term effects of precipitous changes?
What change management research supports your recommendations?

Cite your sources in the body of your writing and reference at least two current scholarly sources used to support your assignment.

Format any citations in your presentation according to APA guidelines.Change Management Standards

What standard practices should ABC Corporation include when implementing changes?,
How can leadership better support future organizational changes?,
How should the company manage long-term effects of rapid or unplanned changes?,
What research supports these change management recommendations?,
How should sources be cited and formatted in APA style?

Comprehensive Answer:

1. Standard Practices for Implementing Change
ABC Corporation should adopt a structured change management framework such as Kotter’s 8-Step Model or ADKAR (Awareness, Desire, Knowledge, Ability, Reinforcement) to ensure consistency and accountability. Core practices include:

Conducting impact assessments before initiating change.
Creating a clear communication plan to ensure transparency.
Providing training and development for affected employees.
Establishing feedback loops to monitor effectiveness and employee sentiment.

2. Leadership Support
Leaders should act as visible sponsors of change by modeling adaptability and reinforcing a shared vision. They should promote open communication, empower employees to participate in solutions, and offer recognition for adaptive behaviors. Research shows that transformational leadership positively influences change acceptance (Nguyen & Nguyen, 2022).

3. Navigating Long-Term Effects of Rapid Change
To handle the long-term impact of sudden or reactive changes, ABC Corporation should develop change sustainability plans that include follow-up evaluations, continuous learning, and flexibility to adjust strategies. Scenario planning and regular organizational assessments can help identify unintended consequences and maintain stability over time.

4. Supporting Research
Empirical studies in change management emphasize that employee engagement and leadership communication are the strongest predictors of successful transitions (Cameron & Green, 2020). Using evidence-based frameworks ensures that change efforts are systematic rather than reactionary, reducing resistance and improving organizational resilience.

5. APA Citation Guidelines
In-text citations should include the author and year (e.g., Cameron & Green, 2020), and the References slide should list all sources in full APA format.

Example References (APA 7th Edition):

Cameron, E., & Green, M. (2020). Making sense of change management: A complete guide to the models, tools and techniques of organizational change. Kogan Page.
Nguyen, H. T., & Nguyen, M. D. (2022). Leadership communication and employee readiness for organizational change. Journal of Organizational Psychology, 22(3), 45–58.

October 10, 2025

Biomedical Ethics and Organ Donation

By Academic Wizard Blog

Biomedical Ethics and Organ Donation

1. Read Chapter 8: Biomedical Issues and Donations and research 2 other sources (include these in your reference section).

2. Discussion Questions:

Provide arguments for and against each of the following basing your arguments on relevant research:

a. National legislation legitimizing mercy killing.

b. National legislation legitimizing the selling of human organs.

c. The establishment of national registration of live donors.

Note this question is a 3-part question. Please answer all 3 parts, basing most of your answers on research.

3. Pose your question.

4. Answer another student’s question.

Posts must be made in the discussion forum by 11:55 pm on Thursday, April 10.

Keep all 3 parts of this assignment in one post. To receive full credit, you must have answered the discussion question, posted a question, and answered another student’s question. Since your answers should be based primarily on research, you should be listing your references.

What are the arguments for and against mercy killing legislation?,
What are the arguments for and against legalizing the sale of human organs?,
What are the arguments for and against establishing a national registry of live donors?,
What is your own question related to biomedical ethics?,
How would you answer another student’s related question?

Comprehensive Answer:

a. Mercy Killing (Euthanasia)
For: Supporters argue that legalizing mercy killing upholds individual autonomy and relieves unbearable suffering in terminally ill patients. Studies show that in nations like the Netherlands and Canada, strict regulations prevent abuse while providing dignified end-of-life choices (Smith & Cohen, 2023).
Against: Opponents claim it violates the sanctity of life and could lead to coercion or misuse, particularly among vulnerable populations. Ethically, many argue that improved palliative care should replace euthanasia as a compassionate alternative.

b. Selling of Human Organs
For: Proponents argue that a regulated system could reduce organ shortages and save thousands of lives. Economic incentives may encourage more donors, as seen in Iran’s kidney market model (Cherry, 2021).
Against: Critics warn that it could exploit the poor, commodify the human body, and create unethical inequalities in healthcare. Many bioethicists advocate for altruistic donation systems to maintain moral and social integrity.

c. National Registration of Live Donors
For: A national registry could increase transparency, facilitate organ matching, and protect donor rights through proper medical tracking. It promotes safety and efficiency in organ allocation.
Against: Privacy concerns and potential misuse of personal health data are significant drawbacks. Some also fear that mandatory registration could pressure individuals to donate.

October 10, 2025

Global Comparison of Obesity Trends

By Academic Wizard Blog

Global Comparison of Obesity Trends

1. The Vaughn Library or any other reputable sources can be used to conduct research when completing this assignment. Some possible sources of information are: Nation Master, Center for Disease Control, World Health Organization and Global Health Observatory Data Repository.

2. Students in Lifespan Development courses are to write an essay to compare the overall obesity rates in 3 different countries. Discuss different factors for the changing obesity rates, possibly including changes in the economies of the chosen countries, cultural and lifestyle changes, and other factors that you find relevant. Also, discuss the consequences of rising obesity rates on both individual health and for society as a whole.

3. Select 3 countries from the following list for the obesity statistics, as well as any other accompanying facts that might be related. The countries to choose from are: United States, Canada, Japan, Mexico, Denmark, France, Netherlands, Spain, Sweden, United Kingdom, Germany, Ireland, Italy, Russia. From that data, create one bar chart. That chart should be expressed in percentages that compare the trend of changes in the rate of the population in each country that were obese in the past compared to the current obesity rate. Use data from about ten to fifteen years ago and compare it to the most recent statistics you are able to locate for each of the three selected countries. Be sure to clearly label your bar chart to show selected countries, percentages of population obesity and the year(s) when statistics were compiled. Global Comparison of Obesity Trends

4. Label the last paragraph in your essay as “Conclusion”. For your conclusion, discuss ideas or initiatives that a social worker or government official might suggest to deal with changing obesity rates in order to help people live healthier lives.

5. The assignment should include a cover sheet with name, date, title of your essay, at least 2 FULL pages of text, the labeled bar chart, and the final References page for a total of at least 5 pages.

6. The document is to be double spaced, using standard 1 inch margins, and a 12 point font. Use spell check and grammar check or use the Pearson Writing software to check your paper for typos or grammatical errors before turning in a neat, accurate and high quality product.

7. Do NOT copy and paste in this paper. Use your own words. A plagiarism software SimCheck will be used to check for duplicated works. If you want to quote a small portion, you may do so, but be sure to enclose in quotation marks and reference this on the References page as well as all your research sources with correct APA citations.

What are the overall obesity rates in three different countries?,
What factors contribute to changing obesity rates across these nations?,
How have economic, cultural, and lifestyle changes influenced these trends?,
What are the consequences of rising obesity rates on individuals and society?,
What initiatives could help reduce obesity and promote healthier living?

October 10, 2025

Body Fluids Concept Map

By Academic Wizard Blog

Body Fluids Concept Map

Overview: You probably noticed that our current unit (Body Fluids) does not contain a “Lecture Notes” tab with a concept map. That is because you will be creating your own concept map related to body fluids for Lab 9!

Lab Expectations

For this assignment, you will develop a comprehensive, computer-generated concept map of body fluid chemistry. This map should resemble the maps that I include in the “lecture notes” section of each of our units, and should feature what you believe are the most important details from our video links in this unit!

Please make sure your map is saved as a .jpg file! Questions? Just ask!

Concept Mapping Resources Body Fluids Concept Map

Directions: Everyone should visit the first link to gain a general understanding of what concept mapping is, how to create a concept map, and the reasons for creating and using concept maps. Then, everyone will need to use concept mapping software to use for this assignment, or use an online app. Two options are provided below (you only need to use one form of concept mapping software, not both!).

1. This is the software that I use to create our “lecture notes” maps. When you visit the following site, click on Downloaded and follow the instructions that appear. Pros and Cons: Some people say that this software is not as easy to use or as fancy as Inspiration concept mapping software. However, it is absolutely free – you may download it for free, with no time limit on its use!

http://cmap.ihmc.us/

2. Free Online App! Some of my former students have commented that SmartDraw, below, is easy to use.

What is the purpose of creating a concept map for body fluids?,
What should the concept map of body fluid chemistry include?,
What tools or software can be used to create the concept map?,
How should the final concept map be saved and submitted?,
What resources are provided to help understand and create the concept map?

October 10, 2025

Laboratory Report Guidelines

By Academic Wizard Blog

Laboratory Report Guidelines

These reports should follow general scientific guidelines. Herein we provide some fundamentals of writing reports. There is also a sample laboratory report with comments that you are strongly encouraged to check. Finally, the assessment rubrics, which your instructor or TA will use, should provide you with a clear idea of what is expected of you and your written reports. Make sure you review the lab report rubric before turning in your report. There are also a lot of other resources available to you at USF (e.g. Writing Studio) that can provide you with a clear idea of how to format and write laboratory reports. Also, check with your instructor or TA to see if they have any specific requirements for the written reports that you might want to consider.

General Format

Laboratory reports, much like scientific articles, contain the following sections: title page, introduction, methods (experimental section), results, discussion, conclusion, and references. In your reports, you will also be asked to include a Research Connection section. Most scientific articles also contain an abstract, but this will not be necessary for your reports.

Title Page: This should be the first page of your report. Include the title of your report, your name, the course and section number, your instructor’s name, and the date the paper is due. There are many online sources that could help you in creating informative titles for your report. Do not simply copy the name of the project from the laboratory manual.

Introduction: In this section, you should introduce the reader to what you are trying to explain, and why it is important. Explicitly detail your project objectives and why the proposed experimental procedure will be effective in addressing those objectives. Include citations to valid and credible resources and references beyond the laboratory manual and your TA. Remember to clearly describe the source of the information and include it in the Reference section at the end of your report. The introduction section should be quite extensive and as comprehensive as possible in order to provide the reader with a good understanding of your project and the chemistry behind it.

Methods (or Experimental Section): In this section you explain to the reader how you went about your work, and why you did it in that manner. This should be detailed; others should be able to replicate your work!

Results: Use this section to include the data that helps you answer the project objectives. You will often need to present your results in tables, graphs and figures. However, keep in mind that you should not simply include tables and graphs without explaining the relevance of the data!

Discussion: In this section you need to address how you interpret the results? Why are they relevant to include in your report? What are the particular strengths or weaknesses of your methods or analysis? These are all questions that readers are likely to want to know. By the time you have addressed these questions, you are ready to conclude your paper.

Conclusions: In this section you need to provide a summary of the results and discussion. This is the outcome of your investigation and again should explicitly tie to what you said you were going to investigate in the introduction.

The Results, Discussion and Conclusion sections are included as one in the laboratory report rubric. However, scientific articles have a separate subsection for each of them. Other reports may have a “Results and Discussion” section and a “Conclusion” section. Whereas other reports may have a “Results” section, and a “Discussion” section that also concludes the report. So, the decision of how to organize these sections will be up to you.

References: Use this section to tell the reader where to find the sources of information you used in your report. In the body of the report, particularly in the Introduction and Discussion sections, you should have cited other sources. Refer to the Sample Laboratory Report for general examples!

Also, you can check online for more detailed information on how to correctly cite a reference. The American Chemical Society (ACS) style should be followed in your lab report.

Research Connection: This section is not a normal component of scientific reports. Sure, chemistry continually links their work to others through references, but they do not title a section Research Connection. For this section, if required, you are asked to consider your laboratory work, and how the work you have completed connects to current chemistry research. You may have to consult some outside resources for this.

GUIDING IDEAS AND PLANNING QUESTIONS FOR THE PROJECT

1. What safety precautions must be taken with the material you are working with? 2. What common criteria for assessing water quality will you use? 3. Bring a water sample from the community. At the end of this project, you will compile your data with all other groups in your lab. Therefore, it will be important to note the date, time, and location of your sample collection. Water samples should be obtained from unfiltered sources. 4. Is there a criterion you can use to base your judgments on water hardness? 5. Which physical and chemical properties of your water samples will you test? 6. How can the water hardness be reduced? What is the material used in the water softener systems that reduces the hardness of water? 7. What is an ion exchange resin (sodium or mixture type)? 8. Is time a factor when using a filtration system? How long must the water be in contact with the filtration system?

PROJECT SUMMARY

1. What conclusions can you draw about the quality of the water you have tested? Are these conclusions in the range of accepted standards? 2. What level of certainty do you have in your judgments? How will the number of trials you have tested play into your confidence? 3. Another group analyzed the same sample as you; please find a way to share your findings and make a record of their findings. This will help you with your post-lab report. 4. It would be a good idea to discuss your strategy for analyzing the compiled data. What analysis might be helpful? Are you using a criterion to judge the water hardness? Does your criterion provide you with any ideas about how you may want to analyze the compiled data? 5. Is your water hardness data comparable with standard water samples from the city of Tampa? 6. Compare your results with the data obtained from your peers in the lab, can you explain the similitudes or discrepancies? 7. By how much did you soften your water sample? 8. Compare the water hardness measurements obtained using the conductivity meter, pH meter, and water hardness strips. Are there any discrepancies? If so, why might they occur? 9. How could this experiment be expanded or modified to investigate other aspects of water quality?

THINGS YOU MAY WANT TO CONSIDER FOR YOUR REPORT

1. What is your final assessment of the quality of drinking water for the water you analyzed? 2. Does your experimental evidence support your claims? 3. Are your claims consistent with your classmates’ claims who analyzed the same water? If not, it may be helpful to attempt to justify the differences. 4. What judgments would you make about the water hardness of the community’s water? 5. Remember to use the compiled data from your lab section for your report. Were there any patterns in the data that suggest the hardness of water across the community varies? 6. How much hardness did you reduce using the filtration system? 7. Remember that we want you to connect your experimental work to research. What kind of similarities do you find between your lab work and what you understand from research (refer to the research connection in this document and other resources you find for this)? What kind of differences do you see? 8. Do not forget to get information about the water quality of the city of Tampa (hardness) and compare it with your results.

What are the main sections of a lab report?,
What is included in each section of the report?,
What is the purpose of the Research Connection section?,
What guiding ideas and planning questions are provided for the water quality project?,
What should be considered when assessing and comparing water quality data?

October 9, 2025

Free Will and Determinism

By Academic Wizard Blog

Free Will and Determinism

To that end, please begin your post with the following statements:

”I have not used AI to write any part of this post for me. I would not do that, because I am not a dishonest person.”

I will deduct 10 points if these statements are missing from your post.

🤝

With that being said, reflect on this quote from Albert Einstein:

“Everything is determined, the beginning as well as the end, by forces over which we have no control.”

Einstein did not believe that the laws of physics left anything to chance. Instead, he claimed that everything is determined, so that what happens now is the inevitable result of events that took place billions of years ago.

Now consider this claim:

Even if Einstein is right and everything is determined by the past, we still have free will.

In your initial post, please address the following:

1. On a scale of 0-10, how confident are you that this claim is true? To be clear, I am not asking you if you think Einstein was right about everything being determined. I am asking whether we could still have free will if we assume Einstein was right. Please bear in mind that a 0 expresses absolute confidence that this claim is false and a 10 expresses absolute confidence that this claim is true. If you are absolutely confident, then you have no doubt at all that you are right. Here is one way to think about that. If I am absolutely confident in my belief, then it makes sense for me to be willing to bet anything and everything that I am right. So absolute confidence means I think it would be sensible to bet my life and the life of everyone I love to gain a single dollar, because I think there is no chance that I am wrong.

2. Please explain what led you to this level of confidence. Please be sure to include a story about how your experience has influenced your confidence, and remember your Perspectives lessons. Your story should be a HIT. Stories should be honest, important, and to the point, but you don’t need to have firsthand experience with something to share a personal story about how your experience has shaped your belief.

3. Think about and explain why somebody else might not share your level of confidence.

4. Reflecting on why somebody else might disagree, do you think a different level of confidence might be reasonable? Please be explicit on this point, and explain why or why not. Remember, even if you can understand why somebody might disgaree, that does not imply that you found their belief reasonable.

Your initial post should be at least 300 words.

After your initial post, please select another student with a significantly different perspective. Reply to that student’s post with a summary of their view that fully and accurately captures their perspective. The purpose of the reply is to show that you have a detailed understanding of a different perspective from your own. In your reply, avoid expressing your views and trying to debate or persuade. You should only focus on what the other student thinks, not what you believe or what you agree with. Your reply should be at least 150 words.

👮‍♂️ To prevent plagiarism, you will not be allowed to see other posts until after you have posted, and you will not be allowed to edit your post afterward. If you try to get a chance to see other posts before posting your answer by submitting a non-answer such as single period mark, I will grade that as your answer. Also please recall that you are not allowed to use AI to write your posts or reply.

Free Will and Determinism

Discussion Board Grading Criteria

Your grade will be based on the following criteria:

1. Initial post is at least 300 words.

2. Initial post provides a scored confidence level and a thoughtful and clear explanation of what led you to this level of confidence, including a HIT story.

3. Initial post includes a thoughtful and clear explanation of why somebody else may not share this level of confidence.

4. Initial post provides a thoughtful and clear explanation of whether a different level of confidence might also be reasonable.

5. Reply is at least 150 words.

6. Reply provides a clear and complete summary of a significantly different perspective from another student and avoids discussing your own views and trying to debate or persuade.

What confidence level (0–10) do you assign to the claim that free will exists even if everything is determined?, What experiences or reasoning led you to this level of confidence?, Why might someone else not share your confidence level?, Do you think a different confidence level might be reasonable?, How can you explain why a different level of confidence could or could not make sense?

October 9, 2025

Hidden Meanings in “The Lottery”

By Academic Wizard Blog

Hidden Meanings in “The Lottery”

With this paper, you will analyze a short story of your choice and divulge the hidden meaning(s) found in the text.

You may choose any of the essays on this link (or another scholarly work of your choosing): Short Story ChoicesLinks to an external site.

Address the following prompt:

What is the message of the story you chose? What techniques or strategies does the writer use to deliver the message? Please use the worksheet you completed in Learning Activity #1 to help you determine the techniques.

For example, did the author use foreshadowing, figurative language, suspense, etc. to help deliver the message? Did the author use characterization to help deliver the message? Did the author use the sequence of events to deliver the message?

When writing this paper, you need to focus on one or two strategies. The main purpose of this paper is the determine whether you can figure out the story’s central message and find which methods the author used to deliver that message.

Paper Details:

Hidden Meanings in “The Lottery”

MLA formatting (Times New Roman, 12 pt. font, double spaced, heading in upper left corner, header begins on page two) Creative opener (attention-grabbing hook); connecting sentences leading up to thesis; thesis is last sentence of intro Multiple body paragraphs. Each one considers a different aspect of the paper. Paragraphs should have good topic sentences, textual evidence, primary source citation, analysis, and some type of transition (this could actually either come at the beginning of the paragraph or at the end) Conclusion that does not simply restate the thesis. Conclusion should extend the topic in some way.

What is the message of the story you chose?, What techniques or strategies does the writer use to deliver the message?, Did the author use foreshadowing, figurative language, or suspense to help deliver the message?, Did the author use characterization to help deliver the message?, Did the author use the sequence of events to deliver the message?

October 9, 2025

Does God Change His Mind?

By Academic Wizard Blog

Does God Change His Mind?

Topic Sentence: I would like to research and explore the theological question, “Does God change His mind?” by examining biblical narratives, classical doctrines of God’s immutability, and contemporary theological perspectives.

Does God Change His Mind?

Whether God changes His mind or not is among the most controversial theological questions within classical and contemporary theology. Surfacially, several scriptural passages give indications that God indeed changes his mind based on human behavior. For example, in Exodus 32:14, after Moses intercedes on behalf of the Israelites, Scripture states, “So the Lord changed His mind about the harm which He said He would do to His people” (NASB). Likewise, in Jonah 3:10, when Nineveh repents, God withholds his hand of destruction from the city. These verses appear to contest the classical dogma of absolute divine mutability, namely that God does not change at all in His nature, character, or will. It is this clash of scriptural narrative and systematic theology that has resulted in greater theological thought and controversy over the centuries.

The Classical theism formulated by theologians like Augustine and Aquinas asserts that God is immutable-that is, unchanging and not affected by events in time. In this perspective, claims of God changing his mind can be explained as anthropopathisms, i.e., figurative locutions applied to God to help human beings grasp better what God is doing. In this tradition, God’s “change” is not literal but rather a human perception of how God’s eternal will unfolds in time. F. F. Bruce (1977), in his commentary on Hebrews, emphasizes that God’s promises and character remain constant, and that any perceived change reflects God’s consistent moral nature rather than an actual alteration in His will.

However, as of late, theologians like Clark Pinnock and Terence Fretheim have come out to criticize this interpretation with what they call the, looking at it on the side of open theism. Open theism presupposes that God is omniscient, but the future is not absolute, and God gives humans free will to decide some things. This view argues that God’s relational nature includes genuine responsiveness, including the capacity to change course in response to human behavior. In Most Moved Mover, Pinnock (2001) defends the idea of a God who is deeply engaged with creation and capable of adapting His plans in loving response to human repentance or disobedience. Likewise, Fretheim (1984) in The Suffering of God argues that the Old Testament portrays a dynamic God who suffers, grieves, and even changes His decisions in response to human actions.

John Sanders (1998), in The God Who Risks, expands on this idea, stating that God sovereignly chooses to enter into genuine partnership with humanity, taking real risks in the process. Sanders suggests that the changes of God in reaction to prayer or repentance are not the diminished sovereignty of God but a better perspective of divine relationality and love.

Finding the correct balance between these orientations is difficult, yet crucial to a complete theological frame. To examine whether God changes His mind or whether the concepts of change refer to a different level of consistent divine identity seen through human experience, this paper will present the analysis of major biblical passages and theological arguments supporting the classical and open views.

What is the main theological question explored in the research?, What does Scripture suggest about whether God changes His mind?, How does classical theism interpret biblical passages that suggest divine change?, What does open theism argue regarding God’s responsiveness and relational nature?, How can both theological perspectives be balanced to form a comprehensive view of God’s immutability and relationality?

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