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Bilingualism and Executive Functions in Children Research Paper

Executive Summary Claire Lilienthal Elementary School (CLS) strives to provide an excellent education for children in the San Francisco Unified School District. Over 690 children are studying in the school, and their background is very diverse, the largest group of the students (30%) being of Asian descent. Apart from the comprehensive curriculum, CLS provides additional opportunities, and the full day Korean-English Immersion program (KIP) is one of them. Nowadays, bilingualism can be regarded as a typical environment for children living in multinational countries. The specifics of bilingual children cognitive development should be taken into account by the schools they study in, and the KIP initiative demonstrates the acknowledgement of this fact by the modern society. At the same time, there are also hidden KIP advantages that are connected to bilingualism and its influence on cognitive development and performance. In particular, it has been proved that bilingual children demonstrate better executive functions performance. CLS is the only school in Northern California to implement KIP for students in grades K-5, and to increase the parents’ awareness of the true benefits of the program, a study devoted to the advantages of bilingualism for children’s development will be carried out. The primary goal of this study consists in testing the ideas and assumptions concerning the positive impact of bilingualism on executive functions. However, increasing the parents’ awareness of the KIP benefits is also an important goal, and the population that we expect to benefit from this research is the students of the school who will be more likely to enjoy the advantages of KIP. The population addressed by this study includes Korean-English bilingual children while monolingual students are regarded as the control group. Three groups of students (in grades K-2) will be tested to gather information about their working memory, inhibition, and cognitive flexibility. The groups with include English-speaking monolingual children, Korean and English speaking bilinguals and those English-speaking children who have been participating in KIP for at least a year. We will attempt to gather enough pupils at the Claire Lilienthal School, but other San Francisco schools with similar demographics may also be involved. We expect the tests to be entertaining as they are going to be presented in the form of games designed specifically for children. The tests include the dimensional change card sort, the game “Simon Says”, the visually cued recall test, and the attention network task. Apart from the test results, other characteristics (age, socioeconomic status) will be gathered with the help of the parent questionnaire and school records. Additional characteristics are necessary to match the children’s performance correctly. Get your 100% original paper on any topic done in as little as 3 hours Learn More The team of the study is yet to be established, but we understand that we need to take into account particular challenges. The study will require at least one Korean language specialist we hope to recruit from CLS staff. In general, we expect support and participation from CLS and KIP executives and members, and we are willing to include them in our team. We intend to evaluate the process of the study continuously with the help of the team members observation notes and databases. We allow the possibility of modifying the plan in the course of the study, and a pilot experiment will be launched for this purpose. Attention will be paid to flaws and difficulties along with the opportunities that can be encountered. The variables will be evaluated with the help of the established tests that have already proved their reliability along with customized questionnaires that will be modified to suit the needs of out sample. The study can only fail to achieve the primary goals if the results are inaccurate which is why avoiding biases an essential requirement for a positive outcome evaluation. Claire Lilienthal Alternative K-8 Elementary School (CLS) is a public school in San Francisco, California. As stated in Claire Lilienthal Alternative K-8 School Overview (2015), CLS aims to provide an excellent education for children in the San Francisco Unified School District. According to, Inc. (2015), 84% of students of CLS are considered proficient in math and (or) reading which suggests that the school has been fulfilling its purpose successfully. The 695 students of CLS have a diverse background: currently, about 26% of the pupils are white, while 22 of them are of multiracial descent, 10% are Hispanic, and 8% are African American. The largest group of CLS students (30%) is of Asian descent (, Inc, 2015, para. 4). Apart from the comprehensive curriculum, CLS provides other opportunities for their students. The examples of such opportunities include the Outdoor Education Science Program and the school’s partnership with the San Francisco Arts Education Project. An Inclusion Program is suggested for students with special needs. Apart from that, CLS is the only school in Northern California to implement the full day Korean-English Immersion program (KIP) for students in grades K-5 to help both Korean and English-speaking students “develop the ability to speak, read and write in two languages at the same time” (Wells, 2015, p. 1). KIP was created with the help of the San Francisco Korean Immersion Education Alliance, Inc., a non-profit parent-founded organization aimed at supporting Korean language and cultural education within the region. The introduction of this program to the school’s curriculum is justified by the large number of Asian CLS students. However, it is pointed out in the KIP Handbook that other pupils who are willing to be introduced to Korean culture and language are very welcome to participate. Problem Statement KIP is an excellent opportunity that can assist bilingual students in their studies. Apart from that, it offers monolingual students the opportunity of learning a second language while providing them with inspiring information about the foreign culture. Finally, there are also hidden KIP advantages that are connected to bilingualism and its influence on cognitive development and performance. It should be pointed out, however, that the final group of advantages does not appear to be widely known. In order to increase the parents’ awareness of the benefits that KIP actually promises, a study devoted to the advantages of bilingualism for children’s development can be carried out. A vivid demonstration of the positive impact of bilingualism on certain cognitive processes can be used to increase the popularity of KIP which can be beneficial both for the school and, most importantly, for children who will be more likely to participate. We will write a custom Research Paper on Bilingualism and Executive Functions in Children specifically for you! Get your first paper with 15% OFF Learn More Problem Background Scientific Background Executive functions (also called cognitive control) include “the mechanisms that enable human cognition to move away from automatic responses, towards more complex, goal-driven behaviors” (Stocco
The Ramayana is often interpreted as a meditation upon the Hindu value of dharma. What seems to be the meaning of dharma? How do different characters in the story embody or dharma or its opposite? Can you think of example in which the heroes of the story take actions or have thoughts that can be seen as questionable in relationship to dharma? How would you compare and contrast dishonoring dharma with the Greek concept of hubris?

Stephen Prothero’s Introduction – Discussion

Stephen Prothero’s Introduction – Discussion. I’m studying for my Writing class and don’t understand how to answer this. Can you help me study?

This week you read the “Introduction” to God Is Not One by Stephen Prothero. In the “Introduction” he discusses why he thinks it is important to study religion. He also discusses his major thesis for the book, which is that the major religions of the world are different, and that those differences matter. Therefore, we should learn about the specifics of each religious tradition so that we are aware of those differences. Prothero criticizes those who claim that religions are fundamentally the same, or all lead to the same destination.
For this discussion, I would like you to tell me:
1. One idea/opinion that you agreed with, disagreed with, or are confused by in Prothero’s Introduction. Be sure to include a quotation from the text to show us what that idea/opinion is. Why do you agree or disagree with it? Or, why were you confused by it and what would you like to learn more about?
2. Whether you agree or disagree with Prothero’s main thesis that religions are more different than similar. As we go through this course, do you think that you will find that the five religions we study are remarkably similar or remarkably different from each other? Why?
Your initial response must be at least 250 words and include one direct quotation from the reading (along with the page number).
Stephen Prothero’s Introduction – Discussion

Managing People and Organizations MENTORING ASSIGNMENT

essay order Managing People and Organizations MENTORING ASSIGNMENT.

Mentoring Assignment Detailed DescriptionWhat is the mentoring assignment and who should be your mentor?This is an opportunity for you to establish an on-line business mentor relationship with a current professional in an industry of your choice. The criteria for mentor selection includes:a) Your mentor must have a minimum of 3 years of work experience, b) the mentor must be willing to commit to regular correspondence with you through the course of the semester, c) the mentor should currently or recently be working in an industry that is interesting to you.Overview:During the course of the semester you are required to interact on-line or in person or on the phone with your mentor a minimum of 4 times (i.e., about once a month). You may structure your relationship as you wish, however, you will be required to compose a minimum of three questions based on class readings, discussions, etc., to ask your mentor each time. You are also encouraged to discuss career issues with your mentor as well. Aim for a total of 12 to 15 questions/answers asked over 4 email interactions OR three in-person meetings or some combination of this. I am looking for evidence of an extended and evolving relationship, not just a one-time question/answer session. Remember, you want to develop a real relationship, not just cross this off your list.Yes, it is permitted to have your mentor be one of the people you conduct the informational meeting with for the “Experiential Learning” project in this course…..but it is not required.ObjectivesThis assignment is likely to have a number of positive outcomes that will benefit you including:1) The information gained from the mentor will supplement textbook and lecture material by providing up-to-the-minute insight into how course topics are affecting modern management. 2) You will gain a valuable perspective on issues related to your career development.3) This relationship will serve as an excellent source of networking for you. You will develop confidence in approaching individuals within organizations to serve as on your personal team of advisors and as mentors.4) You will hone your skills identified as desirable by employers in such areas as: finding information (i.e. identifying potential mentors) communication, critical thinking (formulating the questions and linking these questions to the mentor’s business), and interpersonal skills.RequirementsAfter a mentor is selected students are required to initiate communication with their mentor regularly (I recommend at least once per month). The student is encouraged to ask the mentor three questions per communication. The questions should be relevant to the course material being covered, your career development, and linked to the mentor’s work environment. You will print out and assemble copies of these on-line communiqués along with a short commentary on the value this individual provided in facilitating your understanding of the concepts covered in the course. You will provide me with two progress reports and a final report at the end of the semester. Mentor Final ReportTo receive full credit for your mentoring assignment, you must do the following:1) Documentation of relationshipIf you used email or another type of social media, then print out copies of all of your emails between you and your mentor (Yes, this includes the ones I have already seen- I like to get the whole picture). I am expecting a minimum of 4 substantive email correspondence and/or summaries of face-to-face or phone conversations consisting of approximately 3 questions each (so a total of 12 to 15 questions and answer interactions). If there is more, great! If there is less, tell me why.Please compile your questions and answers into a professional looking document (i.e. import into word and “clean up” redundant information). Please number your questions. If your interactions were face-to-face or another medium please provide evidence and/or a summary of those meetings. The more detail you provide, the better I can understand what transpired between you and your mentor. If you meetings were face-to-face or on the phone, please provide me with details that pertain such as time, date, location of the meeting and a robust summary of the conversation. Also, if you had two or mentors, show me everything you have. I like to see the whole picture.2) Mentor Assignment Reflection Questions (Please include on the last page of your final report)a) Do you think you will maintain contact with your mentor? Why or why not?b) What was most positive about this assignment?c) What was most challenging? If you did not fulfill the required number of interactions, why not?d) What are the most important things you learned or outcomes gained from this assignmente) Please provide evidence in your final report that you thanked your mentor.e) Is there anything I did not ask you about this assignment, but would be helpful for me to know (i.e. recommended changes)?
Managing People and Organizations MENTORING ASSIGNMENT

Negative Impact on the Environment in Popular Recreation Areas Due to Tourism

Negative Impact on the Environment in Popular Recreation Areas Due to Tourism. Introduction It is essential to take the recommendations in an inclusive manner with the aim of preventing damages to ecological sites and services such as parks, beaches, rivers, lagoons, monuments and scientific reserves. During vacations, we can also consider the use, conservation and restoration of natural resources and ways make the least negative impact on the environment. It is important to understand the relationship between society and nature, to promote the long-term environmental educational process and to observe without damaging wildlife in a tourist area. Reflecting on the environment, redistributing the generation of waste and encouraging cleaning during vacations, it is necessary to assume a responsible attitude, so that any activity carried out during the holidays does not have a negative environmental impact. It is necessary that vacationers, bear in mind that pollution of rivers, mares, etc., directly affect the communities that depend on these places, to live, grow their food and develop as a community. It is necessary that vacationers have an ecological vision and do not destroy the environment, for example, using biodegradable materials, etc. I think that the conservation and care of the environment and natural resources is everyone’s job. With this work, I would like to encourage vacationers to take a responsible attitude. This way, any activity that takes place during their leisure time will not have a negative impact on the environment. Question What is the negative impact that tourism does on the environment in popular recreation areas? Hypothesis Tourism has represented an important activity for the world’s economy, as a massive phenomenon that requires a large infrastructure and complex services that have not always had an adequate planning, it has become a constant deterioration of the natural and social environment. Not only has it transformed the physical aspect of the tourist areas, but it has generated serious ecological cataclysms: destruction of ecosystems, decrease in the quantity and quality of water, impoverishment and contamination of soils, extinction of multiple species of fauna, severe affectation of the flora, fishing depredation and pollution of the sea, as well as disintegrating traditional economic activities, acculturation, migration, phenomena of population growth and disorderly urban, among others. Method A total of five Tourism and Environment articles that touched on topics in tourism, conservation, ecology, urban tourist areas and increased awareness of the impacts of tourism on environment, trends in tourism and environment from 2002 to 2018 were evaluated. A systematic review process was used to identify collect, evaluate and interpret the available and relevant research pertaining to the increase in negative impact of vacationers in popular touristic areas worldwide. Results The analysis of the articles revealed that it is important to know in depth the negative impact of tourism in popular areas for vacationers. It is necessary to raise awareness in the community in general regarding the interaction of them and the environment. It would be convenient that in the touristic places, constant monitoring of the changes is carried out over time. These can be very useful, if the study of the cause (tourism development) and the effect is allowed at the same time. It is also necessary to establish simulation methods in tourist areas since they can be useful for predicting impacts, for example, soil mistreatment, water pollution, etc. (Kaffashi, Radam, Shamsudin, Yacob,Negative Impact on the Environment in Popular Recreation Areas Due to Tourism

CU Individuals May Be Capable of Perpetrating Crimes Discussion

CU Individuals May Be Capable of Perpetrating Crimes Discussion.

I’m working on a psychology discussion question and need an explanation to help me learn.

Social psychologists study how individuals are influenced by social context. Groups, leaders, media, and even the mere presence of others can influence us in ways we are not aware of. Social psychologists have conducted some of the most fascinating and controversial studies in psychology.Learn about social psychology’s early work on obedience by reading these scholarly articles (attached) from the Capella University Library:Milgram, S. (1963). Behavioral study of obedience. The Journal of Abnormal and Social Psychology, 67(4), 371–378.Zimbardo, P. G. (1974). On “obedience to authority.” American Psychologist, 29(7), 566–567.View the following video:ABC News (Producer). (2006). Conformity: In the real-life lab [Video]. Films on Demand.Explore an early and controversial social psychology study where the findings were so alarming that they prompted psychologists to establish new standards for ethics in research with human subjects:Zimbardo, P. G. (n.d.). Stanford prison experiment. Retrieved from Find a short video or article about Milgram or Zimbardo’s experiments. Share the link to your source and a short summary of the source. Include why you found the resource helpful in your understanding.
CU Individuals May Be Capable of Perpetrating Crimes Discussion