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conflict management

conflict management. I don’t understand this Communications question and need help to study.

Purpose: To identify your conflict management style ( from the completed questionnaire) and the style of the person that you are engaged in conflict with, and how changing styles influence the outcome.
Method: Answer all of the questions below using complete sentences.Each question will be valued at 5 marks.
Reflection:

Part A: what happened?

Briefly describe a conflict that you were engaged in in the past
Choose a conflict that was not resolved. Provide enough detail to give the conflict context i.e. situation, relationship
What were you thinking and feeling at the time?
Describe what was good and bad about the situation.
What conflict style did you choose to use? and why?
What conflict style did the other person choose to use? Can you identify why?
Choose an alternate style that moves the exchange in a positive direction and explain why you believe that this approach would have been a more effective choice.
What challenges might you have to overcome if you had used a different approach? Be specific.
How do you think the person you were engaged in conflict with might have responded to this different approach?
What sense can you make of the situation?
Provide three specific strategies that you could apply to future conflicts that would produce a more positive outcome.

Part B: what did I learn? Use the information that was discussed in class, the questionnaire and text.
Part C: Reflection
PLEASE MAKE SURE TO INCKLUDED ALL PARTS ALSO PPTX QUESTION
conflict management

Complete 2 Short Discussions (LEO). I’m working on a Writing exercise and need support.

1:
A student’s parents promise to pay for next semester’s tuition if an “A” average is earned in Math. With examination grades of 97%, 97% 75%, 70% and 55%, the student reports that an “A” average has been earned. Which measure of central tendency is the student reporting as the average. How is this student misrepresenting the course performance with statistics?
2:
Discuss the ways communities can identify and prioritize health problems for optimizing disease prevention and control.
Complete 2 Short Discussions (LEO)

University of Bridgeport Identity Theft Crimes Experienced Modern Society Case Study.

read the instructions carefully and if you have any questions let me know please.Identity TheftYou could be one of the 11 million American who falls victim to the crime of identity theft each year. Crooks who steal your name, birth date, credit card numbers, bank account numbers, and Social Security number. Can we draw money from bank accounts, charge merchandise in your name, or contract for cell phone service. Chapters 18, 19, 20 in the text and this are good places to start your research. video (Links to an external site.) You will respond to the following three questions. in a 2-3 page analysis (plus separate cover and reference pages). You will be graded on your understanding of the content and your use of business terminology and at the least 3 cited references to credible business sources of information…………………………………………………………………………………………1- Use the Internet to obtain information about how to prevent identity theft. Then according to your research, describe the steps someone should take to protect his or her identity.2- Complete a security audit of your personal information and financial records. Based on your research, what should you do now to protect your identity?3- It always helps to have a plan in case your identity is stolen, based on the information you obtained from your research, what immediate steps should you take if your identity is stolen?
University of Bridgeport Identity Theft Crimes Experienced Modern Society Case Study

Religious Studies homework help. Field Project Visit Objective: To observe (shadow) a health professional in practice and to explore this as a potential career. You should observe methods of injury assessment, treatment and patient?practitioner interaction. Research and select your chosen sports medicine career of interest (physical therapist, athletic trainer, personal trainer, physician, physician?s assistant, strength and conditioning coach). Research clinics/practices of your chosen career local to the school or where you live Go in person or call clinics/practices and ask if it would be possible to shadow a practitioner for the day (explain your class and the objectives of this assignment). Be formal and polite in your approach. Use any contacts you might have personally or through friends and family. Network! Make note of: A specific point of contact and an email address for that person Phone number Address of the practice Ask questions about building access and parking Arrange a mutually convenient date (you may have to be flexible to fit in with a busy practice) to attend for your observation (usually a half or full day) (see syllabus for assigned days and times for field project) or you may attend at any time convenient to your schedule Confirm your appointment for the observation/shadowing with the clinic/practice 24 hours before you attend to avoid any scheduling mistakes or mishaps.ÿYou should write a 3?4 page paper to thoroughly describe your observational experiences during your visit with a health professional. Your paper should use the following criteria as an outline: Location/description of setting/name of professional/discipline (include photos if appropriate [ask permission first]), web site, brochures and business cards Describe the process of patient?practitioner interaction as they met in the clinic and the types of questions etc that the practitioner asked the patient. Observations of professional in practice: Describe the injury/illness assessment methods that you observed (H.O.P.S.), (S.O.A.P.)? Describe all physical and scientific tests used to make a diagnosis (including the correct name for tests) i.e. X?rays. scans, physical tests. Observe HIPPA laws (do not disclose actual patient names in your paper e.g. use ?patient 1? instead of ?Cindy?). Describe the types of injuries that you observed. Were they acute or chronic injuries? Describe how the patient was injured. What are the long term prospects or time frames for recovery from this injury/injuries (research the answer if you did not hear it in clinic)? What injury treatments did you see? If you did not witness any treatments, please research and describe a suitable form of treatment for the condition/injury that you observed. What type of long?term intervention strategies and training advice did you observe? Include visuals, diagrams of the injuries etc. to illustrate your observations.Religious Studies homework help

1. Please elaborate on how the relation between ordinary language and science require special consideration in the behavioral sciences? (23) 2.Please describe how research methods in mainstream experimental psychology differs from that of radical behavior

1. Please elaborate on how the relation between ordinary language and science require special consideration in the behavioral sciences? (23) 2.Please describe how research methods in mainstream experimental psychology differs from that of radical behavior. I need support with this Psychology question so I can learn better.

I need to use the article that is attached in the drop box to answer those questions. The requirements are also on the thought paper drop box.

1. Please elaborate on how the relation between ordinary language and science require special consideration in the behavioral sciences? (23)
2.Please describe how research methods in mainstream experimental psychology differs from that of radical behavior
I need to use the article attached below the (cheese article) to elaborate on these questions.
1. Please elaborate on how the relation between ordinary language and science require special consideration in the behavioral sciences? (23) 2.Please describe how research methods in mainstream experimental psychology differs from that of radical behavior

UAB Running Displacement Cost of Family Vacation & Map Distance Exercises

java assignment help UAB Running Displacement Cost of Family Vacation & Map Distance Exercises.

1. Part A: While preparing for a marathon, a runner determined that he could run 1/6 of a mile in 4/5 of a minute. If the runner ran for 1 mile how many minutes would it take?
Part B: If the runner ran for 1 minute, how many miles would he have run?
Part C: If the runner ran for 8 miles at the same rate, how many minutes would it take?2. A ski resort is charging $37.50 to rent a snowmobile for 5 hours. At this rate, what will be the cost for a family of 5 to rent snowmobiles for 3 hours on the first day of their vacation and 4 hours for on the last day of their vacation?3. On a map, the distance between Our Middle School and Burger King is ½ foot. If the actual distance is 200 feet, what scale factor was used to create the map?
UAB Running Displacement Cost of Family Vacation & Map Distance Exercises

Sense Of Horror In Monkeys Paw English Literature Essay

Jacobs creates a sense of horror in The Monkeys Paw by using a variety of literary techniques. As ‘The Monkeys Paw’ was written in 1902, Jacobs makes the story scary in ways that are very different to modern horror films and books. We can tell that the story was written in the early twentieth century as it contains many details that would have been common in Victorian literature. One of the most obvious features from ‘The Monkey’s Paw’ that tells us that the story was written over a century ago, is the old-fashioned language that Jacobs uses. The language used throughout the story contains words such as ‘rubicund’ and ‘visage’, which are not words that are commonly used today. Also, the fact that £200 was considered to be a lot of money shows that the story was from a long time ago as £200 is not seen as a large amount of money in the modern world. Other aspects of the story also show that ‘The Monkey’s Paw’ was written in the Victorian time period – the fact that India was seen as a new, exotic and unexplored country tells us that the story must have been written in a time when transport wasn’t as easily available as it is today. In the story, when the Sergeant-Major tells the Whites about his exploration, they seem almost in awe of him as he is seen to be the bravest and most adventurous person that they have ever met because of his journey to India. The fact that Jacobs used a Sergeant-Major character is also another typical feature of Victorian literature. Finally, the household objects that the Whites use in ‘The Monkey’s Paw’ show that the story was not set in modern times. For example, the Whites use candles for light and heat their kettle on a fire as there was no electricity in Victorian times. As ‘The Monkey’s Paw’ was written over a century ago, Jacobs doesn’t use explicit gory details to create horror like modern scary films and books. Instead, he uses subtle hints in most aspects of the story to build up an element of terror and one of these aspects is the way that Jacobs uses setting. The main way in which Jacobs uses setting to increase the tension in ‘The Monkey’s Paw’, is the way that he creates contrast between the wild outside weather and the cosy atmosphere inside the Whites’ home. At the beginning of the story, Jacobs describes the night as ‘cold and wet’, whereas Jacobs describes the Whites’ home by writing ‘the fire burned brightly’. This contrast makes the reader associate the outside with dark, cold and bad while associating the inside with light, warm and good. There is one thing that is keeping the White family safe from the badness of the outside, and that is the blinds. The blinds are drawn in part 1 of ‘The Monkey’s Paw’ when the Whites are a cosy, normal family protected from grief and terror. However, in part 3 of the story when Mrs White is looking for Herbert to come back from the dead, Jacobs writes ‘the old woman, with burning eyes, walked to the window and raised the blind’. I think that the blind is a symbol for a barrier that protects the Whites from the danger of the outside and when Mrs White raises the blind to look for her son she lets some of that danger into her home. Also, the visitors bring some of the danger and badness from the outside into the Whites’ home when they visit. For example, when the Sergeant-Major visits, he brings the monkey’s paw which changes the Whites’ lives forever and when the worker at Maw and Meggins visits, he brings the news of Herbert’s death. It is clear that throughout the story, Jacobs corresponds the outside atmosphere to the mood of the characters. For example, in part 3 of the story, the house is ‘steeped in shadow and silence’ which is much like the couple, as there is no longer any banter or chatter between them after Herbert’s death. For this reason, the reader is lulled into a false sense of security when they read about the ‘wintry sun’ and ‘prosaic wholesomeness’ at the beginning of part 2. The reader thinks that this sunny weather and ordinary atmosphere will correspond to the characters’ moods. However, a little later on, the Whites discover about Herbert’s death; this leaves the reader feeling shocked as they would have been expecting the Whites to have a normal day, when instead the Whites receive horrific news of their son passing away. Finally, we know that the house is very isolated as Mr White says at the beginning of the story ‘that’s the worst of living so far out’. This adds to the suspense in part 3 of the story as we know that the Whites are alone and there is no one that can help them. Another way in which Jacobs creates horror is through his use of characterisation. Firstly, we get to see the happiness of the White family right from the beginning of the story. There are many examples of their close-knit, normal family life throughout part 1 of ‘The Monkey’s Paw’ such as Mr White and Herbert playing a family game of chess at the beginning of the story. The Whites are generally presented as pleasant and ordinary people. Therefore, when their first wish upon the monkey’s paw comes true but at the price of their son’s life, we are even more shocked at their misfortune as they seem to be just a normal family and not foolish people who have no common sense. The fact that Mr and Mrs White are elderly also adds to the sense of danger in the story as they are seen to be more vulnerable than younger people may be. In part 3 of the story, Jacobs uses contrast in the characters’ moods for a dramatic effect. At the beginning of the story, the couple are chatty and make jokes with each other which makes a light family atmosphere. However, in part 3 of ‘The Monkey’s Paw’, Mr and Mrs White have radically changed into uncommunicative couple who ‘hardly exchange a word’ as they have ‘nothing to talk about’ after their son’s death. This huge contrast makes the reader realise the enormity of the effect that Herbert’s death has had on Mr and Mrs White. This effect is also portrayed through Mrs White’s newly irrational behaviour throughout part 3. She is constantly having mixed emotions – ‘she laughed and cried together’ – which show that she is not in control of her feelings and she has ‘wild’ ideas about bringing her son back from the dead. Finally, another way in which Jacobs creates drama through his use of characters is by showing that the Sergeant-Major is unwilling to talk about the paw. The Sergeant-Major is described as ‘doughty’ which makes us think that that he is very brave, so his reluctance to talk about the paw shows us that if even an extremely courageous soldier is too scared to talk about the paw, then it must be an incredibly strange and frightening object that shouldn’t be messed with. Jacobs also creates a sense of tension in ‘The Monkey’s Paw’ by building up the suspense throughout the different parts of the story. The structure of ‘The Monkey’s Paw’ is like many pieces of Victorian literature; it is separated into three short chapters. In part 1, we get to see how close the White family are, the monkey’s paw is first introduced and the first wish is made. At this point in the story, we don’t know the power of the paw so we aren’t as frightened as we are later on in the story. However, the Sergeant-Major’s reluctance to talk about the paw leaves us with questions. We wonder if wishes on the paw do come true, why the Sergeant-Major is wary of the paw and we also wonder what wishes the Whites will make. These questions make us want continue reading the story to discover what happens. Part 2 of the story begins on a seemingly ordinary day – ‘there was an air of prosaic wholesomeness’. This lulls the reader into a false sense of security because they think that they were foolish for having fears of the monkey’s paw as it seems to be such an ordinary day. The tension then starts to build when Mrs White spots the suspicious and ‘mysterious’ man from Maw and Meggins outside of the house. Then, when Herbert’s death is revealed, the reader is even more shocked because of the huge contrast to the seemingly normal start of the day. The news of Herbert’s death also leaves the reader with even more questions. We ask ourselves whether wishes on the monkey’s paw do actually come true or if the compensation of £200 was just a freakish coincidence. This, again, makes us want to read further into the story to find out the answer to our questions. The description at the beginning of part 3 sets the scene for the rest of the story; it is night time and Mrs White is weeping. We associate these details with badness and we therefore are expecting for something scary to happen in the next part of the story. From the moment that Mr White makes the second wish, the tension is built up throughout the rest of part 3 by the increasing speed of the knocks and Mrs White’s attempt to open the door. The suspense is only relieved right at the end of the story when Mr White makes the third wish. This way, the reader feels scared for the longest time possible which creates the greatest sense of fear. Another way that Jacobs creates a sense of horror in the story is by withholding the full information from the reader to create a sense of mystery. For example, the reader does not know if the £200 compensation for Herbert’s death is related to the paw or whether it is just a coincidence. We never find this out, even at the end of the story, and so there creates an element of mystery about the whole story. We are also left wondering about other questions at the end of ‘The Monkey’s Paw’, such as whether wishes on the monkey’s paw actually do come true and whether Herbert did actually come back from the dead. These questions make us discuss and think about the story even after we have finished reading it, and this is a sign of a successful story. Also, Jacobs withholds information in another aspect of the story when he doesn’t tell us what Herbert’s mangled body looks like. Jacobs writes that Mr White says ‘I could only recognise him by his clothing’ when describing Herbert’s body. This is very powerful as it makes us imagine Herbert’s body being far more contorted and gory than Jacobs could possibly describe with words. Also, in part 3 of ‘The Monkey’s Paw’, Jacobs doesn’t give us any information about Herbert. Instead of writing something like ‘Herbert the zombie approached the house’, Jacobs is much cleverer in his use of language to build up the tension. He does not mention Herbert once; instead he increases the suspense by describing the ‘fusillade’ of knocks on the door. This way, Jacobs keeps the mystery of the monkey’s paw in tact as he does not state that the knocks are definitely coming from Herbert, for all we know, the knocking could just be a figment of the couple’s imagination. Finally, senses are another thing that Jacobs removes from the characters to increase the tension in the story. Depriving the characters of some of their senses in parts of the story increases the tension as the characters are having something that is vital to them removed; this increases their level of fear. For example, in part 3 when Mr White goes downstairs, it is very dark so he is deprived of his sight. He has to use touch and sound as his main senses to be able to get around. Jacobs writes that Mr White ‘felt his way to the parlour’ before he ‘lost the direction of the door’. By removing one of his senses, he loses the direction of where he is going which shows just how fundamental senses are and what effect being deprived of them can have. Jacobs goes on to prove that that Mr White is scared at losing his direction by saying ‘his brow cold with sweat’. When Mr White is scared in this part of the story, we empathise with him which makes us feel frightened too. A reason why we empathise with the characters is the way that Jacobs uses of language. The Whites’ dialogue is very realistic and believable – it makes the Whites seem like real people which makes the reader feel sympathetic towards them. Also, the Whites just seem like an ordinary family as they make jokes with each other and at the start of the story they are playing chess and knitting by the fire. They do not seem like greedy or foolish people so we empathise with them at their misfortune of having their wish come true but at the cost of their son’s life. Another one of the main language tools that Jacobs uses in ‘The Monkey’s Paw’ is irony. Jacobs creates irony throughout the story which makes the eventual horror even more shocking. For example, in part 2 of the story, Mr and Mrs White seem happily contented with their lives as they are making jokes and seem to be a close couple. Then when they receive the news of Herbert’s death, the reader is taken aback at this news as the couple seemed to have a perfectly good, normal life before Herbert’s death. Other examples of irony in the story are the way that Herbert says goodbye when he is going to work and the way that Mrs White makes comments about waiting for Herbert to come home. Herbert says ‘before I come back’ and Mrs White says ‘when he comes home’ which are both referring to Herbert’s return. This is ironic as they do not know that Herbert will not be returning. Another language technique that Jacobs uses to create horror is sentence structure. For example, when Jacobs is describing the Whites at the start of the story, he uses long sentences like ‘Father and son were at chess, the former, who possessed the idea about the game involving radical changes, putting his king into such sharp and unnecessary perils that it even provoked comment from the white-haired old lady knitting placidly by the fire’ that go into a lot of detail to describe what is happening. However, when the story becomes more tense, Jacobs uses short sentences to show the change in pace of the story and to build up a sense of panic. For example, in part 3 when the couple hear the first knock, the suspense increases dramatically and Jacobs shows this by using a series of short, simple sentences such as ‘A third knock sounded through the house’. The final way that Jacobs uses language to create horror in ‘The Monkey’s Paw’ is simply through the choice of the words that he uses. The way that he describes things creates powerful, scary imagery. Jacobs can make even the most ordinary household objects seem terrifying. For example, when describing a candlestick he writes ‘[the candle-end] was throwing pulsating shadows on the ceiling and walls, until, with a flicker larger than the rest, it expired’. This description gives the most powerful sense of imagery as Jacobs makes the candle seem alive by saying that it has a pulse. The use of the word ‘pulsating’ also makes the reader think of the Whites as they are very tense at this point of the story and their pulse rate is probably very high due to their nervous anticipation of seeing whether their wish has come true. I think that WW Jacobs is a very powerful and intelligent writer who has cleverly used every possible feature in the story of ‘The Monkey’s Paw’ to create a sense of horror. The literary techniques that he uses are very typical to those of most short stories written in Victorian times. Personally, I think that these techniques, such as the mystery of the unknown, are a great deal scarier and build up a much better sense of tension than present day horror stories. Modern horror films and books mainly use gore, wounds and blood to create the element of disgust that generates the most profit. However, I think that Jacobs cleverly uses subtle details and suggestion in ‘The Monkey’s Paw’ to develop a sense of throughout the story, and this is what creates a classic horror story that really plays with the reader’s mind.

Principles of Scientific Thinking and Examples

Scientific thinking skills in people’s behavior Psychology is not a science. It is the scientific study which relates the behavior, brain and mind. It is based on the collecting data from evidences, ingests them, analyses them, then conclude that. Scientific thinking skill is all about the study which tells about the learning and thinking strategy of people. That how they took any kind of idea from their general environment and relate to their behavior. Most of the students underestimate the subject science. For them science means learning of chemistry, biology, and physics in class room. Rather it is wide discipline based on evidences, researches, data collection and acceptable result. A good scientific theory accounts for the people behavior based on evidence, gathering information that helps in prediction. These theories raise the level of an intellectual and behavior psychology. Social learning theory is a behavioral theory. Cognitive theory is used by people related to corporate world. They used no. of skills according to their mental capacity and behavior. People use skills like, knowledge, negotiation and application, many more skills like analysis, synthesis and evaluation for their improvement in workplace. Scientific theory facilitates a framework from the inquiry to conclusion. Principles Of Scientific Thinking Skill:- Principle # 1. Extraordinary Claims Require Extraordinary Evidence It is a self-explanatory statement. If someone put some extraordinary claims then he has to show some evidences in support to his claim. That person’s belief has to filter through many cross checks, explanations, many questions etc. he has to keep this in mind that theory must be supported by extraordinary evidences only then he able to justify his theory. These principles direct relate the cognitive and behavioral concept. You have to develop this ability to fight with your problems. People surrounds you very fast for this claim so with positive behave you can able to deal with them. For example OPERA neutrino experiment has to undergo through many questions and verifications. In this experiment many scientist put their efforts to that they capable to send a beam of particles at 400 miles faster than the speed of light. This experiment was not easily digested by other people. Because for them because the velocity of light is ultimate standard of speed. Antonio Ereditato, a spokesman for Opera made clear to everyone’s mind that it will continuously work until unless its devices do not show any error. And the team continuously cross checks its working capacity. After many checking and verifications OPERA got green signal and it is still continue its working. This means to show that there is something which is even faster than light lots of efforts need to justify this claim. This truly justified this principle that extraordinary claim require extraordinary evidences. Principle # 2. Falsifiability It is the one of the important theory related to thinking skill. This principle explains that theories must be falsified. If a theory has to be meaningful it must be disapproved. The gathered data and observations must prove wrong. It is related to general behavior once the people think a statement they continue thinking on that topic. This is fictitious and disapproved. For example people think that to increase the “sleep assisted learning” people have to play an audio recording of a book for several nights while sleeping, and they will learn everything in the book without any conscious effort. Companies they try to sleep more and more with this they think that they are reducing their weight, it helps to enhance their memory power, skin become more glows. All this happen with this learning pattern. For this they purchase CDs and waste lots of money. Later it was proved there is no this kind of learning exists. An ‘electroencephalogram’ of those peoples were studied by the doctors. They did not find any change in brain. So, this information was discarded completely that people cannot improve their learning skill by listening records overnight. Principle # 3. Occam’s razor According to this theory if we avoided with two compatible statements then we prefer the simple one. Because it’s nature’s rule select an easy way. It belongs to behavior theory that human beings favor to select an easy way. For example if a person work in an organization struck with problem and he has two compatible ideas then he choose the simple idea to resolve his problem. It is the human being’s psychology how to deal with his problem in an easy way? This can be relate with cognitive theory that a person study his problem, analyses that and try for easy solution that he can. Principle # 4. Replicability Replicability means repetition this one thing is tested so many time to get the same result. It is a study which allows producing same results for no. of time. But this theory has confined area. For example vaccine for polio virus gives same result when it injected in animals for experiment. Then it launch in market. It is the thinking skill and team efforts of doctors that they able to cure the disease. But this theory is not applicable when a person doing meditation and he is able to solve 60 IQ. Questions While the other person doing the same meditation but would not be able to solve the questions. Because intellectual power increased with the inner concentration and thinking power. The person which cognitively sounds can raise himself at highest level. Principle # 5. Ruling out Rival Hypotheses This principle means “evaluating the claim”. While explaining the claim we have to notice that we should have other possible explanation for the same claim. This principle correlates to social learning. And the social learning derives from behavioral learning. For example in class rooms former theories for learning were boring and there were few learning styles which can be applicable during teaching. Class is comprised of many kinds of learners such as analytical learner, holistic learners and other kind of learners. Now recent studies do not support the classical method of teaching. In this teachers got spatial style to educate the learners in different ways by using different kinds of learning styles. ï‚· Visual learning style ï‚· Audio learning style ï‚· Kinesthetic learning style Based on the above explanation, we can say learner got opportunity to develop learning behavior. By developing this ability learner may able to increase his cognitive capability. Principle # 6. Correlation vs. Causation This principle means that two ideas cannot correlates with each other and they cannot be the main cause of each other For example the fat people often used to tell that they eat more. Whereas we know that obesity is not related to mental tension. . This kind of myth deepens in their mind and this is related to their behavioral psychology. We know that both factors are not correlating with each other and not the causal of each other. Examples Related To Scientific Thinking. ï‚· Operant is defined as behavior that produces effects. Operant conditioning based upon work. B.F Skinner who proposed that people emit response either on rewarded or not emits response on getting punishment. For example a person wants to leave his job because he is not getting proper incentives from that job and he is not satisfied with his job. In other company he is expecting his mental growth, thinking that he will get more incentives. Now for getting the reward he will develop cognitive skill and put more efforts in work. Operant conditioning is the powerful tool for managing people in organization. ï‚· Cognitive learning is learning achieved by thinking about the perceived relationship between events and individual’s goal and expectations. The cognition theory has forced the behaviorists to develop more complex explanations of behavior which play role between stimulus and environment. Cognition refers to an individual’s ideas, thought, knowledge, understanding etc. about himself and his environment. For example in a village an old farmer lived with his three sons. One day he came to knew that his end was near so he decided to inherit his wealth to the wisest son. So, he called sons gave them one dollar and said that purchase such thing which cover the whole room. First and second son buy cotton and banana leaves which were unable to fill the room. But third son buy candle with match. He put the curtains of the room to make it dark and enlighten candle. Room becomes glory with candle’s light.so he proves his cognition skill and became able to get the father’s wealth. ï‚· Social learning theory is a behavior theory. It draws from the classical and operant theories. For example it explains that how a human being learns so much from his social environment from his behavior skill. It also emphasizes that people acquire new behavior by observing and imitating other in the social setting. Conclusion Through various learning process people acquire behaviors by directly observing and imitating others. Scientific thinking skill may be described as the ‘the process of acquiring ability to respond adequately to situation which may or may not have been previously encountered, the favorable modification of response tendencies. Thus the scientific thinking skill is can be conclude as a relatively permanent change in behavior as a result of prior experiences. References 1. http://www.abovetopsecret.com/forum/thread654660/pg1 2. http://carm.org/extraordinary-claims-require-extraordinary-evidence 3. http://blogs.telegraph.co.uk/news/tomchiversscience/100106792/faster-than-light-extraordinary-claims-require-extraordinary-evidence/ 4. http://math.ucr.edu/home/baez/physics/General/occam.html 5. http://www.virology.ws/2011/02/03/replicability-of-scientific-results/ 6. http://docs.sumn.org/SUMN_Toolkit/Correlation_vs_Causation_9-09.pdf 7. http://ows.edb.utexas.edu/sites/default/files/users/borichgd/book/chapter5.pdf

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