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Throughout this course we are discussing a variety approaches to the interface between the natural sciences and religious beliefs.

Throughout this course we are discussing a variety approaches to the interface between the natural sciences and religious beliefs. You are invited to research and prepare a five page, referenced (see below) term paper exploring in depth a topic covered in this course, or another topic of your choosing. The opportunity that you have is to get more personally involved in any idea or topic that particularly interests you. The topic is yours to choose but be certain that you can adequately explore it within the five-page limit. This paper will constitute 20% of your final grade. The paper is due November 16. Papers must be submitted in Word or Word compatible format. Late papers will not be accepted. For your paper, the writing must be free of spelling and grammatical errors as well as being clear and focused. At least five references must be provided to support your research into your topic. You must provide both a bibliography at the end of your paper and in-text citations in either APA or MLA style. Wikipedia or other sources where authorship is uncontrolled cannot be used as references.
Abstract This report presents the survey aimed at examining the link between self-monitoring as measured by the Self-monitoring Scale and suggestibility, which is measured by the Gudjonsson Suggestibility Scale (GSS). In this study, it is hypothesized that there is a significant difference in the suggestibility scores between the low and high self-monitoring groups. The study involved 51 participants aged 17-48 years old. The results obtained in this study suggested that there is a significant difference in the suggestibility scores between low and high self-monitors. Furthermore, these findings support previous studies on the same topic. The studies suggest that high self-monitors are more sensitive to interrogative challenges or suggestibility when compared to low self-monitors. Thus, they are bound to have high suggestibility scores on the GSS than the later. Therefore, there is a statistically significant difference in the suggestibility scores between the two groups. Introduction Previous research studies on suggestibility are concerned with investing the factors influencing this psychological concept relative to the results of the two forms of GSS, that is, GSS 1 and 2. Self-monitoring has been identified as the major factor influencing suggestibility in the context of a variety of interviews or interrogations particularly in clinical and forensic interrogative practices (Klein et al., 2004). Very few such studies have been conducted on university students in order to explore any significant differences in suggestibility among the two levels of self-monitoring. However, a variety of studies indicate that there is a strong relationship between suggestibility and self-monitoring such that the later influences the various degrees of suggestibility. According to Bain et al. (2006), high self-monitors score highly in almost all the four categories of the Gudjonsson Suggestibility Scale 1 (GSS 1) relative to low self-monitors. Therefore, self-monitoring entails the practice of paying attention to various personal, situational, and social factors during an interrogative exercise that requires strict memory recall. The personal and social prompts include various beliefs and values held by various individuals relative to the society’s concern for the correctness of an individual’s actions. On the other hand, suggestibility refers to the degree to which, an individual in an isolated social context, accepts and comprehends the content of a query, which prompts the subsequent behavioral changes and responses categorized as suggestible or resistant. Therefore, suggestibility is dependent on self-monitoring in many aspects. Get your 100% original paper on any topic done in as little as 3 hours Learn More According to Gudjonsson

How To Develop Cognitive Skills Education Essay

> States, teachers can expect there to be a language barrier and they must therefore implement and use a variety of strategies to help that student overcome these obstacles. One of the best and most proven strategyrobert.askey2011-04-07T13:41:00 editing that a teacher can use is cooperative learning groups. Research has shown there are several teaching strategies a teacher can use to help meet the needs of ELL students. The most effectrobert.askey2011-04-07T13:42:00 editing of these strategies includerobert.askey2011-04-07T13:42:00 editing realia in lessons, hands-on activities, and cooperative learning (or collaborative learning). Cooperative learning will be the basis of this article. Cooperative learning and English language learners go together. Cooperative learning promotes English language acquisition among ELL students by helping them become more confident in producing and using English while working in small groups, and students are able to pick up new learning methods by observing how their peers solve problems that involve learning English. robert.askey2011-04-07T13:47:00 This is a direct quote from… New ELL students who work in cooperative learning groups learn English more quickly. They are forced to become an important part of the class. They can learn basic vocabulary of the unit you are teaching in order to become more active participants.robert.askey2011-04-07T13:51:00 This is a direct quote from… LA Follow-up Info.pdf They can also encourage other members of the group to help each other and themselves. Cooperative learning also helps students develop cognitive language skills as opposed to just the basic interpersonal communication skills. BICS vs. Cognitive Skills When working in cooperative groups, students need to know how to communicate with each other. One way of communicating is using the basic interpersonal communication skills. BICS is one of the first communication skills an ELL student learns, simply because they are the easiest. These skills are developed through day-to -day social interaction with other people. (Cummins). An ELL student learns these skills when playing, during lunch and recess times, while talking on the phone, or any place else in a social, public situation. Learning BICS skills usually take place in areas where a child feels comfortable and the situation is not demanding cognitively. The student can communicate with others and not have to worry if they will be judged or graded based on what or how they same something. BICS skills are easy and can be learned in 6 months to 2 years. They are also very helpful for an ELL student that needs to work in cooperative groups to help them communicate with other members of their group. But, when working in cooperative groups in an academic setting, ELL students must also be able to communicate cognitively with each other. Though BICS is easier for ELL students, it’s the cognitive skills that are needed to ensure a successful academic career. We know all about BICS skills and how they are obtained, but I am not sure how many people actually know what cognitive skills are. Cognitive skills are the mental capabilities you need to successfully learn academic subjects. They are not to be confused with academic skills. Cognitive skills are the skills you need to read, think, prioritize, understand, plan, remember, and solve problems ( There are basically four cognitive skills students will need for successful learning and to work cooperatively in groups to help develop the language skills. The four cognitive skills needed are: concentration, perception, memory, and logical thinking ( How to develop cognitive skills When planning cooperative learning groups, teachers need to make sure they are also developing these four cognitive skills. When working in groups, teachers must model each of the four skills so that students can use them in their groups. The first of these cognitive skills that need to be taught is concentration. Even though many may think it is hard to teach concentration, it can be done. Concentration does not take place automatically. Concentration is a cognitive skill that needs to be taught. We cannot assume every child knows how or even why they need to concentrate, therefore as educators we must teach it as a skill. Concentration is about focusing. A student (ELL as well) needs to be taught to “focus” his or her attention for a period of time in order for them to truly understand and take in and use necessary information to complete many of the activities being taught in the classroom. Once concentration is taught, children can use it in all areas and if taught correctly, a child’s proficiency level should increase enormously. Also when planning cooperative groups, teachers need to consider perception. Perception is teaching a child how to process and interpret what they see or hear. Students need to be taught how to use their senses. This is especially true for ELL students who need to see or hear things to help them understand or make connections. When a teacher teaches, they need to remember it is one thing to use your senses to understand something, but the teacher must teach students how to interpret what is being sensed. For example, the physical things transmitted to the eye may be interpreted as a certain color, pattern, or shape. If a student is not taught how to interpret, this lack of experience may cause a person to misinterpret what they have actually sensed. Perception allows a person to make sense of the information while using senses. Another area to consider when making cooperative groupings is how to increase memory. There are many types of memories such as: sequential, receptive, long/short term, and even rote. Teachers must teach memory so that students can recall information when working with others in their groups. When you teach children both long and short term memory skills, they will be able to use prior knowledge in a group setting. Without learning a way to remember information, most students will not be able to function in a regular classroom, or they will remain below their peers. The last of the four cognitive skills one needs to teach if a student is to be successful when working in groups is logical thinking. Logical thinking is a learned mental process (Albrecht, Albert) This skill allows students to use reasoning to come to a conclusion. Children need to be taught that by thinking logically, they can arrive at conclusions, solve problems, make relationships, and overall, become brighter. Overall, teachers need to incorporate the four cognitive skills as well as BICS is an ELL student is to be able to work in cooperative groups. Beginning Cooperative Groups Cooperative learning is a strategy that allows students to work together to achieve a common goal. The groups must be structured with everyone having a role to play. These groups allow students to use both cognitive and BICS skills. This leads to more interaction in a small group setting for ELL students. They are encouraged by other group members and can participate at the ability level. This is when the teacher must realize that ELL students must be given assignments at their own cognitive levels, that way they will feel successful. Any easy way to begin introducing cooperative learning to students is by using simple activities such as “Think-Pair-Share,” “Jigsaw,” or even using graphic organizers. These are easy activities that allows for probing for information, expression, and problem solving (Ovando

View the video ( After watching the video, identify THREE specific ways that social responsibility is incorporated in the

help me with my homework View the video ( After watching the video, identify THREE specific ways that social responsibility is incorporated in the Timberland model. Then comment on another student’s post regarding something specific they mentioned to add to the conversation. Your post should be about 100 words long. ~~~~ student’s discussion 1: 3 ways on how Timberland incorporates social responsibility in their products or in the community is that their very big o community engagement and to drive positive impacts on where we live, work and play. They’re also big on resource sufficiency. They’re working around the clock to conserve the things around them. They’re generating positive impacts for their workers; opening up daycare centers, financial literacy, extra educational programs for workers, transportation, housing needs etc. And primary material are recycled. ~~~~~ Student’s discussion 2 : After seeing the Timberland Video and spending some time browsing through their website. Came across the page which talks about being green. Timberland is all about going green and nature so they decided to make their shoes better quality but at the same time using natural resources which helps minimize environmental impact. For example, They made a comfortable sole, like foam but it was made using bamboo trees. As soon as you open the Timberland website it starts talking about all the changes they are making to make better quality products but at the same time help reduce environmental impact. In the video, they explain that it is not only about reducing the environmental impact but also being able to engage with one another and help people in need. View the Trip Advisor, Some aspects of their successful model have included the following characteristics: willingness to change, or adaptability; problem-solving ability; speed and tolerance for failure while learning; measuring outcomes and using data; mentorship and coaching; and strategic planning. Choose THREE of those aspects and describe what the executives said in the video and how they effectively integrate those aspects in their management model. Then, describe why you think those aspects are important for the field you will be working in (or are already working in). Be sure to review the rubric AHEAD of time to be able to earn the maximum number of points. Submit by the due date indicated. ( Read case student files)

10-12 page research paper on a company, identifying environmental and sustainable issues and suggesting 3 recommendations to improve along with a business case for all three suggestions

10-12 page research paper on a company, identifying environmental and sustainable issues and suggesting 3 recommendations to improve along with a business case for all three suggestions.

PLS DO NOT ACCEPT IF YOU HAVENT STUDIED MANAGMENT AND ARE NOT FAMILIAR WITH ESG ISSUES (ENVIRONMENTAL SOCIAL GOVERNANCE)I have attached the guide lines but the project is a 10-12 page research paper on a company, identifying environmental and sustainable issues and suggesting 3 recommendations to improve along with a business case for all three suggestions. Each suggestion and business case should be 1-2 pages, In the case of my company, taco bell for example, you must first research the industry and Identify the key ESG issues the industry faces. Then access their website for their sustainability report. After reading their various reports, I will provide the links, you must then identify what the brand finds as material, where they’re at currently in their goals, and then then finally indentify three areas they can improve upon and how they can do so. I suggest that you do Health and Nutrition, Waste Management, and emissions/ energy.Yum Brands is not the best at sustainable practices, which is good for the sake of the suggestions. However, what the professor would like for you to do is to identify what the brand identifies as material issues. Usually sustainability reports include a materiality matrix, but I’m not sure if yum brands does. Currently the Links that I’d provide are YumBrands CSR reports off their website, I believe that this what they use. Regardless, if the compnay does not have materiality matrix this still something to identify as an issue, but I think they doYou should also benchmark the company to multiple competitors in itsindursty Ie. Read chipotles report and see how they’ve been doing a better job in waste management through compostable paper packaging (not sure if true)And then maybe compare stock prices to see that chipotles stock is preforming better and what this means to investors.
*note: taco-bell is owned by yum brands which also owns dominoes and kfc, so when looking at yum brands sustianability report. make sure you are able to Indetify when they are addressing taco bell** I will include a PDF that has a class presenation that followed the same guide lines and follows a materiality matrix*links Stock value Brands reduction and energy : barnds hub where you can find their reports on many issues and shareholders:
10-12 page research paper on a company, identifying environmental and sustainable issues and suggesting 3 recommendations to improve along with a business case for all three suggestions

University of South Diversity and Racial Discrimination in Jazz Music Paper

University of South Diversity and Racial Discrimination in Jazz Music Paper.

DRAFTDiversity and Race Assignment: How Jazz Musicians were affected by Diversity and Race Issues in American Society in the 20th Century.Draft is due by November 3Drafts will be reviewed and returned with comments by November 10Final Papers are due by November 17Choose one of the following jazz artists/groups from the list below to research the way(s) in which race and/or diversity played a role in their interactions with American society in the earlier part of the 20th century (1900’s -1960’s.) This could include employment issues – performance opportunities, equal treatment, touring issues – hotels, travel options, etc.), criminal justice issues(cabaret cards, arrests, drug use-targeting of musicians and neighborhoods, etc.) and other societal issues of the day. Learn how they responded (or were forced to respond) to these issues and how they involved themselves in issues of civil rights and race and diversity discrimination. Discuss how they used their music or status in the entertainment industry to address these issues. NOTE: – If you have an interest in choosing a different artist, you can email the instructors (through Canvas) to request permission to write about that artist. Be sure there is sufficient documentation of how their career was affected by these issues. BE SURE THAT YOU ASK WELL IN ADVANCE OF THE DRAFT DUE DATE SO YOU HAVE A CHANCE TO GET AN ANSWER AND TIME TO WRITE THE DRAFT.Write a short (approximately 1000-1500 word paper) and submit. (Word count is NOT the most important component of a research paper.) You will submit a draft for instructor review which will be read, graded, and commented on and returned to you before you submit the final paper. Both versions will use the TurnItIn application. A well-edited, concise, clear and effective presentation is an important component of this assignment. Writing assistance is offered to USF students through the USF Writing Studio – (Links to an external site.) Remember to submit in the Assignment submit box. Canvas allows resubmissions (before the due date), so be sure you read your Similarity Report and take care of any copied materials issues.The TurnitIn tool reviews papers for copied materials, and issues a Similarity Report, which identifies the copied materials and the percentage of the paper that uses copied materials. Canvas allows resubmissions of the Draft and Final paper to allow you to review this report and make any changes needed to be sure that any copied materials are cited properly or are used in quotations to support your paper before submitting your Draft and Final Paper. There should not be a large component of the paper that is copied, but some percentage is OK, as long as you are citing the materials and those materials support the points you are making in your paper.GRADING RUBRIC:Papers need to be written in a professional style. Basic standards for grammar, sentence structure, citations (if used), and other considerations for a Research Paper style assignment need to be observed. APA or MLA citation standards should be used.In order to achieve the highest grade you need to include the following topics in your presentation:A short description of the Artist or group and what issue(s) of discrimination based on race and/or diversity you are writing about.How race and/or diversity affected their interaction with society during their historical period in AmericaWhat sort of responses (if any) the artist/group made to react to the racially/diversity-divided society found in America as jazz music grew along with the country.How the artist/group used their music or status in the entertainment industry to address these issuesList of Jazz Artists/Groups who were affected by issues of Diversity and/or Race and some of the issues they dealt with. The list of issues are JUST suggestions of a place to start your research, you need find much more material on the artist you choose.Louis Armstrong– early 20th century stardom for a Black musicianFletcher Henderson – Black swing bands vs. White Swing Bands – opportunities, acceptance, Black composers/arrangers and White Swing BandsBenny Goodman– segregation, Black and White musicians playing togetherBillie Holiday – female jazz performer, “Strange Fruit”, cabaret card, drug issuesJohn Coltrane – “Alabama”, how he used his music to comment on SocietyCannonball and Nat Adderley Sextet –raised awareness through their music – “Work Song”, and other songs which were inspired by African American history and traditions. Active in Civil Rights movement in the 1960’s
University of South Diversity and Racial Discrimination in Jazz Music Paper