Tuesday, August 20, 2019
Violence on Televison :: TV Violence
The Effects of Violence on Television What has our society come to these days? Everywhere we look, violence is present; in the streets, back alleys, school, and even at home. Even if one might be a pacifist, violence will seep its way into our homes through the television. Some children that see violence on television are pulled into its harmful deceptions of problem solving. Scientists have tried to explain why children are so amused by a big glowing box and the action that takes place within it. Research shows that television is a major source of violence for children. This research shows us that violence appeals to every audience, including children. The effects have been seen in a number of cases. One example, from Alabama, was when a nine-year-old boy received a bad report card from his teacher. He suggested to one of his friends that he send the teacher poisoned candy as revenge. He had seen the same scenario on television the night before. In California, a 7 year old boy sprinkled ground-up glass into the lamb stew the family was to eat for dinner. When asked why he did it he replied that he wanted to see if the results would be the same in real life as they were on television (Howe 72). Some people might not accept a child’s diversion of blame, but it must be pointed out that all of children claimed to have seen a similar act on television. We should not hold television directly responsible for these acts, but understand that it is television that plants a violent seed in the minds of these children. Some psychologists and psychiatrists feel that continued exposure to such violence might unnaturally speed up the impact of the adult world on the child. This can force the child into a kind of premature maturity. As the child matures into an adult, he can become bewildered, have a greater distrust towards others, a superficial approach to adult problems, and even an unwillingness to become an adult (Carter 14). Others see television as an unhealthy imposition into a child’s learning process, substituting easy pictures for the discipline of reading and concentrating and transforming the young viewer into a hypnotized non-thinker (Langone 48). As you can see, television violence can disrupt a child’s learning and thinking ability, which will cause life long problems. The television violence can cause actual violence in a number of ways. Violence on Televison :: TV Violence The Effects of Violence on Television What has our society come to these days? Everywhere we look, violence is present; in the streets, back alleys, school, and even at home. Even if one might be a pacifist, violence will seep its way into our homes through the television. Some children that see violence on television are pulled into its harmful deceptions of problem solving. Scientists have tried to explain why children are so amused by a big glowing box and the action that takes place within it. Research shows that television is a major source of violence for children. This research shows us that violence appeals to every audience, including children. The effects have been seen in a number of cases. One example, from Alabama, was when a nine-year-old boy received a bad report card from his teacher. He suggested to one of his friends that he send the teacher poisoned candy as revenge. He had seen the same scenario on television the night before. In California, a 7 year old boy sprinkled ground-up glass into the lamb stew the family was to eat for dinner. When asked why he did it he replied that he wanted to see if the results would be the same in real life as they were on television (Howe 72). Some people might not accept a child’s diversion of blame, but it must be pointed out that all of children claimed to have seen a similar act on television. We should not hold television directly responsible for these acts, but understand that it is television that plants a violent seed in the minds of these children. Some psychologists and psychiatrists feel that continued exposure to such violence might unnaturally speed up the impact of the adult world on the child. This can force the child into a kind of premature maturity. As the child matures into an adult, he can become bewildered, have a greater distrust towards others, a superficial approach to adult problems, and even an unwillingness to become an adult (Carter 14). Others see television as an unhealthy imposition into a child’s learning process, substituting easy pictures for the discipline of reading and concentrating and transforming the young viewer into a hypnotized non-thinker (Langone 48). As you can see, television violence can disrupt a child’s learning and thinking ability, which will cause life long problems. The television violence can cause actual violence in a number of ways.
Monday, August 19, 2019
John Gotti Essay -- essays research papers fc
     From its very existence the Mafia has always been feared and respected. They are respected for the power that they posses to do what they want whenever and with whomever they please. Also the Mafia is respected for the money that they poses and the ability to get it by all means possible. They are feared by people knowing that the Mafia would not hesitate to kill someone if need be. "The roots of the mafia go way back to Sicily where their history is ancient and bloody" ( Cummings and Volkman 3).      ‘The American mafia is often portrayed as the invisible and omnipotent criminal of the movie melodrama" ( Cummings and Volkman 4). "It is neither of them, but the American mafia is one of the most dangerous criminal organizations in the world" ( Cummings and Volkman 4). When the American mafia first started people did not pay much attention to the criminal acts that they did and the unholy morals that they stood for. That was until a man from Chicago by the name of Al Capone took the mafia from rags to riches from the late nineteen twenties well into the nineteen thirties. Thanks to Mr. Capone, the American mafia was well known, and became a great force to be dealt with in the world. Mr, Capone also made men of the mafia among the most socially mobile people in America.      There are mafia families all over the world, some of which run their businesses in the countryside. The mafia is mostly a big city organization because of what goes on in the city:" crime , police , corruption and unholy alliances between politics and business" (Cummings and Volkman 5). Basically wherever the money is there will be a mafia family nearby. New York City is considered to be the main grounds of the mafia world in which they earn up to "thirty billion dollars each year" ( Cummings and Volkman 6).           The mafia is similar to a business where men run their own business and do as they please. Just as every business has its own structure so does the mafia. At the top of the ladder there is the "Capo Di Tutti Capi (boss of the bosses)" ( Cummings and Volkman 6). There is no head boss for the whole entire mafia organization itself. But each family has its own boss and he runs it the way he wants to in whatever way he pleases to do so. Under every boss there is an under boss, who is considered to be a supervisor in the mafia world. The counsigliere is called in to... ...BROKE THE MOB. NEW YORK : SIMON AND SCHUSTER, 1993. CUMMINGS, JOHN, AND ERNEST VOLKMAN. GOOMBATA: THE IMPROBABLE RISE AND FALL OF JOHN GOTTI AND HIS GANG. BOSTON: LITTLE BROWN AND COMPANY, 1990. ELLIOT, JOHN. "JOHN GOTTI HIS FAMILY". JOHN GOTTI TRIBUTE PAGE. HTTP://HOME.PACIFIC.NET.SQ/~SEOWJEAN/JOHNGOTTI/FAMILY.HTML ELLIOT, JOHN. "JOHN GOTTI HIS LIFE". JOHN GOTTI TRIBUTE PAGE. HTTP://HOME.PACIFIC.NET.SQ/~SEOWJEAN/JOHNGOTTI/LIFE.HTML KURINS, ANDRIS, AND JOSEPH F. O'BRIAN. BOSS OF BOSSES: THE FALL OF THE GODFATHER: THE FBI AND PAUL CASTELLANO. NEW YORK: SIMON AND SCHUSTER, 1991. LUBASCH, ARNOLD. "GOTTI JURY BEGINS DELIBERATION BY HEARING REPLY OF SECRET TAPES". NEW YORK TIMES 23 JUNE. 1992, B3. RAAB, SELWYN. "GOTTI IS SEIZED IN ‘86 SHOOTING OF UNION LEADER". NEW YORK TIMES 24 JAN. 1989, B1. RAAB, SELWYN. "GOTTI FREE ON BAIL AFTER PLEA IN SHOOTING OF UNION LEADER". NEW YORK TIMES 25 JAN. 1989: B3. RAAB, SELWYN. "GOTTI AND 3 CHIEF AIDS ARRESTED ON FEDERAL RACKETEERING CHARGES". NEW YORK TIMES. 12 DEC. 1990, 1A+                                                                       JOHN GOTTI BY JEFFREY TAYLOR 2,854 WORDS John Gotti Essay -- essays research papers fc      From its very existence the Mafia has always been feared and respected. They are respected for the power that they posses to do what they want whenever and with whomever they please. Also the Mafia is respected for the money that they poses and the ability to get it by all means possible. They are feared by people knowing that the Mafia would not hesitate to kill someone if need be. "The roots of the mafia go way back to Sicily where their history is ancient and bloody" ( Cummings and Volkman 3).      ‘The American mafia is often portrayed as the invisible and omnipotent criminal of the movie melodrama" ( Cummings and Volkman 4). "It is neither of them, but the American mafia is one of the most dangerous criminal organizations in the world" ( Cummings and Volkman 4). When the American mafia first started people did not pay much attention to the criminal acts that they did and the unholy morals that they stood for. That was until a man from Chicago by the name of Al Capone took the mafia from rags to riches from the late nineteen twenties well into the nineteen thirties. Thanks to Mr. Capone, the American mafia was well known, and became a great force to be dealt with in the world. Mr, Capone also made men of the mafia among the most socially mobile people in America.      There are mafia families all over the world, some of which run their businesses in the countryside. The mafia is mostly a big city organization because of what goes on in the city:" crime , police , corruption and unholy alliances between politics and business" (Cummings and Volkman 5). Basically wherever the money is there will be a mafia family nearby. New York City is considered to be the main grounds of the mafia world in which they earn up to "thirty billion dollars each year" ( Cummings and Volkman 6).           The mafia is similar to a business where men run their own business and do as they please. Just as every business has its own structure so does the mafia. At the top of the ladder there is the "Capo Di Tutti Capi (boss of the bosses)" ( Cummings and Volkman 6). There is no head boss for the whole entire mafia organization itself. But each family has its own boss and he runs it the way he wants to in whatever way he pleases to do so. Under every boss there is an under boss, who is considered to be a supervisor in the mafia world. The counsigliere is called in to... ...BROKE THE MOB. NEW YORK : SIMON AND SCHUSTER, 1993. CUMMINGS, JOHN, AND ERNEST VOLKMAN. GOOMBATA: THE IMPROBABLE RISE AND FALL OF JOHN GOTTI AND HIS GANG. BOSTON: LITTLE BROWN AND COMPANY, 1990. ELLIOT, JOHN. "JOHN GOTTI HIS FAMILY". JOHN GOTTI TRIBUTE PAGE. HTTP://HOME.PACIFIC.NET.SQ/~SEOWJEAN/JOHNGOTTI/FAMILY.HTML ELLIOT, JOHN. "JOHN GOTTI HIS LIFE". JOHN GOTTI TRIBUTE PAGE. HTTP://HOME.PACIFIC.NET.SQ/~SEOWJEAN/JOHNGOTTI/LIFE.HTML KURINS, ANDRIS, AND JOSEPH F. O'BRIAN. BOSS OF BOSSES: THE FALL OF THE GODFATHER: THE FBI AND PAUL CASTELLANO. NEW YORK: SIMON AND SCHUSTER, 1991. LUBASCH, ARNOLD. "GOTTI JURY BEGINS DELIBERATION BY HEARING REPLY OF SECRET TAPES". NEW YORK TIMES 23 JUNE. 1992, B3. RAAB, SELWYN. "GOTTI IS SEIZED IN ‘86 SHOOTING OF UNION LEADER". NEW YORK TIMES 24 JAN. 1989, B1. RAAB, SELWYN. "GOTTI FREE ON BAIL AFTER PLEA IN SHOOTING OF UNION LEADER". NEW YORK TIMES 25 JAN. 1989: B3. RAAB, SELWYN. "GOTTI AND 3 CHIEF AIDS ARRESTED ON FEDERAL RACKETEERING CHARGES". NEW YORK TIMES. 12 DEC. 1990, 1A+                                                                       JOHN GOTTI BY JEFFREY TAYLOR 2,854 WORDS
Sunday, August 18, 2019
Comparing Illustrations of H. A. and Margret Reys Opposites :: Compare Contrast Comparing
Comparing Illustrations of H. A. and Margret Rey's Opposites and Beatrix Potter's The Tale of Peter Rabbit Margret Rey and husband H.A. Rey are well known for their writing and illustrating the Curious George books. This paper is going to look at the way H. A. and Margret Rey and Beatrix Potter as authors and illustrators use images to express their feelings through these characters. H. A. and Margret Rey's Opposites, and Beatrix Potter's The Tale of Peter Rabbit will be compared and contrasted. These two authors H. A Rey and Beatrix Potter has created two similar characters. Curious George and Peter Rabbit seem to find mischef wherever they go. There are also some distinct differences between these two books. In Margret Rey's Opposites, husband H. A. uses cartoon looking characters making the illustrations interesting giving it a feeling of fantasy. The characters in this book are all smiling and the colors seem to be more bright and vivid to catch the readers eye. The color yellow to me represents George's curiosity. This bright yellow also makes for a focal point in many of the Curious George books. For example in Curious George's Opposites bright yellow is represented on the majority of the pages. From a small flower taking up just a little area to the pigpen which takes up most of the page. To me this shows the importance or trademark of the yellow in Curious George series. Another book H.A. and Margret wrote was Curious George the original. This book is deal ing with similar characteristics. Curious George becomes curious when he sees that yellow hat lying on the ground. Again the characters are more fantasy like. The faces are all smiling which represents how this is an unrealistic story. Rey tends to use this kind of illustration to show how this is more of fantasy writing and not so realistic. He also uses round shapes rather than pointed or jagged representing innocence. As Curious George seems to be so innocent when he gets into this mischef. Another character that is curious and is always getting into mischef is Peter in The Tale of Peter Rabbit. In this book Beatrix Potter uses a different type of illustrations than does H.A. and Margret Rey.
Saturday, August 17, 2019
Chemical reaction Essay
1.Determine the enthalpy change for NaOH (s) + HCl (aq) → NaCl (aq) + H2O (l) using Hess’s Law. a. Write the balanced chemical reaction and enthalpy change for Part I (1pt) b. Write the balanced chemical reaction and enthalpy change for Part II (1pt) c. Calculate the enthalpy change using Hess’s Law. Refer to the lesson for an example of Hess’s Law. (2pt) 2.If the accepted enthalpy change value for the dissolving of sodium hydroxide in water is −44.2 kilojoules per mole, determine the percent error of the experimental value that you calculated in Part I. Show your work. (experimental – actual value) / actual value Ãâ€" 100 % 3.If the accepted heat of reaction for the neutralization of hydrochloric acid with sodium hydroxide is −56.0 kilojoules per mole, determine the percent error of the experimental value that you calculated in Part II. Show your work. (experimental – actual value) / actual value Ãâ€" 100 % 4.Using the accepted values of the processes you’ve examined, would your estimation of the enthalpy change for the reaction of solid sodium hydroxide in aqueous hydrochloric acid change from the prediction you made in question one? Explain your answer in complete sentences. 5.Give a detailed explanation, using what you know about bonds and forces of attraction, for the enthalpy changes you observed in parts I and II of this lab. Explain your answer in complete sentences.
Friday, August 16, 2019
Health Care System of United States
Today†s health care system is in a constant state of fluctuation and commotion. It is sometimes difficult for the health care consumer to identify a valuable resource when they need one. The purpose of this paper is to explore one of the many health care resources that are available in the greater Philadelphia area and then visit this site to learn more about it. Philadelphia, in itself is an outstanding resource to the people of the area. In terms of healthcare resource implications this is true. There are numerous teaching hospitals, museums, clinics, and educational centers in this region. I choose to learn more about Planned Parenthood, a well-known organization in this area as well as nationally. Upon entering the clinic I knew very little about Planned Parenthood. It turned out that what I knew was only a fraction of what Planned Parenthood is really all about. According to the chairperson and president of PP, young people rely on Planned Parenthood to be truthful, confidential and non-judgmental. Women and men are grateful that it is an affordable resource, accessible to all, and respectful of all persons†decisions. Patients fell safe there because they provide safe medical care by trained professionals. Parents can feel a sense of ease because they know that their children are learning correct and valuable information concerning sex. Both donors and investors can feel confident that their gifts are an investment in the health and well being of the men, women, and children in their community. This paper will relay the information received from the site visit to Planned Parenthood in Media, Pennsylvania. It will discuss the mission, services, and financial aspects of Planned Parenthood. Mission Statement. The mission of Planned Parenthood Southeastern Pennsylvania (PPSP) is to protect and enhance reproductive freedom, to increase access to reproductive health care services and information, and to promote sexual health. This mission provides the foundation of PPSP†s services and programs that they offer to the approximately 43,000 men, women, and children of the Delaware Valley. Planned Parenthood was found by a registered nurse named Margaret Sanger in the early 1900†³s. Her belief and reason for founding PP was this, â€Å"†¦ he first right of a child (is) to be wanted, to be desired, to be planned for with an intensity of love†¦ †(Planned Parenthood, 1999). Sanger was tired of watching women young and old die from complications of pregnancies due to lack of education and health care and was tired of seeing unwanted pregnancies carried to term because women did not know their options. Her goal was to both educate and provide for these women the reproductive services that were necessary for what she called reproductive freedom. Benefits of Planned Parenthood Planned Parenthood provides numerous programs and services to the people of Southeastern Pennsylvania. I spoke with a woman named Megan (no last name was provided). She informed me of these services and programs, and helped me to gain a better understanding of what PP really is and does. Health Services. Planned Parenthood provides their services to women as well as men- it is a resource to be utilized by all. It is a common misconception that PP is for women only. They offer reproductive health care for men, women, and teens. They supply every FDA approved method of reversible birth control. These include natural family planning methods, Norplant, Depo-Provera, Birth control Pill, IUD (intrauterine device), condoms, Diaphragm, and cervical caps. Something that they offer is emergency contraception or the â€Å"morning after pill. †It decreases the likelihood of becoming pregnant even after the conception, because it decreases the healthy nature of the uterine wall. It is only effective within seventy-two hours following conception. They also offer walk-in pregnancy testing, options counseling and referrals to abortion clinics and adoption agencies. In the Media office, there are three nurse practitioners on staff who provide complete gynecological examinations including Pap tests. There is a physician who is affiliated with their office; he comes in at least twice a month or upon appointment to review all cases. The NP†s provide breast health checks and teach breast self-examinations. Mid-life services are provided for menopausal women as well hormone replacement therapy. Testing and treatment of sexually transmitted infections for men and women and confidential and anonymous HIV/AIDS testing are available as well. Planned Parenthood does perform first trimester abortions. They also offer a number of other health services such as cholesterol and blood pressure screening. Educational services. PPSP offers educational programs to pre-teens, teens, parents, and caregivers on topics of human sexuality, including health care, family planning, relationships, and HIV/Aids. There are teen peer education groups as well as Latino community workshops provided by bilingual/ bicultural educators. PPSP provides a complete resource center (bookstore and library) which provides a collection of literature on reproduction health care, sexuality, etc. Advocacy. PPSP urges political action for families/ planning and other reproductive health issues by participating in Lobby Days in Harrisburg and Washington. They are also involved in letter writing campaigns and news alerts to inform and motivate the public to become more involved in reproductive health care issues. Costs. All of the above listed services are available to all who enter the clinic at a small fee. The exception is made in the case of children who are thirteen to seventeen; their services and birth control pills are offered at no charge. In all other cases the fees for these products and services are quite low; for example, a routine gynecological examination examinations cost about thirty dollars. PP accepts most insurance plans and Medicaid, including Keystone HMO, PA Blue Cross- Blue Shield, and Personal Choice. They accept US Healthcare for surgical procedures only. Funding Revenue. From July 1, 1996 to June 30, 1007, Planned Parenthood of Southeastern Pennsylvania brought in nearly six million dollars ($5,915,000) in revenue. This included nearly $2. 5 million from patient health and surgical services, 1. million from government grants and medical assistance. Funding Expenditures. In this same fiscal year, Planned Parenthood†s total expenses (5,936,000) were in excess of their revenue by twenty-one thousand dollars. They spent about tree million dollars for patient health services and one million on surgical procedures. Over one quarter of a million was spent towards public information and advocacy. And over half a million was spent on education and training. Other funds were spent for special events, fund raising, and administration. At the end of the fiscal report there are ten pages which list the names of those who have made contributions to Planned Parenthood. These donations range from $25,000 or more to $100. PP relies on the contributions of individuals, foundations, and corporations to support their operations and activities in Southeastern PA. All contributions made to PP are tax deductible (Annual Report). I learned a tremendous amount from visiting Planned Parenthood. All of the ideas that I entered the clinic with were quickly proven wrong and limited by the woman that I interviewed. PP is a valuable resource to all women, men, and teens that are interested in maintaining or improving their reproductive health, reproductive education, or their general health. This is a resource that does not receive the publicity or recognition that it deserves. Hopefully the public is aware of what an asset Planned Parenthood is and how much they offer- more than I did before this project. We in Southeastern Pennsylvania are lucky to have PP to turn to for educational and health care needs.
Production and Operations Management
Production & Operations Management–Homework 1 for Section 4 Due Tuesday October 16, 2012 1. 1 Eastman publishing Company is considering publishing a paperback textbook on spreadsheet applications for business. The ? xed cost of manuscript preparation, textbook design, and production setup is estimated to be $80,000. Variable production and material costs are estimated to be $3 per book. Demand over the life of the book is estimated to be 4,000 copies. The publisher plans to sell the text to college and university bookstores for $20 each. a. What is the breakeven point? b. What pro? t or loss can be anticipated with a demand of 4,000 copies? . With a demand of 4,000 copies, what is the minimum price per copy that the publisher must charge to break even? 1. 2 Creative Sports Design (CSD) manufactures a standard-size racket and an oversize racket. The ? rm’s rackets are extremely light due to the use of a magnesium-graphite alloy. Each standard-size racket uses 0. 125 kilo grams of the alloy and each oversize racket uses 0. 4 kilograms; over the next two-week production period only 80 kilograms of the alloy are available. Each standard-size racket uses 10 minutes of manufacturing time and each oversize racket uses 12 minutes.Also, 40 hours of manufacturing time are available each week. The pro? t contributions are $10 for each standard-size racket and $15 for each oversize racket. How many rackets of each type should CSD manufacture over the next two weeks to maximize the total pro? t contribution? a. De? ne decision variables and formulate the problem. b. Solve the problem using the graphical method. 1. 3 Management of High Tech Services (HTS) would like to develop a model that will help allocate their technician’s time between service calls to regular contract customers and new customers. Read also Exam Operations ManagementA maximum of 80 hours of technician time is available over the two-week planning period. To satisfy cash ? ow requirements, at least $800 in revenue (per technician) must be generated during the two-week period. Technician time for regular customers generates $25 per hour. However, technician time for new customers only generates an average of $8 per hour. To ensure that new customer contracts are being maintained, the technician time spent on new customer contracts must be at least 60% of the time spent on regular customer contracts. Given these 1 revenue and policy requirements, HTS would like to determine how to allocate echnician time between regular customers and new customers so that the total number of customers contracted during the two-week period will be maximized. Technicians require an average of 50 minutes for each regular customer contract and 1 hour for each new customer contract. a. Develop a linear programming model for the problem . b. Find the optimal solution via Excel. 1. 4 Industrial Designs has been awarded a contract to design a label for a new wine produced by Lake View Winery. The company estimates that 150 hours will be required to complete the project. The ? m’s three graphics designers available for assignment to this project are Lisa, a senior designer and team leader; David, a senior designer; and Sarah, a junior designer. Because Lisa has worked on several projects for Lake View Winery, management speci? ed that Lisa must be assigned at least 40% of the total number of hours assigned to the two senior designers. To provide label-designing experience for Sarah, Sarah must be assigned at least 15% of the total project time. However, the number of hours assigned to Sarah must not exceed 25% of the total number of hours assigned to the two senior designers.Due to other project commitments, Lisa has a maximum of 50 hours available to work on this project. Hourly wage rates are $30 for Lisa, $2 5 for David, and $18 for Sarah. a. Formulate a linear program that can be used to determine the number of hours each graphic designer should be assigned to the project in order to minimize total cost. b. How many hours should each graphic designer be assigned to the project? What is the total cost? c. Suppose Lisa could be assigned more than 50 hours. What e? ect would this have on the optimal solution. Explain. d.If Sarah were not required to work a minimum number of hours on this project, would the optimal solution change? Explain. 1. 5 National Insurance Associated carries an investment portfolio of stocks, bonds, and other investment alternatives. Currently $200,000 of funds are available and must be considered for new investment opportunities. The four stock options National is considering and the relevant ? nancial data are as in Table 1. 2 Table 1: Problem 1. 5 A B C D Price per share $100 $50 $80 $40 Annual rate of return 0. 12 0. 08 0. 06 0. 10 Risk measure per dollar inves ted 0. 10 0. 07 0. 05 0. 8 National’s top management has stipulated the following investment guidelines: The annual rate of return for the portfolio must be at least 9% and no one stock can account for more than the 50% of the total dollar investment. a. Use linear programming to develop an investment portfolio that minimizes risk. b. If the ? rm ignores risk and uses a maximum return-on-investment strategy, what is the investment portfolio? 1. 6 Greenville Cabinet received a contract to produce speaker cabinets for a major speaker manufacturer. The contract calls for the production of 3,300 bookshelf speakers and 4,100 ? or speakers over the next two months, with the delivery schedule as given in Table 2. Table 2: Problem 1. 6 Model Month 1 Month 2 Bookshelf 2,100 1,200 Floor 1,500 2,600 Greenville estimates that the production time for each bookshelf model is 0. 7 hour and the production time for each ? oor model is 1 hour. The raw material costs are $10 for each bookshelf model and $12 for each ? oor model. Labor costs are $22 per hour. Greenville has up to 3,400 hours of production time available each month. If production for either cabinet exceeds demand in month 1, the cabinets can be stored at a cost of $5 per cabinet.Formulate the problem to determine the numbers of units 3 that should be manufactured each month to minimize total production and storage costs. 1. 7 EZ-Windows, Inc. manufacturers replacement windows for the home remodeling business. In January, the company produces 15,000 windows and ended the month with 9,000 windows in inventory. EZ-Windows’ management team would like to develop a production schedule for the next three moths. A smooth production schedule is obviously desirable because it maintains the current workforce and provides a similar month-to-month operation.However, given the sales forecasts, the production capacities, and the storage capabilities as shown in Table 3, the management team does not think a smooth p roduction schedule with the same production quantity each month possible. Table 3: Problem 1. 7 February March April Sales forecast 15,000 16,500 20,000 Production capacity 14,000 14,000 18,000 Storage capacity 6,000 6,000 6,000 The company’s cost accounting department estimates that increasing production by one window from one month to the next will increase total costs by $1. 00 for each unit increase in the production level.In addition, decreasing production by one unit from one month to the next will increase total costs by $0. 65 for each unit decrease in the production level. Ignoring production and inventory carrying costs, formulate a linear programming model that will minimize the cost of changing production levels while still satisfying the monthly sales forecasts. 1. 8 Two television stations compete with each other for viewing audience. Local programming options for the 5PM weekday time slot include a sitcom rerun, an early news program, and a home improvement sho w.Each station has the same programming options and must make its pre-season program selection before knowing what the other television station will do. The viewing audience gains in thousands of viewers for station A are shown Table 4. 4 Station A/Station B Sitcom Rerun News Program Home Improvement Table 4: Problem 1. 8 Sitcom Rerun News Program Home Improvement 10 -5 3 -8 7 6 -4 8 -7 Formulate a linear program to determine the optimal strategy for each station and then solve it. What is the value of the game? 1. 9 A local television station plans to drop three Friday evening programs at the end of the season.Steve Botuchis, the station manager, developed a list of four potential replacement programs. Estimates of the advertising revenue (in dollars) that can be expected for each of the new programs in the four vacated time slots are as in Table 5. Table 5: Problem 1. 9 5–6PM 6–7 PM Home Improvement 5000 3000 World News 7500 8000 Hollywood Brie? ngs 7000 8000 7â€⠀œ8 PM 6000 7000 3000 Mr. Botuchis asked you to ? nd the assignment of programs to time slots that will maximize total advertising revenue. 1. 10 Adirondack Paper Mills, Inc. operates paper plants in Augusta, Maine, and Tupper Lake, New York.Warehouse facilities are located in Albany, New York, and Portsmouth, New Hampshire. Distributors are located in Boston, New York, and Philadelphia. The Augusta plant has a capacity of 300 units, and the Tupper Lake plant has a capacity of 100 units. Boston has a demand of 150 units, New York has a demand of 100 units, and Philadelphia has a demand of 150 units. The unit transportation costs (in dollars) for shipments from the two plants to the two warehouses are presented in Table 6 and those from the two warehouses to the three 5 istributors are presented in Table 7. Table 6: Problem 1. 10a Plant/Warehouse Albany Portsmouth Augusta 7 5 Tupper Lake 3 4 Table 7: Problem 1. 10b Warehouse/Distributor Boston New York Philadelphia Albany 8 5 7 Ports mouth 5 6 10 a. Draw the network representation of the Adirondack Paper Mills problem. b. Formulate the Adirondack Paper Mills problem as a linear programming problem. c. Solve the linear program to determine the minimum cost shipping schedule for the problem. 6
Thursday, August 15, 2019
Narrative and Group Essay
Objectives: R6 Authorial perspective, R13 Evaluate own reading, R18 Prose text, S&L10 Group organisation 2 3 4 5 *Ask questions *Speculate *Relate to prior reading *Inference and deduction *Visualisation *Empathy *Reread *Relate to time and place *Interpret patterns *Summarise *Interpret patterns *Interpret patterns *Ask questions *Establish relationship with author *Interpret patterns *Ask questions Group reading: pages 7–22 Group activity: narrative hooks – group card SC2 What makes an effective narrative hook? Each group shares one example of inference Narrative hooks sheet Character, inference and deduction Group reading: pages 23–38 Group activity: explicit/inferred development of character – group card SC3 Group reading: pages 39–49 Group activity: in-depth exploration of character – group card SC4 Teacher with guided group – guided card SC1 Group reading: pages 50–63 Group activity: mind-mapping of plot and links between characters – group card SC5 Group reading: pages 64–77 Group activity: in pairs, author interrogation – group card SC6 Strategy checkcard Prompts sheet Photocopies of pp. 9–44 Structure: mind-mapping, seeing patterns Identifying and tracking themes Author’s viewpoint and intentions Two pupils to give feedback on what reading strategy helped most this lesson Refer to SC5 None 6 Select one group to demonstrate. What new insights has this given into the book? Refer to SC7. Each group reports on one language feature and its effect Read pages 70–86 Access to the Internet 7 Narrative style at word, sentence and text level 8 9 10 11 *Hear a voice as Authorial voice. How is read author ‘heard’ in novel? Ask questions *Interpret patterns *Reread/reinterpret Endings and how they link Group reading: pages 94–100 *Summarise back to the beginning Group activity: endings and resolutions – *Pass judgements group card SC9 Outline expectations for group presentations. Preparation of presentations Group presentations: 10 minutes per text Group reading: rereading pages 64–70 Group activity: groups choose one plot event and explore how the language features work within this – group card SC7 Teacher with guided group – guided card SC2 Group reading: pages 87–94 Group activity: find examples of author’s voice – group card SC8 Photocopies of pp. 64–70 Each group to give an None example of a) authorial and b) narrative voice Each group to consider None what is effective about ending in their book Homework: Preparation/rehearsal Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 1 Robert Swindells Group card SC1 Objectives: R4 Versatile reading R12 Independent reading Resources: Strategy check-card As a whole group we have: †¢ established the ground rules for group and guided reading; †¢ looked at effective strategies for reading (starter activity and Strategy check-card). Now you are going to: †¢ read up to page 7. Group task 1. Discuss how you think the author ‘hooks’ or interests the reader, making them want to read on. 2. Be prepared to share your findings in the plenary. Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 2 Robert Swindells Group card SC2 Objectives: R13 Evaluate own reading R18 Prose text Resources: Narrative hooks sheet As a whole group we have: †¢ revised the range of reading strategies you have available to you. Now you are going to: †¢ look at the narrative hooks used by the author. Whilst you are reading: †¢ think about the strategies you are using (look at the Strategy check-card); †¢ think about the evidence you may use to support your ideas. Group reading Read together pages 7–22 (see group task first! ). Group task 1. One pupil recaps on pages 1–6. 2. Divide yourselves into two groups of three and label yourselves Group A and Group B. Group A – using the Guide to guided reading prompts sheet, what have you discovered about the main character in your book? Prepare to share your findings with Group B. Group B – using the Narrative hooks sheet, which narrative hooks has the writer used to entice the reader? Prepare to share your findings with Group A. 3. Share your findings with the whole group, using supporting evidence. Why does this make an effective opening to Stone Cold? Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 3 Robert Swindells Group card SC3 Objectives: R13 Evaluate own reading R18 Prose text Resources: Strategy check-card, Prompts sheet As a whole group we have: †¢ revised the range of reading strategies you have available to you; †¢ explored narrative hooks. Now we will: †¢ explore how the characters are developing. Group reading Read pages 23–38 together. Whilst you are reading: †¢ think about the strategies you are using, especially those of inference and deduction (look at the Strategy check-card); †¢ think about the evidence you may use to support your ideas. Group task In pairs, using the Prompts sheet on Character, what have you discovered about the main character(s) in the book? What is explicitly stated and what is inferred? Be prepared to give evidence and jot down notes in your reading journal. Link’s character Evidence Explicit/Inferred Shelter’s character Evidence Explicit/Inferred Share your findings around the group and add examples that you did not have. How effective is Robert Swindells’ development of his main characters? What techniques does he use? Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 4 Robert Swindells Group card SC4 Objectives: R13 Evaluate own reading R18 Prose text Resources: Photocopies of pp. 9–44, highlighter pens As a whole group we have: †¢ revised the range of reading strategies you have available to you; †¢ explored narrative hooks; †¢ explored the developing relationships between character and place. Now you are going to: †¢ explore the characterisation in more depth. Group reading Read pages 39–49 together. Group task 1. In discussion, recap on what we have learned about Link so far. 2. Give out photocopies of pp. 39–44 a nd highlighting pens. Working in pairs, agree responsibility for highlighting one of the following areas. What is learned about: i. unters and predators (how people perceive the homeless)? ii. pain and problems (physical pain and mental strain)? iii. partnership and poverty (what Link is learning from Ginger, proof that things are getting worse and worse)? 3. Share findings with the others in the group – what can we infer and deduce about: i. how Link seems to feel about his new life? ii. whether he will be tough enough to survive? iii. what the future might hold for him? Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 5 Robert Swindells Group card SC5 Objectives: R13 Evaluate own reading R18 Prose text Resources: None As a whole group we have: †¢ revised the range of reading strategies you have available to you; †¢ explored narrative hooks; †¢ explored the developing relationships between character and place; †¢ begun to explore themes and how the characters contribute towards them. Now you are going to: †¢ continue to trace developments, including themes. Group reading Read pages 50–63 (see instructions 3 and 6 below first! ). Group task 1. One pupil to recap on the story so far, key characters and situation. 2. As a group discuss the central themes you have identified in Stone Cold so far. Make a map of them. ) 3. Up until page 56 the narrator is still heavily reliant upon Ginger to show him all the tricks he will need in order to survive. He seems surprised by people’s attitudes towards the homeless. In pairs discuss and make another mind-map in your journals on what you think Link really learns from: i. his encounter with Captain Hook and time on the boat; ii. his walk through Camden Lock market and feelings when Ginger meets his friends; iii. hearing about Doggy Bag’s way of life and thinking about his disappearance. You should try to point towards textual evidence to support your ideas. . Share findings as a whole group. Discuss the following comment from the author: ‘I am dedicated to the idea that we are all responsible for one another, and that we ought to conduct ourselves accordingly, doing no harm to any being. ’ (Robert Swindells – Introduction to Stone Cold). For discussion: i. Is it possible to live such a life in our modern times? ii. Do we have a duty to care for our poorest, weakest and most needy? Captain Hook sees such people as targets to be exploited. Is he wrong? iii. Is the treatment Link receives unfair? iv. Should he have toughed it out at home? Should he join the army? . How do you think we should solve the problems of homelessness and begging on the streets of Britain? Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 6 Robert Swindells Group card SC6 Objectives: R6 Authorial perspective R13 Evaluate own reading R18 Prose text Resources: Access to the Internet As a whole group we have: †¢ revised the range of reading strategies you have available to you; †¢ explored narrative hooks; †¢ explored the developing relationships between character and place; †¢ explored themes and how the characters contribute towards them. Now you are going to: †¢ explore the role of the author. Group reading Read pages 64–77 together. Group task The characters are not the only ones that have a voice in a story. Readers are often given a strong impression of the author, the teller of the tale, and this can influence your experience of the story. 1. In pairs, write down five questions that you would like to ask Robert Swindells about Stone Cold and his ideas in the book. One member of the group should take on the role of the author and be interviewed as the author. 2. When you have done this read the interview given by Robert Swindells about his reasons for writing at www. mystworld. com (a more detailed one can be found at www. achuka. co. uk). List the similarities and differences in your ideas about Robert Swindells with those presented in the interview. How close was your group’s impression of the author given in Stone Cold to that given in the interview? Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 7 Robert Swindells Group card SC7 Objectives: R13 Evaluate own reading R18 Prose text Resources: Photocopies of pp. 64–70 As a whole group we have: †¢ revised the range of reading strategies you have available to you; †¢ explored narrative hooks, character, setting and mood, relationships between character and place, and emerging themes. Now we will: †¢ explore the author’s narrative style. Group reading Paired rereading of pages 64–70. Group task 1. Recap on the story so far. How has Link’s situation altered? How has his character developed since arriving in London? 2. The pages you have just read could be summarised in flow chart form as follows: A) B) C) Link’s initial desperation>meeting paper seller>Link can’t sleep> The all-night caff>meeting Toya>Link’s resolution (the New Me)> Arrival of new girl>forgetting Ginger>Link’s new partner. You are going to discuss together the following questions. What techniques does the author use in these pages to: i. build up tension? ii. make us feel closer to Link? iii. show the vulnerability of those on the streets? Split yourselves into three pairs, A, B and C. Each pair will focus on its given line in the flow chart above and try to answer the questions. Focus on textual evidence to support your ideas. 3. Share your findings with the group in discussion. Homework Read pages 70–86. Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 8 Robert Swindells Group card SC8 Objectives: R6 Authorial perspective R13 Evaluate own reading R18 Prose text Resources: None As a whole group we have: †¢ revised the range of reading strategies you have available to you; †¢ explored narrative hooks, character, setting and mood, relationships between character and place, emerging themes. Now we will look at: †¢ authorial voice – ‘I am dedicated to the idea that we are all responsible for one another, and that we ought to conduct ourselves accordingly, doing no harm to any being. ’ (Robert Swindells – Introduction to Stone Cold) Group reading Read together pages 87–94. Group task Sometimes adults tell children scary stories in order to stop them doing something, i. e. the more frightened the children are, the less likely they are to go into the woods, or play by the river. In Stone Cold, Robert Swindells shows us the brutal reality of life on the streets. To make things worse, his homeless youngsters are being stalked by a serial killer. If the book is to succeed, his villain must be realistic and disturbing. 1. Do you think the author wants to scare us? Does he succeed? If so, how and why? If not, why not? 2. Discuss your ideas with a partner and then make notes on the following: i. what we learn about Link and his fears in these pages; ii. how the tension slowly builds; iii. how successful Robert Swindells is in creating a frightening villain. 3. Share your findings on these questions with others in the group. 4. Write 50 words about the character of Shelter and how you feel about him. Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 9 Robert Swindells Group card SC9 Objectives: R6 Authorial perspective R13 Evaluate own reading R18 Prose text Resources: None As a whole group we have: †¢ revised the range of reading strategies you have available to you; †¢ explored narrative hooks, character, setting and mood, relationships between character and place, emerging themes and narrative style. Now we will look at: †¢ the resolution. Group reading 1. In pairs, discuss the questions left unanswered by the story so far. Compile a list of three things you’d like to know and three things you’d like to happen by the end of the story. Record them in your books. Share your findings with the others in the group. 2. Read pages 94–100 (see task 3). Group task 1. Discuss how your ideas matched up with those of the author, Robert Swindells. 2. As a group discuss why the author chose to let Gail go off with Gavin at the end and leave Link all alone. Would a ‘happy ending’ have been more suitable? 3. Consider what the future might hold for Link. . Will he ever get off the streets? Has he got a future of any kind? ii. Was the author making a point when writing Stone Cold? iii. What might it have been? Did you enjoy the story? Why or why not? Homework Write a detailed reflection on the ending of the story and the points you made in response to question 3 in the group task. Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 4 Teaching objective(s): Robert Swindells Guided card SC1 R13 Evaluate own reading R18 Prose text Resources: Strategy check-card Photocopies pp. 9–44 Highlighter pens Stone Cold by Robert Swindells, pages 39–44: developing relationships between character and place Teacher distributes Strategy check-card, clarifies the objectives and identifies the reading strategies to be used in this session, i. e. scanning for, identifying and summarising specific points made by the author. Model these strategies based on the first full page of the novel, with a focus on the problems at home that are described by the narrator. Give pupils photocopies of pp. 39–44 and highlighting pens. Explain that they will be asked to text-mark for certain features. Pupils read pp. 9–44 independently. Individual pupils are asked to highlight what is learned about each of the following: †¢ Punters – begging and how it makes you feel; †¢ Pain – the physical damage sleeping rough can do; †¢ Predators – the dangers faced by the homeless; †¢ Problems – the mind games played at night; †¢ Partnership – Link’s gratitude towards his pal; †¢ Poverty – proof that Link is plunging lower and lower. Ask each pupil to share their findings with the rest of the group and then ask the group to comment on the skilful way the writer uses the voice of Link to alert us to the reality of life on the streets in modern Britain. What are we meant to infer and deduce about the future Link now faces? I. e. is he tough enough to survive the life he describes so vividly? Review reading strategies used in this session and, if they are keeping them, ask pupils to make brief notes in journals to record key points brought out in reading and discussion today. Homework: Read pages 44–49. Text focus: Teaching sequence: Introduction to text: Strategy check: Independent reading and related task: Return to text: developing response Review (reading target and next steps): Evaluation: Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 7 Teaching objective(s): Robert Swindells Guided card SC2 R6 Authorial perspective R13 Evaluate own reading R18 Prose text Resources: Strategy check-card Photocopies pp. 64–70 Text focus: Stone Cold by Robert Swindells, pages 64–70: narrative style and authorial attitudes, with a focus on word, sentence and text level features Teacher clarifies objectives and asks a pupil to recap on the story so far – how has Link’s situation altered? How has his character developed since arriving in London? Distribute Strategy check-card and outline expectations for developing the specific active reading skills targeted in this session. Model aloud the skills of inference and deduction on a section of the Daily Routine Orders chapters, showing how the writer implies a sense of menace. Stress that these strategies are essential skills for engaging with, and enjoying, texts and improving as a reader. Ask pupils to explain/illustrate when they have used these strategies recently. Give pupils photocopies of pages 64–70 and ask them in pairs to consider the techniques the author has used in order to imply: †¢ a growing tension; †¢ that Link deserves the reader’s sympathy; †¢ the vulnerability of those on the streets. Ask pupils to share their initial thoughts on key features at word, sentence and text level and then text-mark onto the sheets the evidence supporting their ideas. Teaching sequence: Introduction to text: Strategy check: Independent reading and related task: Return to text – developing response Whole-group discussion (teacher leads at first and then hands over questioning to pupils). Ask pupils to focus on textual evidence to support their findings. Why has the author chosen to remove a major character from Link’s environment and bring in another at this point in the story? What will this add or take away? Focus on inference and deduction and where the story may move next. Ask pupils to update their journals, if they are keeping them, listing their discoveries and speculations resulting from today’s session. Homework: Read pages 78–86. Review (reading target and next steps): Evaluation: Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3
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