The Population of Los Angeles, California

The Los Angeles population can be looked at in a variety of ways—it can refer to the population of the City of Los Angeles, the County of Los Angeles, or to the greater Los Angeles metropolitan area, each of which is considered to be L.A. Los Angeles County, for instance, contains  88 cities including the City of Los Angeles, Long Beach, Santa Clarita, Glendale, and Lancaster, as well as several unincorporated communities whose combined population makes it the largest county in the United States in terms of occupancy. The demographics of these populations is also varied and diverse, depending on where in Los Angeles and LA County you look. In total, the population of Los Angeles is about 50 percent white, nine percent African American, 13 percent Asian, about one percent Native American or Pacific Islander, 22 percent from other races, and about 5 percent from two or more races. Population by City, County, and Metro Area The City of Los Angeles is a very large one, it is the nations second-largest city (following New York City). The January  2016 population estimate according to the California Department of Finance for the population of the City of Los Angeles was 4,041,707. The County of Los Angeles is the largest county in the United States based on population, and according to the California Department of Finance, the LA County population as of January 2017 was 10,241,278. LA County is home to 88 cities, and the population of those cities varies from 122 people in Vernon to nearly four million in the City of Los Angeles. The largest cities in LA County are: Los Angeles: 4,041,707Long Beach: 480,173Santa Clarita: 216,350Glendale: 201,748Lancaster: 157,820 The United States Census Bureau estimates the population of the Los Angeles-Long Beach-Riverside, California Combined Statistical Area as of 2011 as 18,081,569. The LA metro population is the countrys second largest, following New York City (New York-Newark-Bridgeport, NY-NJ-CT-PA). This Combined Statistical Area includes the Metropolitan Statistical Areas of Los Angeles-Long Beach-Santa Ana, Riverside-San Bernardino-Ontario, and Oxnard-Thousand Oaks-Ventura. Demographics and Population Growth Although most of the population of the Los Angeles metropolitan area is centralized in the City of Los Angeles, its diverse population is spread over 4,850 square miles (or 33,954 square miles for the wider statistical area), with several of the cities serving as gathering spots for specific cultures. For instance, of the 1,400,000 Asians living in Los Angeles,  a majority live in Monterey Park, Walnut, Cerritos, Rosemead, San Gabriel, Rowland Heights, and Arcadia while  the majority of the  844,048 African Americans that live in LA live in View Park-Windsor Hills, Westmont, Inglewood, and Compton. In 2016, Californias population grew but just under one percent, adding a total of over 335,000 residents to the state. While much of this growth was spread across the state, nine counties in northern and eastern California saw a decrease in population, which is a trend thats existed for the better part of the last 10 years. The largest of these growth changes, though, happened in Los Angeles County, which added 42,000 people to its population, increasing it for the first time to over four million residents.

Dr. Martin Luther King Jr. - 786 Words

Dr. Martin Luther King, Jr. once stated, â€Å"The ultimate measure of a man is not where he stands in moments of comfort and convenience, but where he stands at times of challenge and controversy.† The same dictum can be applied when analyzing the challenges associated with religious bias and LGBT inequality, especially within the black church. These issues should have a pronounced platform in the black church, which has had the lived experience of challenging oppressive societal systems that were anchored in religious rhetoric. In the same vein, the LGBT community endures an exorbitant amount of hate via a religious interpretation regarding what is morally proper. Within this same faith community, some indeed argue that God is opposed to same-sex relationships; as a result, such persons present themselves as diametrically opposed to the notion of same-sex happiness, love, marriage, family, and sexual intimacy. It is important to note that such a discriminatory perception is rooted in a religious interpretation regarding God’s relational will for humanity. This is a tautological debate which the black church must refuse to entertain and/or engage. Rather, the black church should be committed to conversation regarding pragmatics which promote the love ethic of Jesus Christ. Cultural advocacy is a definitive component of Jesus’ philosophical and theological mandate of assisting â€Å"the least of these.† As such, cultural advocacy (also known as social justice) must be connected toShow MoreRelatedDr. Martin Luther King Jr.658 Words   |  3 PagesIndividual Project Martin Luther King Jr. Dr. Martin Luther King Jr. inspired myself along with many other nationalities all over the world in so many ways. He was a very courageous and intelligent man who fought so hard for the blacks or African-Americans like myself to have equal rights like the whites or Caucasian people. Just as other civil rights leaders such as Rosa Parks, Dr. King felt that it just wasn’t fair that the black people was segregatedRead MoreDr. Martin Luther King Jr. Essay871 Words   |  4 Pages Dr. Martin Luther King Jr was born in Atlanta Georgia on January 15, 1929. His parents were Reverend Martin Luther King Sr. and Alberta Williams King. Dr. Martin Luther King Jr. and his siblings were guided by the spiritual teachings from their father and attended public schools in Atlanta during their childhood. King and his nine siblings grew up in a financially secure middle class family. They received a better education than the average child of their race, King noticed this and it influencedRead MoreMartin Luther King Jr. Dr. Martin Luther King Jr. is unarguably the most famous civil rights900 Words   |  4 Pages Martin Luther King Jr. Dr. Martin Luther King Jr. is unarguably the most famous civil rights activist in American history. His story and legacy is taught in classrooms across the country. From birth to death, Dr. King impacted the lives of many people and changed the roles of society forever. Dr. King had one big dream and what shaped his dream begins in Atlanta,, Georgia, and ends in Memphis, Tennessee. Dr. Martin Luther King Jr. was born into a loving and caring family on January 15, 1929 inRead More Dr. Martin Luther King Jr. Essay2605 Words   |  11 Pages Martin Luther King Jr. King, Martin Luther, Jr. (1929-1968), American clergyman and Nobel Prize winner, one of the principal leaders of the American civil rights movement and a prominent advocate of nonviolent protest. Kingamp;#8217;s challenges to segregation and racial discrimination in the 1950s and 1960s helped convince many white Americans to support the cause of civil rights in the United States. After his assassination in 1968, King became a symbol of protest in the struggle for racialRead MoreEssay on Leadership Skills of Dr. Martin Luther King, Jr.823 Words   |  4 PagesDr. Martin Luther King, Jr. Abstract This paper will analyze and study the legacy of Dr. Martin Luther King and how leadership skills helped him in accomplishing his goals. The characteristics that made Dr. King a great leader will also be addressed. By studying great leaders, insight can be gained into what qualities they possess. Dr. Martin Luther King, Jr. Dr. Martin Luther King, Jr. was a vital figure of the modern era. His lectures and dialogues stirred the concern and sparked theRead MoreMy Hero: Dr. Martin Luther King Jr. Essay542 Words   |  3 Pagesall portray some kind of heroic abilities. Dr. Martin Luther King Jr. is one the most heroic figures of our time. 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And so it has: I have a dream has become one of the most memorable phrases of the twentieth centuryRead MoreDr. Martin Luther King, Jr.s Fight Essay1059 Words   |  5 PagesDr. Martin Luther King, Jr.s Fight Throughout history there have been times when citizens have had the need, as well as the responsibility, to violate certain societal rules/laws in order to protest against unjust treatment and bring about social or political change. It began as early as Socrates, who disobeyed an unjust decree against teaching his ideas, which led to his being condemned to death; Mahatma Gandhi’s fight against British rule over India; and Rosa Parks refusal to give up her seatRead MoreEssay about Biography of Dr. Martin Luther King Jr.4067 Words   |  17 PagesBiography of Dr. Martin Luther King Jr. Jan. 15, 1929 - April 4, 1968 Nationality: American Occupation: civil rights leader Occupation: minister (religion) Michael King Jr. was born on January 15, 1929, in the Atlanta home of his maternal grandfather, Adam Daniel Williams (1863 — 1931). He was the second child and the first son of Michael King Sr. (1897 — 1984) and Alberta Christine Williams King (1903 — 1974). Michael Jr. had an older sister, Willie Christine (b. 1927), and a youngerRead MoreEssay on Dr. Martin Luther King Jr and The Civil Rights Movement2125 Words   |  9 PagesMartin Luther King jr. was one of the most influential persons of the 20th Century. 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Samsung Corporations Operations Strategy - Click to Visit Sample

Question: Discuss about a Report for Samsung Corporations Operations Strategy. Answer: Background Information The Samsung Company has been existence since 1970, and their operations have been successful with amendments on its management and ownerships. This change has not changed its mission of creating the futures and in every worlds technological development that has been experienced in the network sector, the Samsung gadgets have been among the first to deliver. To create a persistent chain for such a long time means that there is a need for strong operations strategy to support the businesses and conquer the market by delivering better products to the customers. The companys vision is to inspire the world through creating network devices for the future. This is a possible dream that is being worked on by providing the best gadgets and exploiting the market capabilities to reach all the customers. Their products include computers, feature phones and smartphones. The market is invaded by a much technological organisation that are also focusing on producing the best technology ever developed. Mainly on the network sector, companies such as Apple and Nokia has also proved the market that they can provide best network gadget, thus creating tough competition for the Samsung Corporation. Some of the markets in the world have been not easy for the Samsung products to be accepted such as the American market where Apple has been operating as a super company mostly in the American market. It took a lot of business strategizing for Samsungs products like Galaxy S6 to win the purchase decision of some individuals in the American states. After the achievement of developing the 4G network gadgets, the corporation is focused on soon creating network gadgets that could provide speedy (5G) networks for the customers. This will meet the needs of many individuals who wish to have faster network than the existing to perform their tasks efficiently and effective ly (Samsung Business Strategy, 2007). Processes of Operations Strategy Four processes are used in the generation of strategies in an organisation. These steps should always be followed for an effective operations strategy developments. The process includes formulation, implementation, monitoring and control of the developed operations strategy. Therefore, these stages will be discussed about Samsung Corporation and their products. Formulation Formulation of the operations strategy requires the developers of the strategic approaches to identify the missions and objectives of the company. It will be important to use the objectives of the organisation to ensure that the developed strategies help in the development of the company. For instance, Samsungs mission is to create the future by providing gadgets that serve the community on a technological basis. Therefore, this will be the main drive for the operations strategy (Kruger Noxolo Mama, 2012). Also, the objectives of the company should be considered so that effective strategies that no contradict the missions and visions of the organisation can be formulated. The strength and weaknesses of the Samsung company are also supposed to be critically analysed. It will be better for a company to understand points of weaknesses so that more effort can be applied to avoid business losses. Strengths will also be used to the advantage of the company and its products (Fleisher Bens oussan, 2007). The worthiness of products and services are determined when they exposed in a competitive environment. In this case, the customers will have to determine the best product or service to purchase. For instance, Apple products compete with Samsung products in the American market, which means the perception of the customers with determining the purchasing decision. When one product of chosen over the other by the customers with dictate the likes and preferences of the target market. The objectives of Apple Company seem to concur with Samsungs thus making them observe the strengths and weaknesses of their competitors ensure that they develop exemplary devices. Implementation The implementation stage for the developed strategies is focused on ensuring that every idea that has been proposed in perfectly administered. This means that process will tackle the strategies in different methodologies. The customers are important and their views are critical to the development of a company. After the strategies have been created, the management can implement from their levels towards the lowers levels. For example, a strategy in the Samsung firm will have to be administered from the headquarters towards the regional sections and last to national levels. This is because it is an international company that has customers in every part of the globe and every customer is supposed to experience the best services. The resources are mobilised and allocated effectively based on the authority structuring. Every individual within the company is allocated several responsibilities so that the strategy can be made successful. It will be a collective obligation to undertake the tasks as required so that the company can meet its objectives within the specified period. Finally, the information about the strategy follows to enable tackling the responsibilities and policies are formulated to govern the entire strategic process. Several operational and administrative decision are required to help in implementing a particular strategy (Lubowe, Cipollari, Antoine, 2009). For instance, Samsung Corporation is to decide the prices of its products based on regions, considering the specific economic level. Monitoring Projects need to be monitored for maximum output and ensuring that the set policies are followed. There is a great need for a monitoring approach for every strategy implemented in a company to avoid being the chances of failure that can cause great losses to the company. Therefore, some funding should be set aside to help manage the monitoring team perform their tasks effectively, thus generating a report on the progress. Much will be understood about what is required for the strategic processes when there are individual analysing the project. The monitoring process highly focusses of the profitability of the strategies, thus advising the company on whether to invest in the strategy or use an alternative. There is set reviews that are conducted depending on the size covered by the strategy, and the officials should provide the results systematically. For example, if a company implements an international strategy, monitoring will be performed either on a regional basis and the effecti veness will be viewed by the rate of sales observed. (Khanna, 2015) Control Control is the last stage of the strategic management process where the effectiveness of the strategy has been obtained, and the management has confirmed acceptance in the business operations. There are corrective measures that should be undertaken if the strategy deviates from the objectives and goals of the corporation. In Samsung Company, a business strategy can be implemented to boost the sales. Therefore, production of less competitive devices can be produced as a result of wishing to make more sales, which would be the focus of the firm. Therefore, this strategy will have to be corrected to fit the aims of the company, which is to provide solutions to technological network devices and create the future (Palepu Healy, 2013). Competitive Strategies Four business strategies are used by an organisation to fit in a market perfectly. These strategies differ from the costs of production, features of the products and their prices. Low-Cost Provider Firstly, the organisation can focus on the Low-Cost provider strategy that believes in striving to lower the costs of production so that there can be massive customers on a particular product. For instance, Samsung can decide to create a fantastic smartphone that costs less to be able to achieve more sales, more preferably in the developing countries where every person wants to own an internet-enabled device (Valdani Arbore, 2012). This means that the device might not be having a lot of features, but it will-will satisfy the customers effectively. Broad differentiation The second competitive strategy is broad differentiation, where the products are made to be much different from the competitors. These differences are viewed from the design and the software. The prices can also be different to make the customers believe in the products and makes purchases. The different attributes should appear interesting to the customers to give them reasons for choosing this particular product over the others. Focused Low-Cost is another approach that keeps the organisation mind about the low-priced products that are purchased, price-sensitive buyers. These buyers will seem to be crowding the market, and their contribution is enormous. Focused Differentiation The Focused Differentiation is another business technique that can be used to make a product manoeuvre through a tough competitive market. It focuses on the tastes and preferences of the niche members, thus concentrating on the narrow buyer (Tan Matthews, 2009). This means that the low-earners will be considered in developing products that fit their requirements. Samsung Company has used this technique by developing products that are lowly-priced for most people in the target market to afford. Best-Cost Provider Best-Cost Provider is a strategy that will always focus on delivering more value products with a higher level pricing. This is made for the few who can afford and want to have devices with great features. For instance, Samsungs Galaxy S6 has been developed within the Best-Cost business strategy. Samsung Company has been providing high-value products to the target market, which meets the preferences of the customers (Williamson, 2004). This strategy helps a business in quality products that are highly priced. Operations Management Contributions The operation management has several responsibilities in a company as far as strategic management is concerned. These responsibilities revolve around designing, planning, managing and coordinating the general strategic processes. Therefore, if there any requirements for improving the strategies, it will always be the responsibility of the operations management to design it again to fit the required standards (Haberberg Rieple, 2008). The limited resources are to be allocated perfectly to cover all the need for the strategies. For example, changes in demand for a certain Samsung smartphone model will require an increase of decrease of the resources used. Teamwork is also very important in improving the functionality of the strategic management and ensuring that the strategies are effective. The coordination of the strategies requires the operations develop a way of interrelating activities to fit the objectives of the company (Kruger Noxolo Mama, 2012). Without proper coordination, the chances of the strategies failing will be high. Conclusion and Recommendation The Samsung Corporation need to work towards the generating strategies that fit their target markets. The products are of different qualities of the network handsets that differ with prices and considering that people have different purchasing capabilities. The effectiveness of the strategies will depend on the specific target market selected. For instance, selling devices that are of high prices to areas where the poverty level is high will not be effective as dealing with low-priced handsets. The operations management should ensure that the strategies are objective-oriented to avoid working against the aims of the company, thus leading to mistrust from the targeted market. In conclusion, consultation should be encouraged to avoid making the wrong decision for the business. Business experts should be the consultants of the company to provide the best advice for profitable decisions. References Fleisher, C. Bensoussan, B. (2007). Business and competitive analysis. Upper Saddle River, NJ: Financial Times Press. Haberberg, A. Rieple, A. (2008). Strategic management. Oxford: Oxford University Press. Khanna, R. (2015). Production and operations management. [Place of publication not identified]: Prentice-Hall Of India. Kruger, C. Noxolo Mama, M. (2012). Incorporating business strategy formulation with identity management strategy formulation. Info Mngmnt Comp Security, 20(3), 152-169. https://dx.doi.org/10.1108/09685221211247271 Lubowe, D., Cipollari, J., Antoine, P. (2009). A comprehensive strategy for globally integrated operations. Strategy Leadership, 37(5), 22-30. https://dx.doi.org/10.1108/10878570910986452 Mahadevan, B. (2009). Operations management. New Delhi: Published by Dorling Kindersley (India), licensees of Pearson Education in South Asia. Palepu, K. Healy, P. (2013). Business Analysis and Valuation. Florence: South-Western. Powell, T. (2014). Strategic management and the person. Strategic Organization, 12(3), 200-207. https://dx.doi.org/10.1177/1476127014544093 Radnor, Z., Bateman, N., Esain, A., Kumar, M., Williams, S., Upton, D. (2014). Public Service Operations Management. SAMSUNG BUSINESS GLOBAL. (2016). Samsung.com. Retrieved 2 July 2016, from https://www.samsung.com/global/business/networks/ Samsung Business Strategy, (2007). Samsung Business Strategy - Apple's Use of Litigation as a Business Strategy and the Ripple Effects on the Mobile Marketplace. Faculty.ist.psu.edu. Retrieved 2 July 2016, from https://faculty.ist.psu.edu/bagby/432f12/t11/samsung-business-strategy.html Slack, N. Lewis, M. (2011). Operations strategy. Harlow, Essex: Pearson/Prentice Hall. Stoichev, K. (2014). The Role of Business Continuity Management in the Business Management System. SJBM, 2(3), 97. https://dx.doi.org/10.11648/j.sjbm.20140203.12 Tan, K. Matthews, R. (2009). Operations strategy in action. Cheltenham, UK: Edward Elgar. Valdani, E. Arbore, A. (2012). Competitive strategies. New York: Palgrave Macmillan. Williamson, D. (2004). Strategic management and business analysis. Amsterdam: Butterworth-Heineman.

Narrative and Group free essay sample

Objectives: R6 Authorial perspective, R13 Evaluate own reading, R18 Prose text, SL10 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. We will write a custom essay sample on Narrative and Group or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 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 desperationmeeting paper sellerLink can’t sleep The all-night caffmeeting ToyaLink’s resolution (the New Me) Arrival of new girlforgetting GingerLink’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

Narrative Essay Topics Check Hooking Issues to Include in Your Story

Narrative Essay Topics Check Hooking Issues to Include in Your Story â€Å"Narrative essay might be an alarming term but in fact it is one of the simple and fun going types of essays†, customwritings.com says so. A narrative essay is simply a personal incident, or a personal feeling. We all have some stories and memories in life to share. So this is one of the ways you can share. Narrative essays ideas are not hard to find, as many of the ideas can come out of our personal experiences. Plays and movies sometimes have a narrator, a person who describes and recites the story while the action is going on. The narrator not only describes action but thoughts and feelings as well. The story that you will choose to write will be your narrative essay. Unlike other essay types, narrative essays are written in active voice or we can say that the first person is used while writing a narrative essay. Since the story is your own, you can fill it with the words I, me, my, and mine. The narrative essay can be exposed as a piece of personal experience. As told before, narrative essay ideas are derived from personal experience, a feeling or a memorable event. You can choose different ideas like a day out with friends, birthday party, visiting a museum, an unexpected event or even a nightmare. The narrative essay ideas are available for everybody as each of you has many events, incidents and thoughts which are buried in your memories and would like to be on the paper. So, you can choose any memorable incident and start writing. While writing narrative essays there are some rules which must be taken into consideration. Unlike exploratory essays, narrative essays are written taking a particular point of view. The narrative supports a particular point used in it. While writing narrative essays you should provide precise details. The use of dialogues is allowed in narrative essays. Narrative essay ideas must be carved into the essay in such a way that it generates interest of the reader and looks more eye-catching.

Law of Numbers Essay Example | Topics and Well Written Essays - 500 words

Law of Numbers - Essay Example [2] If a coin is tossed many times, the more times it is tossed, the likelihood of the number of "heads" in the total population will be close to 1/2. This Law of Large Numbers can be further explained with the help of a Randomly Generated Coin Toss online applet (available from http://hspm.sph.sc.edu/COURSES/J716/a01/stat.html). The coin is unbiased and it has two sides that are equally likely to come up. When the random generator is run, the applet shows the proportion of heads in the total population. In the first 10 tosses the proportion of heads is 0.272 (3 heads and 7 tails). When it is run for a longer time up to 100 tosses the proportion of heads approaches one-half and becomes 0.48 (43 heads and 47 tails). For a 1000 tosses the proportion of heads become 0.499 (502 heads and 498 tails). This figure will fluctuate around 0.5, with the fluctuations slowly getting smaller and almost reaching 0.5. [1] 1) Let's say you flipped the coin once and it landed on heads. You will expect that on alternative tosses you will get a head. In 10 coins are tossed you expect 5 to be heads since the expected percentage of successes is 50%. But in reality only three are heads. The difference between the actual and expected number of successes is 2. The actual percentage of number of heads is 20% meaning a difference between actual and expected percentage of 30%.

WEEK 8 Problem Statement Essay Example | Topics and Well Written Essays - 500 words

WEEK 8 Problem Statement - Essay Example ogy in the world of business has continued to engage the concern of experts who explore the various ways that could be relied upon to provide solutions to the business world. Essentially, the provision of these solutions requires the adoption of information technology tools in specific areas that pose challenges of efficiency and productivity (Gottschalk, 2007). A comprehensive appreciation of the value of information technology in the world of business might begin with some focus on the communication factor in business. Efficient communication saves time and money and helps the organization to meet set goals in an orderly and harmonious manner. Traditional forms of communication involved lengthy periods of time which adversely affected the fiscal targets of business. Generally, the performance of any business is measured within specific time frames. It is therefore important for businesses to develop systems that would ensure efficiency and production within the set time frame. Information technology has supplied tools through the internet technology which lessen the logistical challenges that were usually incurred in the course of running a business (Elliott, 2004). Another factor cited by experts who embrace the adoption of information technology in business is the reduction of stress and burnout at the work place. Naturally, the incorporation of technology in the world of business has the effect of reducing the strain and stress that accompanies manual processes. Related to this is the fact that human error often occurs due to the manual systems that are more susceptible to inaccuracies as compared to systems that utilize information technology. Many studies have shown that the comparative advantage between the two systems favours the adoption of information technology in business processes. The introduction of internet-based computer technology has had the effect of increasing the efficiency of businesses processes. Although the adoption of information