#1 When trying to comprehend the persistence of racial and ethnic inequality

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#1 When trying to comprehend the persistence of racial and ethnic inequality, social scientists find it useful to think in terms of social and cultural capital. French sociologist Pierre Bourdieu popularized the terms social and cultural capital to refer to assets that are not necessarily economic but have an impact on economic capital for one’s family and future. Less cultural and social capital are passed on through generations which can make it difficult to overcome deficits. Racial and ethnic minorities reproduce disadvantage while Whites are more likely to reproduce privilege.Respond to the followingDefine cultural and social capital and provide examples.Describe why White Americans are less likely to be concerned with social and cultural capital.How important do you find social and cultural capital to your family and future?Social Capitalhttps://www.youtube.com/watch?v=sts9upOA9EUCultural Capitalhttps://www.youtube.com/watch?v=5DBEYiBkgp8AND #2Has America Entered a Post-Racial Era?We were told in our reading this week that there have been certain points in recent history where racism was declared for all intents and purposes gone, but even the most casual observer of the news can recount episodes of intolerance, hate crimes, and veiled racism in opposition to immigration, affordable housing, and education reform (Schaefer, 2015). Our question this week will be, has America entered a post-racial era? Our text refers to the common expression, is the glass half empty or half full? How do you see racism in America? Do you see the glass as half empty or half full? Please respond to the following points in your responses this week:Did Obama’s presidency make life easier for people of color? Why or why not?How do popular culture representations from music, comedy, and TV programming complicate the issue?What responsibilities activists, politicians, and educators bear in advancing the discussion on race in our country

 

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. Calculate the price that Jenco would quote Taylor Nursery for each 25,000 pound lot of the new compound

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G3: Relevant Costs; Pricing

Jenco Incorporated’s only product is a combination fertilizer-weed killer called Fertikil. Fertikil is sold nationwide through normal marketing channels to retail nurseries and garden stores. Taylor Nursery plans to sell a similar fertilizer weed killer compound through its regional nursery chain under its own private label. Taylor does not have manufacturing facilities of its own, so it has asked Jenco (and several other companies) to submit a bid for manufacturing and delivering a 25,000 pound order of the private brand compound to Taylor. While the chemical composition of the Taylor compound differs from that of Fertikil, the manufacturing processes are very similar. The Taylor compound would be produced in 1.000 pound lots. Each lot would require 30 direct labor-hours and the following chemicals:

Chemicals Quantity in Pounds

CW-3 400 JX-6 300 MZ-8 200 BE-7 100

The first three chemicals (CW-3, JX-6, and MZ-8) are all used in the production of Fertikil. BE-7 was used in another compound that Jenco discontinued several months ago. The supply of BE-7 that Jenco had on hand when the other compound was discontinued was not discarded. Jenco could sell its supply of BE-7 at the prevailing market price less $0.10 per pound selling and handling expenses. Jenco also has on hand a chemical called CN-5, which was manufactured for use in another product that is no longer produced. CN-5, which cannot be used in Fertikil, can be substituted for CW-3 on a one-for-one basis without affecting the quality of the Tavlor compound. The CN-5 in inventory has a salvage value of $500. Inventory and cost data for the chemicals that can be used to produce the Taylor compound are as shown below:

Row Material Pounds in Inventory Actual Price/Pound Current Market When Purchased Price/Pound CW-3 22,000 $0.80 $0.90 JX-6 5,000 0.55 0.60 MZ-8 8,000 1.40 1.60 BE-7 4,000 0.60 0.65 CN-5 5,500 0.75 (Salvage)

The current direct labor rate is $14 per hour. The predetermined overhead rate is based on direct labor-hours (DLH). The predetermined overhead rate for the current year, based on a two-shift capacity of 400,000 total DLH with no overtime, is as follows:

Variable manufacturing overhead $ 4.50 per DLH Fixed manufacturing overhead 7.50 per DLH Combined rate $12.00 per DLH

Jenco’s production manager reports that the present equipment and facilities are adequate to manufacture the Taylor compound. Therefore, the order would have no effect on total fixed manufacturing overhead costs. However, Jenco is within 400 hours of its two-shift capacity this month. Any additional hours beyond 400 hours must be done in overtime. If need be, the Taylor compound could be produced on regular time by shifting a portion of Fertikil production to overtime. Jenco’s rate for overtime hours is 1.5 times the regular pay rate, or $21 per hour. There is no allowance for any overtime premium in the predetermined overhead rate.

Required:

1. Jenco, has decided to submit a bid for a 25,000 pound order of Taylor Nursery’s new compound. The order must be delivered by the end of the current month. Taylor Nursery has indicated that this is a one-time order that will not be repeated. Calculate the lowest price that Jenco could bid for the order without reducing its net operating income.

2. Refer to the original data. Assume that Taylor Nursery plans to place regular orders for 25,000 pound lots of the new compound during the coming year. Jenco expects the demand for Fertikil to remain strong. Therefore, the recurring orders from Taylor Nursery would put Jenco over its two-shift capacity. However, production could be scheduled so that 60% of each Taylor Nursery order could be completed during regular hours. As another option, some Fertikil production could be shifted temporarily to overtime so that the Taylor Nursery orders could be produced on regular time. Current market prices are the best available estimates of future market prices. Jenco’s standard markup policy for new products is 40% of the full manufacturing cost, including fixed manufacturing overhead. Calculate the price that Jenco would quote Taylor Nursery for each 25,000 pound lot of the new compound, assuming that it is to be treated as a new product and this pricing policy is followed.

 

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discuss the mechanisms pro-vided by FORTRAN to initialize COMMON areas.

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1. Study the COMMON construct of FORTRAN, and discuss the difference between labeled and unlabeled COM140m, as well as their possible use. Also, discuss the mechanisms pro-vided by FORTRAN to initialize COMMON areas. 2. Describe how to use C to define a common area for storing data. Do the same for Pascal. 3. We have criticized the POP_2 interface to the stack of on the grounds of being too specialized. We said that if we generalize the interface to POP, clients have more flexibility in its use. Specialization, however, is sometimes necessary for reasons of efficiency. For example, consider a stack that is implemented on one node of a distributed system. Compare POP and POP_2 in terms of efficiency of the interface for clients.

 

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Why reading strategies are one of the essential factors to gain success in academics

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Definition of the strategy
According to Zainol Abidin and Riswanto (2012), reading strategies are one of the essential factors to gain success in academics. Why?

They help students with comprehension.
They enhance the coherent mental representation and understanding of various texts.

Therefore, for students with disabilities, it is essential to incorporate reading strategies to improve understanding.
Description of the Strategy
What is CSR?
Collaborative Strategic Reading (CSR) is a strategy designed by Klinger and Vaughn which utilizes a combination of Reciprocal Teaching and Cooperative Learning. It encompasses four strategies:

The Preview stratagem
Click & Clunk approach
Get the Gist plan
The Wrap Up plan

What is Click & Clunk?

Click & Clunk allows self-monitoring and helps students control comprehension of words, ideas, and concepts.
It improves reading skills in students who have learning disabilities and for those who face possibility of acquiring reading difficulties (Zainol Abidin & Riswanto, 2012).

Target Population
A diverse array of studies demonstrates that the Click & Clunk strategies can be implemented across different age groups: pupils from the fourth to the eighth grades. The results demonstrated that the method is effective in enhancing comprehension (Swanson et al., 2011).
Note: This is the ideal target population to apply this technique. More points about how the target population is assimilated into the program are mentioned in the specific example.
Content and Materials Needed
In this method, students click and clunk while reading subjects such as English. The click aspect refers to parts of the text that a reader understands.

When a student encounters words and concepts that appear to be challenging, then clunk is applied because comprehension is impeded. For example, when the meaning of a word is obscured it is referred to as a clunk. Such strategies are important because a majority of the students with learning and reading difficulties have a challenge monitoring their level of understanding (Zainol Abidin & Riswanto, 2012).
Upon identification of clunks, an instructor incorporates fix-up strategies which students can use to understand the clunks. According to Mendieta, Múnera, Olmos, Onatra, Pérez and Rojas (2013), the strategies include:

Rereading sentences to identify key ideas to enhance understanding.
Rereading sentences found to be in the clunk category together with their preceding and following sentences.

Identifying prefixes or suffixes, and separating words to identify smaller words.

According to Decoda Literacy Solutions (2015), some of the materials needed include:

Graphics
Pictures
Drawings

Application
The strategy enables students to enhance conceptual learning through:

Techniques that improve understanding capabilities and memory.
Increasing student involvement due to the collaborative efforts implemented (Mendieta et al., 2013).
The approach also provokes thinking in the process of reading. In combination with fix-up strategies, students improve comprehension (Decoda Literacy Solutions, 2015).

Specific Example
According to Decoda Literacy Solutions (2015), the method can be applied in understanding passages in English as follows:

One can write several sentences on the board and include foreign words as well as nonsense words. For classes with higher understanding, one can write a short passage.
Afterwards, the instructor states aloud that they are about to try a new method: the click and clunk strategy.
The instructor then informs students that they should click when they encounter familiar words and clunk when the words are unfamiliar. In addition, he or she should mention that the clunk signals help students know that a sentence or word does not make sense and thus should be reread.
To handle passage clunks, the instructor can then write the text on the board and move his or her finger under different words asking the class if the items are clicks or clunks and the reason why they do not make sense. Moreover, the teacher can state that knowing all the words does not necessarily imply that one can understand the text. .
Then, the instructor can explain the reasoning behind the strategy, and after a day or two, the instructor can revisit the approach using a more difficult text. At this stage, the students can work in pairs without teacher intervention, but strong students should be encouraged to help weak ones.
Eventually, the instructor can revisit clunks and apply fix-up strategies.

Technology Integration
In a specific analysis, scholars designed a version of CSR that could be used on the computer. It was applied on students ranging from the sixth to the eighth grade and the results showed that the computer adapted version enhanced understanding (Swanson et al., 2011). Such examples demonstrate the incorporation of technology in CSR.

References

Decoda Literacy Solutions (2015). Strategies for teaching reading. Decoda. Retrieved from http://decoda.ca/wp-content/uploads/Strategies-for-Teaching-Reading-Final.pdf

Mendieta, J., Múnera, L., Olmos, T., Onatra, C., Pérez, P., & Rojas, E. (2013). Fostering reading comprehension and self-directed learning in a collaborative strategic reading (CSR) setting. University de La Sabana. Retrieved from http://intellectum.unisabana.edu.co/bitstream/handle/10818/12250/Libardo%20M%C3%BAnera%20(tesis).pdf?sequence=1&isAllowed=y

Swanson, E., Mohammed, S. S., Boardman, A. G., Vaughn, S., Klingner, J., Roberts, G., … & Solis, M. (2011). The effects of collaborative strategic reading instruction on the reading comprehension of middle school students: Year 2 replication. Society for Research on Educational Effectiveness. Retrieved from https://www.sree.org/conferences/2011/program/downloads/abstracts/94.pdf

Zainol Abidin, M. J., & Riswanto, R. (2012). Collaborative strategic reading (CSR) within cognitive and metacognitive strategies perspectives. International Journal of Humanities and Social Science, 4(1), 61-70.

 

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