Sixth-Grade Lesson Plan Ratios

A  ratio  is a numerical comparison of two or more quantities that indicates their relative sizes.  Help sixth-grade students demonstrate their understanding of the concept of a ratio by using ratio language to describe relationships between quantities in this lesson plan. Lesson Basics This lesson is designed to last one standard class period or 60 minutes. These are the key elements of the lesson: Materials: Pictures of animalsKey vocabulary: ratio, relationship, quantityObjectives: Students will demonstrate their understanding of the concept of a ratio by using ratio language to describe relationships between quantities.Standards met: 6.RP.1. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, â€Å"The ratio of wings to beaks in the bird house at the zoo was 2:1 because for every two wings there was one beak.† Introducing the Lesson Take five to 10 minutes to do a class survey. Depending on the time and management issues you may have with your class, you can ask the questions and record the information yourself, or you can have the students design the survey themselves. Gather information such as: Number of people with blue eyes compared to brown eyes in the classNumber of people with shoelaces compared to fabric fastenerNumber of people with long sleeves and short sleeves Step-by-Step Procedure Start by showing a picture of a bird. Ask students questions such as, How many legs? How many beaks? Then follow these steps. Show a picture of a cow. Ask students: How many legs? How many heads?Define the learning target for the day. Tell the students: Today we will explore the concept of ratio, which is a relationship between two quantities. What we will try to do today is compare quantities in ratio format, which usually looks like 2:1, 1:3, 10:1, etc. The interesting thing about ratios is that no matter how many birds, cows, shoelaces, etc. you have, the ratio—the relationship—is always the same.Review the picture of the bird. Construct a T-chart—a graphical tool used for listing two separate viewpoints of a topic—on the board. In one column, write â€Å"legs,† in another, write â€Å"beaks.† Tell the students: Barring any truly injured birds, if we have two legs, we have one beak. What if we have four legs? (two beaks)Tell students that for birds, the ratio of their legs to beaks is 2:1. Then add: For every two legs, we’ll see one beak.Construct the same T-chart for the cows. Help students see that for every four legs, they’ll see one head. Consequently, the ratio of legs to heads is 4:1.Use body parts to further demonstrate the concept. Ask students: How many fingers do you see? (10) How many hands? (two)On the T-chart, write 10 in one column, and 2 in the other. Remind students that the goal with ratios is to get them to look as simple as possible. (If your students have learned about greatest common factors, this is much easier.) Ask students: What if we only had one hand? (five fingers) So the ratio of fingers to hands is 5:1.Do a quick check of the class. After students write the answers to these questions, have them do a choral response, where the class gives answers orally in unison for the following concepts:Ratio of eyes to headsRatio of toes to feetRatio of legs to feetRatio of: (use survey answers if they are easily divisible: shoelaces to fabric fastener, for example) Evaluation As students are working on these answers, walk around the class so that you can see who is having a hard time recording anything, and which students write their answers down quickly and confidently. If the class is struggling, review the concept of ratios using other animals.

Policies in Management Diversity at Denny’s - 996 Words

Policies in Management Diversity at Denny’s Denny’s Corporation is a franchisee-owned, full-service restaurant chain, which operates over 1,000 restaurants through out the world (Nichols, 2012). A major instances caused to Denny’s progressive enlargement in 1993 when two class-action lawsuits for discrimination where filed. The lawsuits were accusing Denny’s for repeated civil rights violations, primarily against African Americans (Mor Barak, 2011). Among many discriminatory acts, Denny’s has been accused of requesting only African Americans costumers to pay for meals first when the other customers pay after meals. In addition, Denny’s has been scrutinized for what is known as â€Å"Blackout† periods, were the number of African American†¦show more content†¦Discrimination can appear at the time of recruitment, or at work, with regard to working conditions such as work hour, leave, pay, training; and dismissal, termination, retirement or discrimination to customers. It is also important to not only to have clear guiding policy that indicates the commitment of the organization to provide equal employment opportunity for anyone who applied for a job but also endeavors to implement it. Adamson attempting to threaten to fire anyone who discriminated is a strategy on itself to implement his policy. However, there is sill more work to do, there is sill some discrimination lawsuits that Denny’s face. However, I do not think it is an indication that Denny’s new policies and practices are not working. The policies and practices are super, but I think, Denny’s didn’t do great job addressing the public that it has been improving in managing diversity. The public image of Denny’s is still associated with their 1990s lawsuits, where they accusing of civil rights violations, primarily against African Americans. In addition, Denny’s name is still associated with discrimination by the fact that Denny’s had only one African American franchisee and had no minority suppliers. However, that is not true now. They need to let the public know that Denny’s not only increased the number of minority employees, but also increased franchise owners to 120 and increased its purchased from minority-owned suppliers to $90Show MoreRelatedAnnual Repor t Fosters Beer64959 Words   |  260 PagesFrom the ChAirmAN ANd ChieF exeCutive oFFiCer 82 84 13 diSCoNtiNued operAtioNS 14 propertY, plANt ANd equipmeNt 08 09 10 the Next ChApter For CuB exeCutive mANAgemeNt CorporAte goverNANCe StAtemeNt 85 86 88 89 15 AgriCulturAl ASSetS 16 iNtANgiBle ASSetS 17 pAYABleS 18 FiNANCiAl riSk mANAgemeNt oBjeCtiveS ANd poliCieS 18 24 49 59 direCtorS’ report remuNerAtioN report group FiNANCiAl review Five YeAr SummArY 94 19 derivAtive FiNANCiAl iNStrumeNtS 96 Financial statements

Oedipus The King Essay Paper Example For Students

Oedipus The King Essay Paper Oedipus the King by Sophocles is about Oedipus, a man doomed by his fate. Like most tragedies, Oedipus the King; contains a tragic hero, a heroic figure unable to escape his/her own doom. This tragic hero usually has a hamartia or a tragic flaw which causes his/hers downfall. The tragic flaw that Sophocles gives Oedipus is hubris (exaggerated pride or self-confidence), which is what caused Oedipus to walk right into the fate he sought to escape. Pride like that of Oedipus had been the downfall of many great leaders. Oedipus is blinded by his arrogance and wont accept the fact that he cant avoid his fate. His pride first affects him when he is told about what his fate has in-store for him. Oedipus explains to Jocasta that he was told that he was fated to to lie with my his mother and show to daylight an accursed breed which men would not endure, and I he was doomed to be murderer of the father that begot me him. When I heard this I fled; (Sophocles 45, 1.792-4). Ironically the pride w hich caused him to attempt to avoid his fate, put him on a path to it. On his trip away from Corinth, he unknowingly met with his father, King Laius. When Oedipus tells Jocasta of his encounter he says that he met with a carriage at an intersection and they fought over the right of way. He also mentions one man (King Laius) struck him and said that: He (King Laius) was paid in full and #8230; my stick had struck him backwards from the car and he rolled out of it. And then I killed them all.; (Pg 45, 1.801-13)Oedipus pride caused him to kill his own father (unknowingly). He kept seeking for ways to avoid his destiny. This shows that he was so zealous that he thought he could avoid destiny. Also, in trying to avoid his destiny, he got into an argument over a small right of way incident. Had he just swallowed his pride and let the carriage have the right of way, he could have avoided everything. Sophocles decision to make Oedipus hamartia hubris helped contribute to the play because it showed that Oedipus had the chance to avoid his fate. Also, it is his hubris, which made him think that he could escape fate that brought him to his fate. Oedipus problem was that his insolent nature prevented him from just letting things be. He was so self-confident that he tried to escape his fate. Had he not tried to escape his fate, he could have prevented what happened from occuring. The fact that his hamartia is hubris just shows us that its his own fault that things ended up as they did. This is why Sophocles gave Oedipus this tragic flaw. They showed that Oedipus could have avoided his fate, had he possessed different characteristics. Oedipus problem was that his nature was to be proud and confident and he couldnt change that. He showed his arrogance in the beginning of the story when he spoke to Teiresias. He said:When the dark singer, the sphinx, was in your country, did you speak wo rd of deliverance to its citizens? And yet the riddles answer was no the province of a chance comer. It was a prophets task and plainly you had no such gift of prophecy from birds nor otherwise from any Fod to glean a word of Knowledge. But I came, Oedipus, who knew nothing, and I stopped her. I solved the riddle by my wit alone. Mine was no knowledge got from birds.; (Pg. 27, 1.391-9) Oedipus knew that even the most intelligent men of thebes had been killed attempting to answer the riddle. When he answered the riddle, he proved his intelligence was superior to theirs. When Oedipus solved the riddle it was fuel for his arrogance. He just became completely cavalier and even more self confident then before. It was because of this that he was brought to a tragic end. Even as the pieces of the puzzle were coming together and Oedipus was beginning to learn of what had happened to him his inner colors were shining. When Jocasta, his wife, knew that he was about to find out something that would forever change him, she said to him: I beg you#8212;do not hunt this out#8212;I beg you, if you have any care for your own life. What I am suffering is enough.; (pg 57, 1.1060-2) Oedipus let his arrogance make his decision and wouldnt let it go until he figured everything out. The begging of his wife, couldnt even stop him. He called for the shepard and interrogated him till he discovered the horrifying truth that he is the killer of King Laius and Jocasta is his mother. Sophocles used Oedipus pride to characterize Oedipus as a tragic man. It showed that he was destined to make himself miserable because of the hubris he was born with. He also uses it to show that there is fate, but we are a part of it and it is only what might happen based on the person we are. Oedipus came about his tragic discovery not because of an evil act or an evil trait but because of the person he was. When the oracles stated that Oedipus would kill his father and marry his mother, he stated what could happen. Oedipus fate might have been avoided if Oedipus was not the type of person he was.Oedipus was a tragic hero. Sophocles, instead of killing Oedipus in the end of the novel, chose to give Oedipus a fate worse then death. Oedipus found out who he was and that he killed his father and slept with his mother. His tragic end was a result of his hamartia, hubris. His pride was what caused him to attack the carriage and kill his father, which led to him marrying his mother. He could have ignored the mere right of way argument, but the person he was inside couldnt. His self-confidence and pride, turned into arrogance, and caused him to curse himself. Ironically the traits Oedipus had which led to him becoming a rich and powerful king ultimately led to his tragic end. Perhaps if Oedipus had been a different person inside, he might have been able to escape his fate.

Juvenile Justice Reform Essays - Legal Procedure, Criminal Procedure

Juvenile Justice Reform Law Juvenile Justice Reform Massachusetts Juvenile Justice Reform: A Step in the Wrong Direction Juvenile Justice THESIS STATEMENT: The Great and General Court of Massachusetts has erred in reforming the juvenile justice system by implementing policies and procedures that will harm juveniles and place society at risk. On July 23, 1995, an intruder brutally attacked and stabbed Janet Downing approximately 100 times in her Somerville home. The revolting Downing murder and ensuing arrest of Edward O'Brien Jr., a 15-year-old juvenile whom prosecutors say committed the heinous crime, sent shockwaves through the state. When Somerville District Court Judge Paul P. Hefferman ruled that the Commonwealth try Mr. O'Brien as a juvenile, those shockwaves grew in intensity, and the citizens of Massachusetts, fed up with increasing youth violence and perceptions of an ineffective juvenile justice system, demanded the enactment of tough new laws to deal with repeat and violent juvenile offenders. The Great and General Court of Massachusetts headed these demands for reform of the juvenile justice system and enacted legislation that, among other things, abolishes the trial de novo system in the juvenile courts, requires the trial of juveniles charged with murder, manslaughter, aggravated rape, forcible rape of a child, kidnaping, assault with intent to rob or murder and armed burglary in adult court and permits prosecutors to open to the public juvenile proceedings when they seek an adult sentence. Although proponents tout these measures as a sagacious solution for the vexatious problem of juvenile delinquency, abolishing the trial de novo system, providing for automatic adult trials and opening juvenile proceedings to the public when prosecutors seek an adult sentence works to the detriment, not the benefit, of juveniles and society. Therefore, the policy makers of Massachusetts should repeal most sections of the Juvenile Justice Reform Act and develop other policies to deal with the rising problem of juvenile crime. I. A SINGLE TRIAL SYSTEM PREVENTS COURTS FROM PROVIDING RAPID ASSISTANCE TO JUVENILES IN NEED, DOES LITTLE TO SERVE JUDICIAL ECONOMY AND PLACES A SIMILAR BURDEN AS THE DE NOVO SYSTEM ON VICTIMS AND WITNESSES. Proponents of a single trial system for juveniles argue that the trial de novo system wastes judicial resources by giving defendants a second bite at the apple and traumatizes victims and witnesses by forcing them to testify at two proceedings. However, these proponents fail to acknowledge that the de novo system allows judges to quickly provide juveniles with the rehabilitative help they need. The proponents, unsurprisingly, also fail to acknowledge that a single trial system may place a greater burden on judicial resources and a similar burden on victims and witnesses. The de novo system benefits juveniles by encouraging bench trials, which frequently result in the swift administration of rehabilitative help. For many juveniles, delinquency is a reaction to a variety of situational stressors. Statistics indicate that the vast majority of juvenile delinquents are exposed to abuse and neglect, harsh or erratic parenting, and socioeconomic deprivation. Experts believe that if the juvenile justice system is to rehabilitate juveniles and make them productive members of our society, it must address these problems as swiftly as possible. A de novo system encourages juveniles, many of whom want judicial help, to request a bench trial. Likewise, under a de novo system, defense attorneys are encouraged to recommend an initial bench trial because the court's decision does not bind clients if it is not in their interest. On the other hand, a single trial system discourages juveniles and defense attorneys from requesting a bench trial. Because jury trials are more lengthy than bench trials and may drag out for over a year, the current policy of encouraging juveniles to seek an initial jury trial denies them the rehabilitative help they need for a significant period of time. Therefore, the de novo system is the preferred choice when dealing with juveniles because it encourages bench trials and, concomitantly, the swift administration of rehabilitative help. As noted earlier, one of the primary arguments for doing away with the de novo system is that it wastes judicial resources. However, upon closer examination one realizes that the de novo system actually furthers judicial economy. Under a de novo system, procedural safeguards can be done away with or relaxed at bench trials without fear of violating rights of defendants. Courts have found the elimination of procedural safeguards at bench trials in a de novo system to be constitutional because the judiciary will extend all safeguards to the defendant at a new jury trial if he/she so chooses. Although no statistics could be found which indicate the number of defendants appealing de novo bench trial decision, a court