Social Security represents over ____________________ of the…

Questions

Cоnsider the exаmple оf а mаnufacturer оf exquisite clocks faces above. It is possible to adapt model “A” in order to allow MB to be used in place of MA. How much total safety stock of MB would be needed to meet the service level of 90% for both models?

25 pоints Pоssible Teаchers fаce mаny practical issues, questiоns, and dilemmas to solve each day. In responding to these situations, the teacher must make decisions (choices). There are many, many ways to respond to these situations as there is more than one effective way to teach. The decisions made by the individual teacher define his/her beliefs and behavior. For this task, you will reflect on how to respond to the case study below and discuss how you will make a decision informed by personal thoughts and content learned in this course. 25-24 Points - Excellence will be based upon knowledge, sound reasoning and thoroughness. Ideas are supported by reflection based on course content. Evaluativist reasoning is evidenced. 23- 21 Points -- A good response will thoroughly discuss several key aspects of the case in relation to course learning, the reasoning is sound, but certain specific details are lacking, but ideas demonstrates competency 20 -17 Points -- A fair response will discuss components of the case. The reasoning is not as logical as that which merits good or excellent. Reflection on course topics is not included or is disjointed. 16- 14 -- A poor response discusses the case at a surface level and has weaker reasoning, incomplete discussions. A Token Economy (Point) System At the start of the day, the teacher took Jason, an oppositional and highly impulsive child, to the “classroom store”. Hoping to motivate him, she asked him, “What else do you want to work for today?” After looking over the various items, Jason decided that he wanted to work for a slick, black toy car. It cost 75 points. The teacher assured Jason that if he did all of his work, he could earn the needed points. For the first hour, Jason stayed at his desk and did all of his assignments. “How many points did I earn?” he excitedly asked his teacher. “Fifteen!” she responded. “Way to go.” However, things did not continue to go well for Jason. A packet of worksheets proved too difficult for him. After unsuccessfully attempting three problems, Jason tore up the math sheets. The teacher flashed him “the look” but wisely did not say anything. During the rest of the day, Jason completed many assignments – more than usual – but not all of them. At the end of the day, he stood impatiently waiting while the teacher tallied his points. “You have 60 points” she announced. Jason started to reach for the car. “No,” the teacher said. “You will have to select something else today, Jason. Look on the third shelf. The things there cost 60 points.” “But I want the car!” Jason insisted. “I’m sorry, Jason. You didn’t earn enough points for the car,” the teacher soothingly replied. Jason looked longingly at the car. Suddenly he grabbed it and threw it as hard as he could against the wall, breaking it into pieces. As you answer the following questions, address the following ideas in your solution in regards to our classroom learning: Motivation Listening Relationship Communication What is a token economy & is Jason’s action to throw the car a symptom of the problem? If so, what is/are the possible root/s of the problem? How do you respond in the moment to the situation? What changes would you make in the future in regards to this situation?