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Introduction

DARE program mean drug abuse resistance education which has global existence all around the world. It was formed by Daryl Gates and provides assistance to those people who are addicted of using drugs, have a membership in gangs and use violent behavior. Here the police officers teach the students who enter about the ill effects caused by drugs to their health and body.

An interactive environment is kept for the students that last up to ten weeks.The instructors of DARE curriculum are the local police officers that have to undergo 80 hours of special training and only then are permitted to work in the classrooms. These programs run for people for different age groups and there are number of sessions in order to keep the students in a healthy environment so that they do not commit any mistake.

There is development of skills in the students that are used in an effective manner by the latest use of internet and by classroom technology. The participants are taught about the current relationships between the drugs and crime that occurs due to the usage of drugs by them. There is an identification of high risk among the students and their hidden youth language. Various strategies have to be developed for the participation of citizens and there were many citizen oriented public safety programs (Elvira, 2006).

Various community programs are formed and initiated in order to achieve a successful community engagement that considerably reduces the crime in the society and there are anti-social behaviors. Various skills of life are developed that helps the participants to stay safe, healthy and also make a positive contribution within the society. They are able to set the goals of life with criteria for success is developed among the participants.

There are officers present who are able to assess and review the performance of the participants and give them suggestions from time to time when they commit any mistake. They are able to raise their self-esteem and skills are developed among them so that they could increase the opportunities of life.

The participants become inspired and motivated and they are able to achieve their goals and remain focused towards their lives as a whole. They become disciplined and also are able to take responsibility for their own actions. Various supportive networks are developed and also are able to communicate with the networks in a positive manner. They make informed decisions about the health, social and moral dilemmas, they being confined and also work within the framework of personal, learning and also thinking skills.

DARE program aims at providing children with good education, knowledge and skills in order to bring a change in their attitude and also keep them informed about the decisions by keeping them safe and developing healthy lifestyle for them. The children are able to bring a huge difference in their lifestyle as the sessions are interactive and help them in a lot to avoid tobacco related products (Lawrence, 2009).

5th Grade

The program starts in 5th grade in which the students are given the lessons related to their own best interest in which there is high risk and they have to resist the peer pressure and the others also influence by making the personal choices.

8th Grade

In 8th grade, there is an enhancement of real middle school lessons in which the activities on teen OTC are kept related to prescription on drug abuse, gangs and the issues related to internet safety are kept.

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References

Hecht, Michael; Graham, John; Elek, Elvira (2006) “The drug resistance strategies intervention: Program effects on substance use.”. Health Communication Retrieved April 23, 2014

Frey, Lawrence (2009). Routledge handbook of applied communication Routledge. Retrieved April 23, 2014

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1. From all original estimates given, prepare estimated contribution margins by product line for the next fiscal quarter. Also, show the contribution margins per unit.

Product Line Sales Volume Price Variable Cost ContributionMargin/Unit Ratio
Comp. Paper 30,000 $14.00 $6.00 $8.00 57%$8.00*30,000 = $240,000 CM
Napkins 120,000 $ 7.00 $4.50 $2.50 36%$2.50*120,000 = $300,000 CM
Place Mats 45,000 $12.00 $3.60 $8.40 70%$8.40 * 45,000 = $378,000 CM
Poster Board 80,000 $ 8.50 $2.50 $6.00 71%$6.00 * 80,000 = $480,000 CM
Total 275,000


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Sales Proportions CM/Product Weighed CM
Computer Paper 11% * $8.00 = $0.88
Napkins 44% * $2.50 = $1.10
Place Mats 16% * $8.40 = $1.34
Poster Board 29% * $6.00 = $1.74
Total 100% $5.06 weighted CM

 

Total Fixed Costs = $420,000+$118,000 = 538,000

Total Units = $538,000/$5.06 = 106,324 Break Even

 

Product Lines Sales Mix % Total Units # of Products Unit CM CM
Comp. Papers 11% 106,324 11,696 $8.00 $93,568
Napkins 44% 106,325 46,783 $2.50 $116,956
Place Mats 16% 106324 17,012 $8.40 $142,899
Poster Board 29% 106324 30,834 $6.00 $185,003
  1. Prepare contribution margins as in part (1) with all revisions included.
Product Line Sales Volume Price Variable Cost ContributionMargin/Unit Ratio
Comp. Paper 35,000 $14.00 $7.00 $7.00 50%
Napkins 120,000 $ 7.00 $4.50 $2.50 36%
Place Mats 45,000 $12.00 $4.00 $8.00 67%
Poster Board 80,000 $ 8.50 $2.50 $6.00 71%
Total 280,000

 

Sales Proportions CM/Product Weighed CM
Computer Paper 13% * $7.00 = $0.91
Napkins 44% * $2.50 = $1.10
Place Mats 16% * $8.00 = $1.28
Poster Board 29% * $6.00 = $1.74
Total 100% $5.03 weighted CM

 

$538,000/$5.03 = $106,958 Break Even

 

  1. For the original estimates, compute each of the following:
    (a) Break-even point for the given sales mix.

Total Costs / Weighted CM

$538,000/$5.06 = 106,324 Break Even

(b) Margin of safety for the estimated sales volume.

275,000 – 106,324 = 168,676

168,000/275000 = .61 = 61%

  1. For the revised estimates, compute each of the following:
    (a) Break-even point for the given sales mix.

538,000/$5.03 = 106,958 Break Even
(b) Margin of safety for the estimated sales volume.

280,000 – 106958 = 173,042

  1. Comment on Herbert’s concern about the variable cost of the place mats.

Place mats contribution margin (CM) is the second highest of the four products (at $142,899) and has the highest individual contribution margin per unit of the four products ($8.40). Variable costs for place mats is $3.60 rendering a $8.40 CM per unit; if the variable costs were to go up to $5.00 the CM per unit would still be $7.00 per unit ($315,000). These would be a difference of $63,000 dollars ($378,000 – $315,000 = $63,000). Herbert’s concerns about the increasing variable costs of place mats at this time are unfounded.

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Question One

Despite the story’s confusing sequence, many events are foreshadowed. Give some examples of this technique. How does foreshadowing enrich the story?

This story’s most important aspect of foreshadowing is the idea that the blinds that are on the carriage that they use to ride around are seen as dawn. This means that there is something wrong about their relationship between Homer and Miss Emily. Further the fact that Homer showed how he enjoyed being with the boys he socialized with was an indication that he was not going to be faithful to Emily. There is also a hint that by Emily she had kept her father’s body for three days, this showed that it was bound to happen again and she could keep the bodies longer just as she did with Homer’s. Foreshadowing in the story has been able to use the past so as to create the present showing the effect of what has happened in the present.

Question Two

Where does the exposition end and the movement toward the story’s climax begin? Where does the resolution stage begin?

The exposition ends during the argument that is portrayed between the past and the present and it is seen as the different approaches that are given relate to each generation that relates to Emily’s taxes. The movement towards the climax of the story begins when Emily makes a purchase of a poison known as arsenic from the druggist in the town. The resolution begins when Tobe allows the neighbors to come to the house and he leaves the neighbors and uses the back door where he is never seen or heard of again.

Question Three

Emily is clearly the story’s protagonist. In the sense that he opposes her wishes, Homer is the antagonist. What other characters – or what larger forces – are in conflict with Emily?

The other characters who are in conflict with Emily are her father who happens to be an antagonist as he wants things to remain as they have been. On the other hand, there is conflict that arises between Emily and the new town council members who want to treat Emily as any other citizen.

Question Four

Explain how each of these phrases moves the story’s plot along: “So she vanquished them, horse and foot…”(par. 15); “After a week or two the smell went away” (par. 24); “And that was the last we saw of Homer Barron” (par. 47); “And so she died” (par. 52); “The man himself lay in the bed” (par. 58).

“So she vanquished them, horse and foot…”(par. 15): Emily asked the Negro to show the authorities out as they required him to pay taxes and it is evident that Emily’s taxes were often remitted but the authority was seeking proof of that as well. “After a week or two the smell went away”: This is when she keeps her father’s body in the house as she did not believe that her father had died. The neighbors started feeling sorry for her as she had been a victim of her father’s protectiveness and was not able to get a man to be with. “And that was the last we saw of Homer Barron”:this section introduces the climax of the story where we see that Homer left and nobody knew what happened to him “And so she died”: shows the end of the story and as the main character dies in this part of the story. Her death is caused by a mild illness that is as a result of her dusty house. “The man himself lay in the bed”: is an indication of the end of the story where Homer’s body is found in the room that remained locked.

Question Five

The narrator of the story is an observer, not a participant. Who might this narrator be? Do you think the narrator is male or female? How do you suppose the narrator might know so much about Emily? Why do you think the narrator is either male or female – whichever one you selected? How do you suppose the narrator might know so much about Emily? Why do you think the narrator uses “we” instead of “I”?

The narrator could possibly be a former servant of Emily as he knows much about Emily and the gender to the narrator is a male who knows Emily intimately. This is because, he constantly refers to Emily as Miss Emily and gives a description of Colonel Sartoris, who was the mayor and the fact that he enforced the law by making a requirement for black women to wear aprons while in public. The narrator must be a male as he is found in different location only men are found, like when they were lifting the second pillow on the man who lay on the bed, considering he was dead, this meant that he was a male as in many instances, women would not go near dead bodies.

Question Six             

The original version of “A Rose for Emily” included a two-page deathbed scene revealing that Tobe, Emily’s servant, has shared her terrible secret all these years and that Emily has left her house to him. Why do you think Faulkner deleted this scene? Do you think he made the right decision?

Yes, Faulkner made the right decision as he deleted this scene so as to allow the audience to make a non-restrictive decision on what actually happened to the servant.

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Question Seven

Some critics have suggested that Miss Emily Grierson is a kind of symbol of the Old South, with its outdated ideas of chivalry, formal manners, and tradition. Do you see her also as a victim of those values? Explain.

It is evident that Miss Emily is a victim as her father has shielded her against suitors, and her father even made it worse because the type that he was willing to approve were not available. Miss Emily is falls victim again when people gossip about Homer while he could have been her perfect match. This showed that the people had held her at very high standards despite the fact that these standards did not exist in her anymore.