Television and Media - The Emotional Security of...

The Emotional Security of Real-life Television Real-life television shows of police officers, such as COPS and LAPD: Life on the Beat, offer viewers an intimate, up-close look at life as seen through the eyes of determined police officers who patrol our streets. Television cameras capture actual footage of police officials working to expose and fight drugs, gangs, prostitution, and murder as well as other criminal injustices. As people watch the episodes, they cheer for the good guys and detest the bad guys, hoping the police will eventually apprehend the criminals. Society wants to see the criminals arrested because people feel powerless and scared in a world overflowing with violence. Consequently, real-life television†¦show more content†¦Shows such as Real Stories of the Highway Patrol and COPS serve as an escape for people. Real-life police television shows offer people the opportunity to escape from their fear of becoming a victim of crime. For a thirty minute period, viewers can watch a program that shows the poli ce capturing a wanted felon or suspect. In one particular episode of LAPD: Life on the Beat, officers respond to a domestic violence call in the nick of time; mini-market employees help officers chase down suspected shoplifters; and the police convince a kidnapper to release two children. These happy endings are uncharacteristic of what the media projects. Newspapers, magazines, and news programs tend to only focus on and reflect the abundance of crime and how it jeopardizes the safety of Americans. Rarely do they speak of encouraging or inspiring topics. Instead, the top stories on the daily news generally relate to some sort of ongoing crime. The repetition of these negative stories convey an underlying theme to viewers that America is dangerous and unsafe. Consequently, society tends to feel scared and maintains a pessimistic view on their personal safety. Because society has these anxieties, real-life television shows can capture the attention of discouraged people. When people see an episode of COPS in which the police bring down drug bosses and bust car thieves or when an officer in LAPD: Life on the Beat arrests a house burglar, they becomeShow MoreRelatedThe Effects Of Television On Children s Brain991 Words   |  4 Pageshuge impact.Because children s brain is not yet mature, their life experience is not enough. It causes many times they do not have the ability to judge right or wrong. They only reimbursing emulate and learn what they saw and heard.After that they will use television program of treatment to deal with things over and over again, to think with TV s way of thinking.So there is a very serious problem if children are in touch with violent TV programs,.What will happen? Of course, the children moods willRead MoreApplication Of Multimedia Data Mining1282 Words   |  6 Pagessolve this problem, the system transcribes the speech and detects the topic that was spoken in the message. It then estimates the emotional state of the caller and i f the voice turns out to be an agitated one, it gives the message a higher priority to be responded by an experienced operator. So all that we take into consideration is that based on the topic, emotional state of the caller and the operators’ availability the system assigns a proper experienced operator to callback. Evaluation of QualityRead MorePsychological Comfort in Don Delillo ´s White Noise Essay911 Words   |  4 Pagesoverwhelmed by all kinds of information from mass media. People unconsciously dedicate more onto the stories that media made up for them, distracting the awareness of death by focusing on the mass media culture that as a ramification from this modern society. 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Whether an avid academic or a blissful consumer, referencing media psychology as part of ones media consumptive experiencesRead More10 Years Old Children Prefer to Watch Cartoons Rather Than Other Tv Shows7337 Words   |  30 Pages10 years old children prefer to watch cartoons rather than other TV shows Marcela Reyes Quintana Claudia Arteaga Gà ³mez Jessica Morales Martà ­nez Danaee Jimà ©nez Guevara Sebastià ¡n Ortega Uribe Sebastià ¡n Dà ­az Carvalledo Universidad del Valle de Mà ©xico Professor: Sergio Bautista 31 / 05 / 2010 Prologue: Since the last decades, mass media has taken a big role on any society that exists nowadays. It is of great importance because of many reasons. One of them being because thanks to them informationRead MoreExposing the Negative Effects of Technology on Kids Essay1926 Words   |  8 Pagesare living in the digital age. â€Å"Technology has blended in with daily activity to become a way of life and children today take for granted all of which is automated. It is hard for kids today to imagine a world that existed without all of the gadgets, electronics and seamless operations that computer technology provides.† (Goessl) â€Å"Children in the United States devote some 40 hours a week to television, video games and the Internet.† (Kalb, Raymond and Adams) Many psychologists and researchers areRead MorePostmodernism and the Simpsons10775 Words   |  44 PagesThe Simpsons Intertextuality, Hyperreality and Critique of Metanarratives Ritgerà ° til B.A.-prà ³fs Bjà ¶rn Erlingur Flà ³ki Bjà ¶rnsson bjornfloki@gmail.com Kt. 110982-5779 Maà ­ 2006 Abstract This essay offers a postmodernist reading of the popular television program The Simpsons, with special regard to the postmodern theories of intertexuality, hyperreality, and metanarratives. Before delving into The Simpsons, some major theoretical aspects of postmodernism in aesthetic production are outlined. 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Questions On Writing Assignments The Klandermans And...

Writing assignments: Below are six prompts based on the ideas presented in the Klandermans and Staggenborg text and in earlier readings in Creswell. Select three of the six prompts. Write a minimum 500-word response for each of your selections. 1. What is survey method? What kinds of survey methods are used in social movement?s research? Discuss their benefits and limitations. In the realm of social science there are a variety of measurement tools that academics use to perform social research. One of the most important tools is survey research, a measurement procedure that involves asking questions of respondents (Trochim, 2006). The importance of survey research cannot be understated, as it is estimated that in the 1980s and 1990s one†¦show more content†¦Ultimately, the data collected from research is applied to answering a research question. John W. Creswell (2007) recommends, in his book, Qualitative Inquiry and Research Design: Choosing Among Five Traditions, that there be a single central question and several sub questions. Therefore, one of the challenges in survey research is ensuring that questionnaires and interviews yield results that somehow assist in answering the central question or related sub ques tions pertaining to the study. A variety of survey-related studies are provided by Klandermans and Smith (2011) that normally focus on comparison of movements, events, other social movement features, or a variety of integrated comparisons. Additionally, they acknowledge one of the major challenges in comparative research studies: Unless we obtain measurements that both precede and follow participation or exposure to movement activities, we will not be able to determine the extent to which individuals participate because of their beliefs and the extent to which their beliefs are shaped by their participation ((Klandermans Staggenborg, 2002, p.5) Finally, results must be analyzed with standard statistical techniques. Klandermans and Smith (2002) accentuate the importance of multilevel analysis during the data analysis process. With respect to survey methodology, selecting the type of survey is one of the most critical decisions in many social research texts (p.25). Similarly,

Statistics Related To Insolvency Observanceâ€Myassignmenthelp.Com

Question: Discuss About The Statistics Related To Insolvency Observance? Answer: Introduction: Insolvency is that state when companys total liabilities exceed its total assets. Section 95 A[1] of the Corporation Act 2001 states, any organization or individual can be considered as solvent if such organization or individual is able to pay all the debts and liabilities when they become due and payable. This section further states, individual or organization is considered as insolvent if they are not solvent. In this essay, various terms related to insolvency are discussed such directors role, ASIC role, various methods of insolvency, and process of insolvency. This essay also defines the statistics related to insolvency and observance. Lastly, brief conclusion is stated for concluding the paper[2]. Meaning of insolvency signs related to insolvency: Insolvency is defined under section 95A of the Act, and it is considered as that situation when it becomes impossible for organization or individual to pay its debts. In other words, organization or individual does not have that much assets which can be used to pay the debts of the company. Court determines primary method for the purpose of determining the companys solvency in case Bell Group Ltd (in liquidation) v Westpac Banking Corporation Others[3]. In this case, court held that solvency of company can be determined through the assets and management of the company. Signs related to insolvency: There are number of signs which reflect the actual position of the company such as profitability, goodwill, growth reflect the solvent position of the company. In similar way unprofitability and excess debts reflect the insolvent position of the company. It is necessary for directors of the company to determine the signs of insolvency at former stage for the purpose of preventing the company to goes into liquidation. Some of these signs are stated below: Cash flow of the company reflects more outgoing cash and less inflow of cash, which means company incurred loss while trading. Company faces issue in arranging the capital for its day to day working. Company also faces issue in selling its stock. New limit is negotiated by the individual of organization with the current financier. Shareholders and creditors take or threaten to take legal action against the company[4]. Measures taken by directors: after determining the signs of insolvency, it is the duty of directors to take reasonable measures for preventing the company to goes into liquidation. Following are some measures which can be taken by directors of the company: It is the duty of director to prevent the company from taking any further debt if above stated signs are reflected. However, directors can incurred further loan if it is possible to restructure or refinance the business, and funds in equity form is available for recapitalizing the projects off the company. Board must pass resolution for the purpose of appointing liquidators and administrators of the company. It is the obligation of the director to make sure that creditors and other stakeholders interest has been protected if any risk related to the insolvency occurred. Directors of the company must not engage in any trading with the outsiders if any risk related to the insolvency occurred or company becomes insolvent. Liabilities of directors in insolvency: Corporation Act imposed number of responsibilities on directors of the company if any risk related to insolvency occurred or company becomes insolvent. Section 588G of the Act imposed this liability. According to Section 588G of the Act, it is the duty of the director to restrict the trading at the time of insolvency[5]. Applicability of section 588G- this section is applicable not only on the directors of the company but o those individuals also who were not appointed as companys director but they were acting as the directors of the company. This section further state, obligation of director arises in following situations: Organization becomes insolvent at that time when debt is incurred. Risk related to insolvency occurred if organization decided to take debt Such reasons are present which make the directors believe that company face risk of insolvency or becomes insolvent if such debt is incurred by the company. In case Kenna Brown Pty Ltd v Kenna[6], Court stated that directors must conduct objective assessment for the purpose of determining the insolvency. Contravention of section 588G- there are two types of contravention related to this section, and these contraventions are stated below: If directors of the company fail to prevent the company from incurring further debt, even though sufficient reasons are present which make the directors believe that risk related to insolvency is present or company becomes insolvent, then such failure can be considered as contravention of this section and directors of the company are liable under civil provision. Penalty under criminal provisions will be applicable on directors of the company if directors of the company fail to prevent the company from incurring further debt, even though sufficient reasons are present which make the directors believe that risk related to insolvency is present or company becomes insolvent because of any dishonest reasons. Consequences of contravention- following are the consequences of contravention of section 588G of the Act[7]: Court pass compensation order under section 1317E[8] of the Act if director fails to compile with this section and this order states that directors are personally liable to pay the compensation to the company if any company suffered any operations. Court pass pecuniary order under section 1317G[9] of the Act if director fails to compile with this section, and this order states the amount of penalty imposed on directors up to $200000. Court can pass disqualification order under section 206[10] of the Act and as per this order; directors of the company are disqualified to manage the company. If director fails to compile with section 588G because of any dishonest reason then directors of the company are penalized under criminal provisions, and court can order fine up to 2000 penalty units or imprisonment for the period of 5 years (Corporation Act, 2001). Alternative ways- if directors have sufficient reasons to believe that company face the risk related to insolvency then directors can opt for these alternative ways also: Directors can take advice from professionals and experts. Directors can request secured creditors for appoint the receiver. Directors must cease the trading of the company. Directors must restrict the company for taking any other debt. Board can appoint administrator under section 436A of the Act[11]. Difference between voluntary and involuntary: If company opts for voluntary administration then company can choose reorganization. This intervention is initiated by the directors of the company if directors have sufficient reason to believe that company face risk of insolvency or becomes insolvent. In this director of the company has power to exercise same level of control. This administration provides the hope of business reorganization. Under voluntary administration, external administrator is appointed by the company directors and secured creditors. It must be noted that person who is appointed as administrator under this method is known as voluntary administrator. Investigation is conducted by the voluntary administrator, and in this investigation administrator investigates the company affairs. Investigator sends report to the creditors of the company. In this report investigator state clear views related to the conditions of the company and alternative option available to creditors. On the other hand, involuntary administration of the company occurred when administrator is appointed by the charge holder, liquidator, and provincial liquidator. Under these method directors of the company has power to exercise similar control. It must be noted that involuntary administration is considered as that stage under which hope off business restructuring is almost nil[12]. Members winding up- If directors of the company does not opt for creditors winding up, then also have one more option that is members winding up. Under this option, members of the company pass special resolution for appointing the liquidator. This liquidator is appointed under section 495 of Act[13], which states that liquidator is appointed by passing special resolution in the general meeting. Liquidator is appointed under this section for the purpose of wound up all he operations of the company, and to discharge all the liabilities of the company. Directors of the company can also opt for voluntary administration of the company, and under this method directors appoint voluntary administrator for the purpose of investigating the matters of the company. Statistics related to insolvency: ASIC quarterly statistics related to insolvency shows the result of the last quarter of 2016/17. Result shows an increase of 28% in companies which opt for external administration. Total appointments were 2198 as compared to 1717 in the previous quarter. This can be understood through below stated table[14]: Companies opt for EXAD: Month 2016 2017 %change April 793 590 -25.6% May 735 792 7.8% June 755 816 8.1% Total 2283 2198 -3.7%[15] Issue related to insolvency: Australian insolvency law does not state any measures or steps through which directors of the company can reorganize or restructure the business of the company. However, it also fails in recognizing the long term gains of the company such as value of assets, goodwill, reasons of closure at premature level, and liquidation. Law related to insolvency does not provide any options which deals with the business restructuring or help in making the company profitable. It also fails in providing the measures which protect the interest of directors as well. Making the directors personally liable, while incurring further debt will reduce the capacity of directors to conduct any step for restructuring the business of the company. Following are some issues related to insolvency law in Australia: It will make the directors personally liable which reduce the capacity of directors to incur any further debt. Talented people restrict themselves from holding the position of directors because of the personal liability. Some recommendations related to these issues are sated below: While taking the decision of premature liquidation, expert advice must be compulsory. Reduce the personal liability of the directors if they act in good faith[16]. ASIC Role: ASIC play very important role in the insolvency of the company, and ASIC has power to deregister the company if ASIC has reason to believe that company ceased its trading and fees and penalties due to ASIC and other authorities are not paid by the company. However, if following reasons are present then ASIC can deregister the company: Company fails to submit its annual fee within the 12 months from the date on which fee becomes due. ASIC issued compliance notice to the company and company does not submit any response related to that notice within the period of 18 months from the date of issue of notice. Processing related to the winding of the company is started and company fails to appoint liquidator[17]. Observation: There are number of legislations and case laws which clarify that director of the company are personally liable if they breach their fiduciary duty. However, corporation Act fails to recognize the interest of minority shareholders at the time of insolvency. In case law Kinsela v Russell Kinsela Pty Ltd (in liq) (1986) 10 ACLR 395[18], court held that if directors of the company breach their fiduciary duty then members can rectify the action of the director in general meeting. In case such rectification defrauding the minority then such rectification was considered as invalid. Therefore it is necessary to consider the interest of the minority while making any decision; otherwise such decision will be considered as invalid decision. Conclusion: In this essay, various terms related to insolvency are discussed and this discussion clearly states that role of directors of the company is very important at the time of insolvency. As stated, directors are personal responsible to ensure the interest of creditors and stakeholders. References ASIC. Types of Insolvency. https://asic.gov.au/regulatory-resources/insolvency/types-of-insolvency/, Accessed on 15th September 2017. Australian Debt Solvers, Company Insolvency Survival Booklet, https://australiandebtsolvers.com.au/wp-content/uploads/2016/03/CompanyInsolvencySurvivalBooklet.pdf, Accessed on 15th September 2017. AICD. Insolvent trading, https://aicd.companydirectors.com.au/~/media/cd2/resources/director-resources/director-tools/pdf/05446-6-3-duties-directors_insolvent-trading_a4-web.ashx, Accessed on 15th September 2017. Quinlan, M. (2005). Formal Reorganization in business. https://www.allens.com.au/pubs/pdf/insol/pap15mar05.pdf, Accessed on 15th September 2017 ASIC, Corporate insolvencies: June quarter 2017, https://download.asic.gov.au/media/4410590/201706-june-qtr-2017-summary-analysis.pdf, Accessed on 15th September 2017. ASIC, ( 2010). Duty to prevent insolvent trading: Guide for directors, https://download.asic.gov.au/media/1241384/rg217-29july2010.pdf, Accessed on 15th August 2017. ASIC. ASIC initiated deregistration of company. https://www.asic.gov.au/for-business/closing-your-company/deregistration/asic-initiated-deregistration-of-company/#ReasonsforDereg, Accessed on 15th September 2017. [1] Corporation Act 2001- Section 95A. [2] ASIC. Types of Insolvency. https://asic.gov.au/regulatory-resources/insolvency/types-of-insolvency/, Accessed on 15th September 2017 [3] Bell Group Ltd (in liquidation) v Westpac Banking Corporation Others. [4] Australian Debt Solvers, Company Insolvency Survival marketing, https://australiandebtsolvers.com.au/wp-content/uploads/2016/03/CompanyInsolvencySurvivalBooklet.pdf, Accessed on 15th September 2017. [5] Corporation Act 2001- Section 588G. [6] Kenna Brown Pty Ltd v Kenna. [7] AICD. Insolvent trading, https://aicd.companydirectors.com.au/~/media/cd2/resources/director-resources/director-tools/pdf/05446-6-3-duties-directors_insolvent-trading_a4-web.ashx, Accessed on 15th September 2017. [8] Corporation Act 2001- Section 1317E. [9] Corporation Act 2001- Section 1317G. [10] Corporation Act 2001- Section 206. [11] Corporation Act 2001- Section 436A. [12] Quinlan, M. (2005). Formal Reorganization in Australia. https://www.allens.com.au/pubs/pdf/insol/pap15mar05.pdf, Accessed on 15th September 2017. [13] Corporation Act 2001- Section 495. [15] ASIC, Corporate insolvencies: June quarter 2017, https://download.asic.gov.au/media/4410590/201706-june-qtr-2017-summary-analysis.pdf, Accessed on 15th September 2017. [16] ASIC, ( 2010). Duty to prevent insolvent trading: Guide for directors, https://download.asic.gov.au/media/1241384/rg217-29july2010.pdf, Accessed on 15th August 2017. [17] ASIC. ASIC initiated deregistration of company. https://www.asic.gov.au/for-business/closing-your-company/deregistration/asic-initiated-deregistration-of-company/#ReasonsforDereg, Accessed on 15th September 2017. [18] Kinsela v Russell Kinsela Pty Ltd (in liq) (1986) 10 ACLR 395.

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