(1) a. sentence generation

The sentence you need to generate is shown below:

Sentence: John fed a bear in the park.

In this question, you should start from the target structure, a sentence (= S). Then you expand S by applying the rule S --> S PP. There is another rule that can expand S, namely S --> NP VP. However, if you apply S --> NP VP before S --> S PP, you will not be able to include PP. Therefore, S --> S PP is the correct rule to apply first, as has been given in the table below (together with two other steps). Remember to insert the lexical items when you get to a leaf node like D or N where no rule can be further applied. If your answers are correct, then all the 14 blanks should be filled.

The rules and lexicon that you need to generate the sentence are given as below:

Rules:

S --> NP VP
NP --> D NP
VP --> V PP
VP --> V NP
S --> S PP
PP --> P NP
AdjP --> Adv Adj
NP --> N
CP --> C S
Lexicon:

V --> saw, kicked, fed

P --> in, at

D --> a, the

N --> John, bear, park

You will need only a subset of the rules for this question.

Step

Sentence generating process

0 S

1 S --> S PP

2 S --> NP VP

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

Done!

(1)   b. Expand the rules and lexicon

What do you need to add to the previous rules and lexicon if you want to generate the following sentence:

The boy saw a brown bear in the park.

New rule(s) that needs to be added:

____________________

New lexical item(s) that needs to be added:
_____________________
______________________

Question 1:

Cesar credits his grandfather with being a model for his understanding of dogs, a clear case of_______BLANK. This type of relatively enduring change in behavior is more likely to occur if you are paying attention to the model; it can also lead to aggressive or prosocial behaviors.

Question 1 choices

Choice A., observational learning

Choice B., classical conditioning

Choice C., instinctive drift

Choice D., spontaneous recovery

Question 2

Gavin, the bomb-sniffing dog, developed a fear response to loud sounds that was likely the result of:

Question 2 choices

Choice A., observational learning.

Choice B., direct experience.

Choice C., classical conditioning.

Choice D., operant conditioning.

Question 3

Cesar was called in to help Gavin with his intense fear response to fireworks. According to the specific terminology psychologists use, the fireworks would be considered a(n):

Question 3 choices

Choice A., unconditioned stimulus.

Choice B., conditioned stimulus.

Choice C., negative reinforcement.

Choice D., punishment.

Question 4

Gavin showed a fear response not just to loud noises like fireworks, but also to beeping elevators and cell phones – not things you’d expect a dog to fear. What principle of learning might best explain Gavin’s reaction to these everyday sounds?

Question 4 choices

Choice A., Stimulus generalization

Choice B., Observational learning

Choice C., Spontaneous recovery

Choice D., Successive approximation

Question 5

Fill in the blank: In the video, you can see Cesar petting Gavin and telling him that he is a “good boy.” Cesar is using _______BLANK to reinforce the behaviors that he wants Gavin to increase.

Question 5 choices

Choice A., negative reinforcement

Choice B., positive punishment

Choice C., positive reinforcement

Choice D., neutral stimuli

Tasty meal is one of the largest foodservice retailer having more than 200 restaurants across country. It has more than 3000 employees including staff members, waiters and chefs.

However, Tasty Meal has been criticized for

• Unfair treatment with its employees by taking too many hours of working against very low wages. Tasty Meal has no difficulty in hiring its employees on low wages due to poverty and unemployment in the region. Even some employees mentioned that the hiring process depends heavily on the hiring manager’s opinion and without clear criteria and selection procedures. It has also been criticized for taking work from children against one time meal. The situation is even worst in under developed cities of the country.
• For drivers working in a delivery process the company using a specific software to track the drivers all the time.
• The working conditions inside the company were criticized as very poor conditions, without any considerations for employee’s safety and wellbeing, and privacy.
• Meals served are mostly junk food, oily, having high calorie and could cause health issues if eaten regularly. And the company usually hiding some ingredients, and nutrition information in its products.
• Tasty Meal is not even environmental friendly. Using disposable stuff like wrapping paper, straws and tableware are comparatively cost effective but harmful to the environment, especially those which are non-recyclable. It has been criticized for over packaging and using extra wrapping papers.
• To recover its reputation the company start donating money from its net profit to NGOs to take care of the community.

Questions:

1. Identify the main stakeholders in this case?
2. Using the main theories of ethics (e.g. utilitarian, human rights, fairness and justice) to understand the ethical issues in this case?
3. Do you think treating employees in Tasty Meal is unfair? Justify. (Keep the unemployment factor, poverty and economic environment in mind).
4. Should Tasty Meal be accused for health issues by providing unhealthy food? (Note: Tasty Meal never sells its product forcefully, Customers have choices)
5. Do you think Tasty Meal is running an ethical and socially responsible business? Why or why not?
6. What are your recommendations for this company in order to be more ethical (for both internal and external stakeholders)? Be creative in this.

CASE 1

Unethical practices of food industry

Tasty meal is one of the largest foodservice retailer having more than 200 restaurants across country. It has more than 3000 employees including staff members, waiters and chefs.

However, Tasty Meal has been criticized for

• Unfair treatment with its employees by taking too many hours of working against very low wages. Tasty Meal has no difficulty in hiring its employees on low wages due to poverty and unemployment in the region. Even some employees mentioned that the hiring process depends heavily on the hiring manager’s opinion and without clear criteria and selection procedures. It has also been criticized for taking work from children against one time meal. The situation is even worst in under developed cities of the country.
• For drivers working in a delivery process the company using a specific software to track the drivers all the time.
• The working conditions inside the company were criticized as very poor conditions, without any considerations for employee’s safety and wellbeing, and privacy.
• Meals served are mostly junk food, oily, having high calorie and could cause health issues if eaten regularly. And the company usually hiding some ingredients, and nutrition information in its products.
• Tasty Meal is not even environmental friendly. Using disposable stuff like wrapping paper, straws and tableware are comparatively cost effective but harmful to the environment, especially those which are non-recyclable. It has been criticized for over packaging and using extra wrapping papers.
• To recover its reputation the company start donating money from its net profit to NGOs to take care of the community.

Questions

Identify the main stakeholders in this case?

Using the main theories of ethics (e.g. utilitarian, human rights, fairness and justice) to understand the ethical issues in this case?

Do you think treating employees in Tasty Meal is unfair? Justify. (Keep the unemployment factor, poverty and economic environment in mind).?

Should Tasty Meal be accused for health issues by providing unhealthy food? (Note: Tasty Meal never sells its product forcefully, Customers have choices) ?

Do you think Tasty Meal is running an ethical and socially responsible business? Why or why not?

What are your recommendations for this company in order to be more ethical (for both internal and external stakeholders)?

QUESTION 12

To get back at her sister, Tess steals her sister's sweater. Unfortunately, her sister has so many clothes that she didn't even notice. According to Skinner, is this an example of punishment?

QUESTION 13

According to the Law of Effect, which of the following behaviours should become more common?

QUESTION 14

John has to give his cat Garfield a pill every day. He always opens up the pill bottle (which makes a popping sound) and removes one pill before giving it to Garfield, and he follows this by giving him a treat as a reward. After a while, John notices that when he opens up the pill bottle, Garfield comes running to him right away. In this example, the __________ is the unconditioned stimulus.

QUESTION 15

Use of operant conditioning techniques and applied behaviour analysis (ABA) have been applied extensively to treating which disorder?

QUESTION 16

QUESTION 17

QUESTION 18

Miranda notices that her cat salivates as soon as her cat hears the sound of the electric can opener. In this example, the sound of the can opener is the

  QUESTION 19

Dan wants to teach his young son to help with chores. He knows that the little boy isn't ready to do a lot on his own, so Dan just praises his son for small tasks like putting a toy in the toy box or helping to feed the cat. Over time, Dan's standards will get higher as his little boy can handle more complex work. This is an example of which operant concept?

QUESTION 20

QUESTION 21

QUESTION 22

Which of the following helps to explain the maintenance of problem behaviours, like staying in an abusive relationship?

Barnes & Noble Education Provides COVID-19 Update Mar 17, 2020 Update on Full-Year 2020 Outlook BASKING RIDGE, N.J.--(BUSINESS WIRE)-- Barnes & Noble Education, Inc. (NYSE: BNED), a leading solutions provider for the education industry, today announced various steps it is taking to help address some of the challenges that the schools and students it serves are facing due to the disruptions caused by the COVID-19 virus. Yesterday, the Company announced that it has joined VitalSource® and other leading publishers in providing free access to eTextbooks for students at BNED campuses that have closed due to COVID-19 through the remainder of the Spring 2020 term. Given the continued transition to online and distance learning programs by colleges and universities nationwide, to help students, BNED is also offering targeted free self-tutoring and writing services through its bartleby® suite of services, which will continue to provide students with 24/7 on-demand access to academic assistance. Michael P. Huseby, Chief Executive Officer and Chairman, BNED, said, “Our top priority remains providing schools and students with solutions during this time of unprecedented disruption, while simultaneously protecting the health and safety of our employees and customers. As an organization, we are closely monitoring the continuing developments and following the guidance of the World Health Organization, Center for Disease Control (CDC) and local health authorities. While we cannot predict how long this situation will last, BNED remains committed to actively supporting our students, faculty and the educational institutions we serve during this time. Given the economic uncertainty associated with the ongoing COVID-19 outbreak, including the continued closures of educational institutions nationwide, we are limited in our ability to accurately predict what the negative financial impact to BNED will be in fiscal 2020, and therefore believe it is appropriate to withdraw financial guidance for fiscal 2020.” BNED’s fiscal fourth quarter is historically a lower revenue quarter for the company because it does not include the fall and spring back-to-school rush periods; nonetheless, due to the uncertainty regarding the duration and extent of the disruptions caused by COVID-19, BNED is withdrawing its fiscal 2020 outlook. The Company does not intend to provide further updates to its fiscal year 2020 outlook unless deemed appropriate. ABOUT BARNES & NOBLE EDUCATION, INC. Barnes & Noble Education, Inc. (NYSE: BNED) is a leading solutions provider for the education industry, driving affordability, access and achievement at hundreds of academic institutions nationwide and ensuring millions of students are equipped for success in the classroom and beyond. Through its family of brands, BNED offers campus retail services and academic solutions, a digital direct-to-student learning ecosystem, wholesale capabilities and more. BNED is a company serving all who work to elevate their lives through education, supporting students, faculty and institutions as they make tomorrow a better, more inclusive and smarter world. For more information, visit www.bned.com. Forward-Looking Statements This press release contains certain “forward-looking statements” within the meaning of the Private Securities Litigation Reform Act of 1995 and information relating to us and our business that are based on the beliefs of our management as well as assumptions made by and information currently available to our management. When used in this communication, the words “anticipate,” “believe,” “estimate,” “expect,” “intend,” “plan,” “will,” “forecasts,” “projections,” and similar expressions, as they relate to us or our management, identify forward-looking statements. Moreover, we operate in a very competitive and rapidly changing environment. New risks emerge from time to time. It is not possible for our management to predict all risks, nor can we assess the impact of all factors on our business or the extent to which any factor, or combination of factors, may cause actual results to differ materially from those contained in any forward-looking statements we may make. In light of these risks, uncertainties and assumptions, the future events and trends discussed in this press release may not occur and actual results could differ materially and adversely from those anticipated or implied in the forward-looking statements. Such statements reflect our current views with respect to future events, the outcome of which is subject to certain risks, including, among others: general competitive conditions, including actions our competitors and content providers may take to grow their businesses; a decline in college enrollment or decreased funding available for students; decisions by colleges and universities to outsource their physical and/or online bookstore operations or change the operation of their bookstores; implementation of our digital strategy may not result in the expected growth in our digital sales and/or profitability; risk that digital sales growth does not exceed the rate of investment spend; the performance of our online, digital and other initiatives, integration of and deployment of, additional products and services including new digital channels, and enhancements to higher education digital products, and the inability to achieve the expected cost savings; the risk of price reduction or change in format of course materials by publishers, which could negatively impact revenues and margin; the general economic environment and consumer spending patterns; decreased consumer demand for our products, low growth or declining sales; the strategic objectives, successful integration, anticipated synergies, and/or other expected potential benefits of various acquisitions may not be fully realized or may take longer than expected; the integration of the operations of various acquisitions into our own may also increase the risk of our internal controls being found ineffective; changes to purchase or rental terms, payment terms, return policies, the discount or margin on products or other terms with our suppliers; our ability to successfully implement our strategic initiatives including our ability to identify, compete for and execute upon additional acquisitions and strategic investments; risks associated with operation or performance of MBS Textbook Exchange, LLC’s point-of-sales systems that are sold to college bookstore customers; technological changes; risks associated with counterfeit and piracy of digital and print materials; our international operations could result in additional risks; our ability to attract and retain employees; risks associated with data privacy, information security and intellectual property; trends and challenges to our business and in the locations in which we have stores; non-renewal of managed bookstore, physical and/or online store contracts and higher-than-anticipated store closings; disruptions to our information technology systems, infrastructure and data due to computer malware, viruses, hacking and phishing attacks, resulting in harm to our business and results of operations; disruption of or interference with third party web service providers and our own proprietary technology; work stoppages or increases in labor costs; possible increases in shipping rates or interruptions in shipping service; product shortages, including decreases in the used textbook inventory supply associated with the implementation of publishers’ digital offerings and direct to student textbook consignment rental programs, as well as the risks associated with the impacts that public health crises may have on the ability of our suppliers to manufacture or source products, particularly from outside of the United States; changes in domestic and international laws or regulations, including U.S. tax reform, changes in tax rates, laws and regulations, as well as related guidance; enactment of laws or changes in enforcement practices which may restrict or prohibit our use of texts, emails, interest based online advertising, recurring billing or similar marketing and sales activities; the amount of our indebtedness and ability to comply with covenants applicable to any future debt financing; our ability to satisfy future capital and liquidity requirements; our ability to access the credit and capital markets at the times and in the amounts needed and on acceptable terms; adverse results from litigation, governmental investigations, tax-related proceedings, or audits; changes in accounting standards; and the other risks and uncertainties detailed in the section titled “Risk Factors” in Part I - Item 1A in our Annual Report on Form 10-K for the year ended April 27, 2019. Should one or more of these risks or uncertainties materialize, or should underlying assumptions prove incorrect, actual results or outcomes may vary materially from those described as anticipated, believed, estimated, expected, intended or planned. Subsequent written and oral forward-looking statements attributable to us or persons acting on our behalf are expressly qualified in their entirety by the cautionary statements in this paragraph. We undertake no obligation to publicly update or revise any forward-looking statements, whether as a result of new information, future events or otherwise after the date of this press release.

Please summarize this to one or two paragraph.

Setup Time Reduction at CSSI Case in Point: Setup-Time Reduction at CSSI At Connecticut Spring and Stamping Inc. (CSSI), 200- and 300-ton metal stamping presses were producing lot sizes of 200 to 50,000 pieces, which is 4 to 8 weeks of customer demand. A team analyzed the setup of the presses, then implemented standardized die positioning techniques such as quick clamps, locator pins, and shut-height blocks. They also externalized many tasks, put a parts storage area next to the presses, and developed an Indy 500 pit crew concept for team setup. Within only a few days, the team had cut changeover time by 50%. In another area of the CSSI plant, a team investigated changeovers on three medium coiler machines for eight high-volume parts. They created a standard work setup procedure and posted it in the work area. The procedure cut changeover steps from 108 to 28 and reduced changeover time from 3 hours to 15 minutes. The reduced time enabled all eight parts to be run daily and cut inventory enough so that parts could be stored at point of use in the work area. Intermediate parts storage and movement from the warehouse have been eliminated. In the foot-press area of the plant, average setup time on six presses used to be 40 minutes. After video recording and timing the procedure, the team eliminated many adjustment steps by using standardized bases with stop positions and quick clamping. New setup time was reduced to 6.8 minute Need a quick summary on this please

Below is a quote from Dr. Badu Sarkodie (Director, Public Health of the Ghana Health Service) in a response to a question of where Ghana is on the curve on the COVID-19 curve, during the ministry of information press briefing on 5th May, 2020 “…The best way to assess this curve is to use the daily case incidence. Thus, everyday how many cases we do record and put them on a chart and then clearly you get the case load being built, reach its peak and get to a decline and finally to zero. The next best proxy data for this should be the date for onset for symptoms. If you do not have that, the next line will be the date the various people reported to the facility (i.e. the date they were seen at the facility). The next to that will be the date the sample was taken. If you look how Ghana started attacking the virus, waiting not to chase the virus but to face it directly, by doing enhance contact tracing, there are a lot of people that we tested without they having symptoms. Therefore, if we were using the daily case incidence with onset of symptoms, then we will have a challenge. So clearly the best data we are using for this bell-shaped curve is the data for the date samples were tested….” (a) State the three occurrences for measuring incidence of illness stated in the quote above. [3 marks] (b) (i) State the measure of occurrences that are being used to measure incidence of COVID-19 in Ghana according to the quote above. [3 marks] (ii) Why is this measure preferred to the other measures of occurrence? [4 marks]