Toyota's Economy Essay Example | Topics and Well Written Essays - 1500 words

Toyota's Economy - Essay Example Most of the banking institutions have closed or merged their operations with the existing other institution in order to facilitate uninterrupted service to their customers. The financial institutions were not the only ones affected by the crisis, as other manufacturing and service sector companies like General Motors, Satyam Computers and so on were also affected. The recession has done bad things, but also good things to bring out some of the malpractices to the light of the stakeholders and government taking place within the organization of the company that resulted in bankruptcy. Additionally, there are companies that faced the past and present crises and are still going strong. This paper intends to study the impact of the crisis on Toyota’s economy, while assessing its strategies for future development. Growth of Toyota Motor Corporation Toyota Motor was the second step taken by its founder Sakichi Toyoda, when he first started the Toyoda Automatic Loom Company, which was supported by the Japanese Government due to its military application. In December 1945, Toyoda was permitted to start up a peacetime production by the U.S. military and by 1947 made the SA Model, called ‘Toyopet’. ... Apart form manufacturing, Toyota was involved in many mergers and acquisitions which included the acquisition of Hino, Daihatsu and Denso, which were once Toyota’s electrical component that broke up after WWII (Toyota History, 2009). Presently, the current investment of Toyota Motors stands at 1.9 bn, with 6,850 employees. As per the 2007 FY Report, consolidated net sales valued at 1,651.2 bn yens, current income at -0.5 bn yens and net income -1.0 bn yens (Economic Report). However, the financial crisis has a definite impact on the development of Toyota in certain parts of the world. Effects of Financial Crisis Toyota suffered its worst slowdown since its inception in the year 1937, reduced the production, and cut back on investments to combat falling sales and increasing yen. It is reported that Toyota Motors will be incurring a loss of around 1.2 billion euros (rfi.fr). The recent financial crisis had a drastic effect on the business of Toyota Motor Corporation. According t o the Economic Report in FY 2008, despite the increase of net sales, the company incurred huge operating losses, which resulted in the value of assets and shareholder equity. Mreg Marco (2008) reports that Toyota experienced a downslide of 32% in U. S. sales alone. Moreover, experts warned more doom and gloom in the coming years despite frantic measures being taken by the government to stem the tide of bad data (AFP, 2009). These financial losses and net decrease in sales has resulted in DBRS downgrading the long-term ratings of Toyota and its subsidiaries from AAA to AA. DBRS also reported that recent fiscal reports were far below the expectations with total revenues dropping to 20.5 trillion yen, a decline of 22% and an operation loss of 461 billion yen, despite cost cutting

Insurance Industry Antitrust Exemption Essay Example | Topics and Well Written Essays - 1500 words

Insurance Industry Antitrust Exemption - Essay Example The United States Supreme Court has made clear that the scope of the general exemption is broad, while the scope of the antitrust exemption is more limited. According to this Act, the states are given the authority to regulate the "insurance business." The regulation of the insurance business will be without the interference of the federal regulation. Unless the federal law specifically provides any regulation, there will be no interference of the federal regulation. The act provides that the "business of insurance, and every person engaged therein, shall be subject to the laws of the several States which relate to the regulation or taxation of such business." The McCarran Ferguson Act was passed by the congress which was in response to the case at the Supreme Court. The case at the court was of United States v. South-Eastern Underwriters Ass'n, 322 U.S. 533, 64 S. Ct. 1162, 88 L. Ed. 1440 (1944). Prior to this case, the issuance of an insurance policy was not considered as a commercial transaction, which according to the federal regulation would fall under the COMMERCIAL CLAUSE. It was held by the court that an insurance company that conducted substantial business across state lines was engaged in interstate commerce and thus was subject to federal antitrust regulations. Within a span of one year from the Southeas... Within a span of one year from the Southeastern Underwriters, the McCarran Ferguson Act was enacted by the Congress. The Congress also stated that, no longer would the insurance industry would be regulated by them within their boundaries. The McCarran-Ferguson Act provides that state law shall govern the regulation of insurance and that no act of Congress shall invalidate any state law unless the federal law specifically relates to insurance. The act thus mandates that a federal law that does not specifically regulate the business of insurance will not PREEMPT a state law enacted for that purpose. A state law has the purpose of regulating the insurance industry if it has the "end, intention or aim of adjusting, managing, or controlling the business of insurance" Limited Antitrust Exemption under the McCarran Ferguson Act The limited antitrust exemption under McCarran-Ferguson allows insurers to pool historic loss information so that they are better able to project future losses and charge an actuarially based price for their products. It also allows for joint development of policy forms. The act does not exempt insurers from state antitrust laws, which explicitly prohibit insurers (and all businesses), from conspiring to fix prices or otherwise restrict competition. The McCarran-Ferguson Act in no way results in any kind of restraint on competition. Under the act, insurers remain subject to rate and form regulation in every state. The home-owners policies cover all sorts of perils and hence are believed to be a federal regulator. The act's exemption applies only if three conditions are met: 1. The insurer's action pertains to the business of insurance. 2. The action must be regulated by state law. 3. The action must not be designed to boycott, coerce or

History of Vehicles Essay Example for Free

History of Vehicles Essay Vehicles had provided humans a means of transportation and vehicles had been a great help in building early civilizations such as of Mesopotamia with its chariots, Egypt with its reed boats, and China with its wheelbarrow. The old had been improved; the new had been invented; and the future had been conceptualized. These had been the cycle of vehicles through the change of time. Looking ahead†¦ The Wheel and the Ship (3500 BC) The oldest wheel discovered was in Mesopotamia and is believed to be over fifty-five hundred years old. Rock drawings of ships were found in Egypt and are believed to have been drawn around 6000 BC. These thus proved that wheel and ships are known by man at that very early time and were used as a part of their trading and technology. Wheels are taught to had been conceptualized when â€Å"humans realized that heavy objects could be moved easier if something round, for example a fallen tree log, was placed under it and the object rolled over it† (Bellis, â€Å"The Invention of the Wheel†). First boats then were usually built of wood while animal skins, clay pots, and reeds had served as an alternative. The Wheelbarrow (181 234 AD) The wheelbarrow is believed to have originated from China and was invented by a general named Chuko Liang to transport supplies to injured soldiers. It is believed that â€Å"wheelbarrows do not exist in Europe before the 11th or 12th century (the earliest known Western depiction is in a window at Chartres Cathedral, dated around 1220 AD). Descriptions of the wheelbarrow in China refer to first century BC, and the oldest surviving picture, a frieze relief from a tomb-shrine in Szechuan province, dates from about 118 AD† (â€Å"Wheelbarrow†). The Early Triumphs to Fly (400 BC-1850s) Kite flying started by the Chinese had been the pioneer of man on how he could fly. Different thoughts as to how man could meet this objective had undergone. These included the experiment to imitate a bird by attaching feathers or light weight wood to arms which had been proven disastrous since human arms’ muscles are not like of birds and cannot move with a strength like of a bird. Other experiments though were not originally intended so as man could fly included the work of Hero of Alexandria on Aeolipile. â€Å"Hero mounted a sphere on top of a water kettle. A fire below the kettle turned the water into steam, and the gas traveled through pipes to the sphere. Two L-shaped tubes on opposite sides of the sphere allowed the gas to escape, which gave a thrust to the sphere that caused it to rotate. Aeolipile must be included in the history of vehicles because it gave the principle for engine created movement† (Bellis, â€Å"Early history of Flight†). In the 1480s, with over 100 drawings that illustrated theories on bird and mechanical flight, Leonardo da Vinci had also entered this search to man’s mean to fly (Bellis, Early history of Flight). Leonardo’s Ornithopter concept had been the basis to the invention of the modern day helicopter. In 1783, Jacques Etienne and Joseph Michel Montgolfier invented the first hot air balloon (â€Å"How Did We Learn to Fly Like the Birds? †). Using the smoke from a fire to blow hot air into a silk bag that was attached to a basket, they had been able to fly aboard the hot air balloons’ first passengers, a sheep, a rooster, and a duck. On November 21, 1783, the first ever successful manned flight took place sending Francois Laurent and Jean-Francois Pilatre de Rozier up in the air (Bellis, Early history of Flight). Further studies then went on. In the 1850’s, George Cayley, the considered founder of Aerodynamics, had made his contribution through his gliders wherein a young boy had been the first to fly. The Submarine (1578 – 1620) Designs for underwater boats or submarines date back to the 1500s and ideas for underwater travel date back even further but only in the year 1578 did appear a record of a craft for underwater navigation. â€Å"William Bourne, a former Royal Navy gunner, designed a completely enclosed boat that could be submerged and rowed beneath the surface (Bellis, â€Å"History of the Submarine 2†). Bourne’s idea had never been implemented but a similar apparatus was launched in 1605 (Bellis, History of the Submarine 2). The apparatus didn’t get farther as its designers did not considered the tenacity of underwater mud which caused the craft to stick in the river bottom in its first underwater trial. But in the year 1620, Cornelius Van Drebbel had invented the first â€Å"practical† submarine which was a rowboat covered with greased leather (Bellis, History of the Submarine 2). His submarine had successfully maneuvered at depths of 12 to 15 ft. below the surface of Thames River. He had then further made revisions of his first submarine and legends says that after repeated tests, King James I of England rode to one of his later models (â€Å"The Saga of the Submarine†). Despite success, Drebbel’s invention did not quickly amaze the British Navy that made submarine warfare infeasible during that time. Steam Powered Automobiles (1600 1700) Steam power had been known for the past centuries but it was only in the 1600’s where it had been in practical use. â€Å"Ferdinand Verbiest created a model steam carriage in 1678, that moved by using a principle that is used in the modern day turbine. In the 17th century the Dutch physicist, Christiaan Huygens built an engine that uses air pressure. About 1750, the French inventor Jacques de Vaucanson gave a demonstration of a carriage propelled by a large clockwork engine. The steam engine had then developed the motorized land transport by the 1760s† (Brainard). The first built automobile is attributed to Nicolas Joseph Cugnot in the year 1769. He made his three wheeled steam driven tractor intending to help the French army to move its heavy artillery pieces in and around Paris (Brainard). His being the first had made also his automobile to be also the first to be involved in an automobile accident in 1771. Steamboat (1783 1787) After a century of steam power exploration used in automobiles, development of steam powered boats then took place. In 1783, the first practical steamboat was demonstrated by Marquis Claude Francois de Jouffroy d’Abbans – a paddle wheel steamboat. â€Å"The era of the steamboat then began in America in 1787 when John Fitch (1743-1798) made the first successful trial of a forty-five-foot steamboat on the Delaware River on August 22, 1787, in the presence of members of the Constitutional Convention. Fitch later built a larger vessel that carried passengers and freight between Philadelphia and Burlington, New Jersey. † (Bellis, â€Å"History of Steamboats†). Modern Bicycles (1790) The next notable improvement in the history of vehicles is the invention of modern day bicycles which is disputed on whether the invention of Pierre and Ernest Michaux were the first ever built or not. â€Å"Some history books states that Pierre and Ernest Michaux, the French father and son team of carriage-makers, invented the first bicycle during the 1860s. Historians now disagree and there is supporting evidence that the bicycle is already known before. However, historians all agree that Pierre and Ernest Michaux invent the modern bicycle pedal and cranks in 1861. † (Bellis, â€Å"Bicycle History†, â€Å"Bicycle History in Debate†). Steam Powered Locomotives (1801) Locomotives were designed first by Richard Trevithick but not originally for railroad tracks but for roads while George Stephenson is regarded as the inventor of the first steam locomotive engine for railroads. â€Å"Richard Trevithicks invention is considered the first tramway locomotive, however, it was designed for a road, not for a railroad. † (Bellis, â€Å"Richard Trevithick†). The Motorcycles (1867) The mechanical version of the bicycles had been born with the invention of motorcycles in 1867. â€Å"American, Sylvester Howard Roper (1823-1896) invented a two-cylinder, steam-engine motorcycle (powered by coal) in 1867. This can be considered the first motorcycle, if you allow your description of a motorcycle to include a steam engine. † (Bellis, â€Å"Motorcycle†).

History of Mathematics Teaching in the National Curriculum

History of Mathematics Teaching in the National Curriculum This research paper is to discuss about the nature and history of mathematics, how it has taken its place within the National Curriculum; the framework for teaching Mathematics in Secondary and finally investigation on a series of three lessons designed for Year 7 on Algebra. INTRODUCTION Education has made a difference in my life, the knowledge I have gained has given me the potential to explore, think and make decisions accordingly. In other words, Education is a powerful tool and plays a vital role to shape up a strong economy of a country. As a Mathematics teacher, I clearly understand my key role in imparting knowledge and skills to the younger generation to make full use of their potential. The perception of mathematics has been changed over the years. Hence, it is important to look back at the nature of mathematics, how it has taken its place within the national curriculum; how the teaching and learning of mathematics has been guided by the National Strategies Framework. LITERATURE REVIEW Nature of Mathematics Even though mathematics is one of the many subjects in schools, there is a greater pressure on pupils to succeed in Mathematics other than subjects like History, Geography; why is that so? As part of my investigation into the nature of Mathematics I referred to two sources that gave substantial evidence towards the nature of Mathematics. The Enquiry Committee: A Major Enquiry Committee was set up in 1978 to consider the teaching of Mathematics in Primary and Secondary schools. After 4 years of study and research the committee came out with a report called The Cockcroft Report. It would be very difficult perhaps impossible to live a normal life in very many parts of the world in the twentieth century without making use of mathematics of some kind. (The Cockcroft Report (1982), Mathematics counts) This fact itself for a thought is sufficient to reason out the purpose of importance given in teaching and learning mathematics in Schools. The usefulness of Mathematics can be perceived in different ways; as arithmetic skills needed to use at Home and Office, as basis for development of Science and Technology and usage of Mathematical techniques as management tool in commerce and industry. Therefore, the Enquiry Committee in their report (The Cockcroft Report) concluded that all the perceptions on usefulness of mathematics arise from the fact that mathematics provides a mean of communication which is powerful, concise and unambiguous. Hence, providing a principal reason for teaching mathematics at all stages in the curriculum. According to American Association for the Advancement of Science (AAAS), mathematics is closely related to Science, Technology and being greatly used in real life. The association has launched a program called Project 2061 where they relate mathematics into Science and Technology. Project 2061 is an ongoing project that was launched in 1985 in America, where its main objective is to help all Americans to literate in Science, Mathematics and Technology. As part of the project, it has been clearly defined that mathematics does play an important role in developing Science and Technology in real life. Besides communication, Mathematics can be used to present information by using charts, graphs and diagrams. As what AAAS has mentioned about the Mathematical representation, manipulation and derivation of information based on a mathematical relationship formed; the enquiry committee as well does mention in its report the usage of figures and symbols in mathematics for manipulation and to deduce further information from the situation the mathematics relate to. They gave 3 scenarios; A car that has travelled for 3 hours at an average speed of 20 miles per hour; we can deduce that it has covered a distance of 60 miles. To find the cost of 20 articles each costing 3p, the area of carpet required to cover a corridor 20 metres long and 3 metres wide In the 3 scenarios, we made use of the fact that: 20 x 3 = 60; hence it provides an illustration of the fact that the same mathematical statement can arise from and represent many different situations. This fact has important consequences. Because the same mathematical statement can relate to more than one situation, results which have been obtained in solving a problem arising from one situation can often be seen to apply to a different situation. Thus this characteristic of Mathematics does show its importance in the study of science and Technology as mentioned by both the Enquiry committee and the programme Project 2061 (AAAS). History of Mathematics By looking at the history of Mathematics; it has been further proven how the development of mathematics had impact on development of Science and Technology. The 17th century saw an unprecedented explosion of mathematical and scientific ideas across Europe. Galileo, an Italian, observed the moons of Jupiter in orbit about that planet, using a telescope based on a toy imported from Holland. Tycho Brahe, a Dane, had gathered an enormous quantity of mathematical data describing the positions of the planets in the sky. His student, Johannes Kepler, a German, began to work with this data. In part because he wanted to help Kepler in his calculations, John Napier, in Scotland, was the first to investigate natural logarithms. Kepler succeeded in formulating mathematical laws of planetary motion. This explains the relationship between mathematics and science or another word, how knowledge of mathematics has been used to develop science over the years. The 19th century saw the beginning of a great deal of abstract algebra. Hermann Grassmann in Germany gave a first version of vector spaces, the British mathematician George Boole devised an algebra that soon evolved into what is now called Boolean algebra, in which the only numbers were 0 and 1 and in which, famously, 1  +  1  =  1. Boolean algebra is the starting point of mathematical logic and has important applications in computer science. Abel and Galoiss investigations into the solutions of various polynomial equations laid the groundwork for further developments of group theory, and the associated fields of abstract algebra. In the 20th century physicists and other scientists have seen group theory as the ideal way to study symmetry. The 20th century saw mathematics become a major profession. Every year, thousands of new Ph.D.s in mathematics was awarded, and jobs are available in both teaching and industry. Therefore, from the 20th Century is where importance has been given to teaching of mathematics. National Curriculum of Mathematics This further explains how the national curriculum for Mathematics has been formed in Britain. Lets look at the various views of Mathematics usage in Industry before the Enquiry Committee was set up; From 1973 to 1976 there were a large volume of complaints which seemed to be coming from employers about lack of mathematical competence on the part of some school leavers; In his speech made at Ruskin College, Oxford in October 1976, Mr James Callaghan, at that time Prime Minister, said: I am concerned on my journeys to find complaints from industry that new recruits from the schools sometimes do not have the basic tools to do the job that is required. There is concern about the standards of numeracy of school leavers. Is there not a case for a professional review of the mathematics needed by industry at different levels? To what extent are these deficiencies the result of insufficient coordination between schools and industry? Indeed how much of the criticism about basic skills and attitudes is due to industrys own shortcomings rather than to the educational system? (The Cockcroft Report (1982) In written evidence to the Parliamentary Expenditure Committee, the Confederation of British Industry (CBI) stated: Employers are becoming increasingly concerned that many school leavers, particularly those leaving at the statutory age have not acquired a minimum acceptable standard in the fundamental skills involved in reading, writing, arithmetic and communication. This shows up in the results of nearly every educational enquiry made amongst the CBI membership, and is backed up by continuing evidence from training officers in industry and further education lecturers that young people at 16+ cannot pass simple tests in mathematics and require remedial tuition before training and further education courses can be started. (The Cockcroft Report (1982) In oral evidence to the Expenditure Committee a CBI representative stated: Mathematics, I think or arithmetic, which is really the primary concern rather than mathematics themselves is the one area which is really brought up every time as a problem. It seems that industrys needs are greater in this respect than almost any other. This is the way, certainly, in which shortfall in the education of children makes itself most manifest immediately to an employer. (The Cockcroft Report (1982) Written evidence to the Expenditure Committee from the Engineering Industry Training Board (EITB) stated: The Engineering Industry Training Board, over the last two years, received from its industry increasing criticism, with supporting evidence, of the level of attainment, particularly in arithmetical skills, of school leavers offering themselves for craft and technician training In the view of the Engineering Industry Training Board the industry needs a higher level of attainment in basic mathematics among recruits than it is now getting and believes that, with closer cooperation between school and industry, children can while still at school be motivated to achieve this Mathematics is, however, not simply a question of basic manipulative skills. An understanding of the concepts is also needed and these are better taught by innovative methods, which also appear to enhance the ability to acquire planning and diagnostic skills, of great importance to craft and technician employees. The Cockcroft Report (1982) These are the examples of complaints received and the main reason for the enquiry committee to set up in 1978 to investigate complaints about low levels of numeracy among young entrants to employment and the need for improved liaison between schools and industry. Hence we could deduce that due the mathematical knowledge demand in the work force has brought mathematics an important place in the national curriculum to promote numeracy skills among the young people. Programme of Study (POS) The national curriculum through the Mathematics Programme of Study (POS) aims to develop; Successful learners where pupils should be numerate, creative and able to tackle problems with more than one approach and to solve open-ended problems. Confident Individuals Pupils are given the opportunity to express their ideas using strategies that they are familiar and secure with. Responsible citizens the emphasis on analyzing and justifying conclusions in mathematical situations helps prepare pupils for taking critical and analytical approaches to real-life situations. The framework has set out a number of key concepts that pupils need to know in order to deepen and broaden their knowledge, skills and understanding of Mathematics; Competence should be able to apply a range of mathematical techniques to assess risk, problem solving and decision making Creativity Able to combine understanding, experiences, imagination and reasoning to construct new knowledge and usage of existing mathematical knowledge to create solutions Application and Implication of Mathematics Able to understand that mathematics is used as a tool in a wide range of contexts, such as for Financial issues, Engineering, computer security and so on Critical Understanding Recognizing the limitations and scope of a model or representation. For example, mathematical skills are required to compare different methods of borrowing and paying back of money but the final decision may rely on other factors like comparing the merits of using a credit card that might offer the lowest overall costs. The framework has a set of key processes for both Key Stage 3 and 4 that are essential skills that pupils need to learn to make progress within the Subject. Representing Identify the mathematical aspects of a situation or problem, able to choose between representations to simplify a situation or problem in order to represent it mathematically, using appropriate variables, symbols, diagrams and models to select mathematical information, methods and tools to use. Analysing Use mathematical reasoning, pupils should be able to: make connections within mathematics use knowledge of related problems visualise and work with dynamic images identify and classify patterns; make and begin to justify conjectures and generalisations, considering special cases and counter-examples; explore the effects of varying values and look for invariance and covariance; take account of feedback and learn from mistakes; work logically towards results and solutions, recognising the impact of constraints and assumptions; appreciate that there are a number of different techniques that can be used to analyse a situation; reason inductively and deduce. Use appropriate mathematical procedures Pupils should be able to: make accurate mathematical diagrams, graphs and constructions on paper and on screen; calculate accurately, selecting mental methods or calculating devices  as appropriate ; manipulate numbers, algebraic expressions and equations and apply routine algorithms; use accurate notation, including correct syntax when using ICT; record methods, solutions and conclusions; estimate, approximate and check working. Interpreting and evaluating Pupils should be able to: form convincing arguments based on findings and make general statements; consider the assumptions made and the appropriateness and accuracy of results and conclusions; be aware of the strength of empirical evidence and appreciate the difference between evidence and proof ; look at data to find patterns and exceptions; relate findings to the original context, identifying whether they support or refute conjectures; engage with someone elses mathematical reasoning in the context of a problem or particular situation; consider the effectiveness of alternative strategies. Communicating and reflecting Pupils should be able to: communicate findings effectively; engage in mathematical discussion of results; consider the elegance and efficiency of alternative solutions; look for equivalence in relation to both the different approaches to the problem and different problems with similar structures; make connections between the current situation and outcomes, and situations and outcomes they have already encountered. The framework sets out an outline for teachers to follow in teaching the key concepts and key processes. The range and content for both Key stages are as follow: Key Stage 3: Number and algebra rational numbers, their properties and their different representations rules of arithmetic applied to calculations and manipulations with rational numbers applications of ratio and proportion accuracy and rounding algebra as generalised arithmetic linear equations, formulae, expressions and identities analytical, graphical and numerical methods for solving equations polynomial graphs, sequences and functions Geometry and measures properties of 2D and 3D shapes constructions, loci and bearings Pythagoras theorem transformations similarity, including the use of scale points, lines and shapes in 2D coordinate systems units, compound measures and conversions perimeters, areas, surface areas and volumes Statistics the handling data cycle presentation and analysis of grouped and ungrouped data, including time series and lines of best fit measures of central tendency and spread experimental and theoretical probabilities, including those based on equally likely outcomes.Rules of arithmetic: This includes knowledge of operations and inverse operations and how calculators use precedence. Pupils should understand that not all calculators use algebraic logic and may give different answers for calculations such as 1 + 2 X 3. Calculations and manipulations with rational numbers: This includes using mental and written methods to make sense of everyday situations such as temperature, altitude, financial statements and transactions. Ratio and proportion: This includes percentages and applying concepts of ratio and proportion to contexts such as value for money, scales, plans and maps, cooking and statistical information (eg 9 out of 10 people prefer). Accuracy and rounding: This is particularly important when using calculators and computers. Linear equations: This includes setting up equations, including inequalities and simultaneous equations. Pupils should be able to recognise equations with no solutions or an infinite number of solutions. Polynomial graphs: This includes gradient properties of parallel and perpendicular lines. Sequences and functions: This includes a range of sequences and functions based on simple rules and relationships. 2D and 3D shapes: These include circles and shapes made from cuboids. Constructions, loci and bearings: This includes constructing mathematical figures using both straight edge and compasses, and ICT. Scale: This includes making sense of plans, diagrams and construction kits. Compound measures: This includes making sense of information involving compound measures, for example fuel consumption, speed and acceleration. Surface areas and volumes: This includes 3D shapes based on prisms. The handling data cycle: This is closely linked to the mathematical key processes and consists of: specifying the problem and planning (representing) collecting data (representing and analysing) processing and presenting the data (analysing) interpreting and discussing the results (interpreting and evaluating). Presentation and analysis: This includes the use of ICT. Spread: For example, the range and inter-quartile range. Probabilities: This includes applying ideas of probability and risk to gambling, safety issues, and simulations using ICT to represent a probability experiment, such as rolling two dice and adding the scores. Key Stage 4 Number and algebra real numbers, their properties and their different representations rules of arithmetic applied to calculations and manipulations with real numbers, including standard index form and surds proportional reasoning, direct and inverse proportion, proportional change and exponential growth upper and lower bounds linear, quadratic and other expressions and equations graphs of exponential and trigonometric functions transformation of functions graphs of simple loci Geometry and measures properties and mensuration of 2D and 3D shapes circle theorems trigonometrical relationships properties and combinations of transformations 3D coordinate systems vectors in two dimensions conversions between measures and compound measures Statistics the handling data cycle presentation and analysis of large sets of grouped and ungrouped data, including box plots and histograms, lines of best fit and their interpretation measures of central tendency and spread Experimental and theoretical probabilities of single and combined events. Functional Skills in Mathematics The revised mathematics programme of study has given importance in embedding Functional Maths into teaching. Functional Mathematics requires learners to be able to use mathematics in ways where it make them effective and involve as citizens, able to operate confidently in life and to work in a wider range of contexts. The framework has divided the functional skill into two levels, where level 1 is linked to key stage 3 and level 2 to key stage 4. (Please refer to Appendix 1) The key concept of competence emphasises the need for students to be able to adapt and apply their understanding in a widening range of contexts within the classroom and beyond. This is also at the heart of functional skills. In this way functional skills are much more than a set of technical competencies in mathematics; students have to use mathematics to tackle tasks and problems. All teaching needs to be designed in a way that contributes to the development of functional skills. When planning opportunities for students to develop and understand functional skills you should consider whether you have: provided opportunities for different skills you are focusing on in representing, analysing and interpreting to be developed in combination ensured that students understand that they are learning skills that they will use and apply in a variety of contexts given students the chance to select the skills and tools (including ICT) they need for a particular task provided opportunities for students to apply these skills for real purposes and contexts beyond the classroom. For example, a year 10 project asked students to recommend to school managers a method for electing representatives for the school council. Students explored methods used in politics, including first past the post and different methods of proportional representation. They collected data about different voting methods and carried out simulations, which enabled them to produce a clear recommendation with justification. This project has the potential to be developed in conjunction with ICT, English and citizenship colleagues as it addresses wider curricular issues and also offers opportunities to develop functional skills in ICT and English as well as mathematics. The following are case studies on Functional skills taken from the National Curriculum website (http://curriculum.qcda.gov.uk); Wellacre Technology and Vocational College Objective: To help learners understand the relevance of mathematics in real life Year 9 science project and a Year 7 design and technology project. Both required pupils to solve real-world product design problems; In the year 9 science project, skiing was used as a context for developing learners understanding of pressure, mass, surface area and speed. Pupils had to work out how wide skis would need to be for individual pupils to ensure that their skis did not sink into the snow. This required pupils to rearrange formulae and calculate the surface area of their feet and pressure. For the year 7 design and technology project, pupils were given a budget and challenged to raise as much money as they could for  their partner school in Newcastle, South Africa. Pupils considered a range of products before settling on key fobs. Maximising the amount of profit was the main design criterion and pupils were encouraged to use tessellation to ensure their designs minimised waste. As part of the project they also use formulae to calculate break-even points, profit and loss. In both projects, working with real figures proved both an incentive and a challenge pupils were not able to fall back on a set of answers in a textbook. This generated discussion as pupils collaborated to check their calculations. The nature of the tasks also encouraged learners to think independently and creatively to solve problems. Opened ended mathematical Enquiries- Lancaster Girls Grammar School Objective: to develop pupils functional mathematics and problem-solving skills Introducing open-ended projects that required pupils to use mathematics to solve real-life problems Mobiles and Mathematics in year 8 and Music and Mathematics in year 10. Both projects were based around open-ended problems without a right answer. Pupils were given the broad topic areas and told to devise their own projects. Pupils were given two months to prepare, which encouraged them to make their own choices about how they would work and what they would explore. The range of investigations devised by pupils was broad. Year 8 pupils explored different tariffs, compared costs between pay as you go contracts and investigated different usage patterns of people over and under 30. In year 10 pupils were encouraged to make links between mathematics and music. Some considered what kinds of functions might be used to model sound waves. Others explored the connections between the Fibonacci sequence and the layout of a keyboard. In both projects, pupils defined their own problem, decided on the data to collect and how to collect it, gathered information from a number of sources, including their parents or other pupils, considered how to analyse their data, used and applied mathematics skills and drew conclusions. At the end of the projects, they presented their findings and evaluated how successful they had been. Staff and pupils embraced the new way of working. The head of department acknowledged that it was a considerable risk to introduce this way of teaching but it paid off. Initially, staffs were concerned about setting problems when they didnt know the answers but once the work was underway they enjoyed a different way of teaching. The projects offered opportunities to stretch pupils and encourage them to make connections between different parts of their learning. Many of the pupils were nervous about working on a project when they didnt have an indication of what type of project to make. However they soon began to enjoy the freedom of the approach. At the end of the project, a year 8 pupil reflected: This was a break from everyday work and we can use our imagination as we arent being spoon fed the information. We could decide what we wanted to do I have learnt to make decisions. There were different ways to present information on this project and this made it even more exciting. I could be creative with my choices as I didnt have to do exactly what the teacher said. ASSESSING PUPILS PROGRESS IN MATHEMATICS (APP) Finally, in my literature review, I am going to look into embedding APP guidance into teaching and learning of mathematics. Assessing Pupils Progress (APP) is a structured approach to periodic assessment, enabling teachers to: track pupils progress over a key stage or longer; use diagnostic information about pupils strengths and weaknesses to improve teaching and learning Using APP materials, teachers can make more consistent level-related judgements in National Curriculum The APP focuses on how as mathematics teacher can use AFL (Assessment for learning) strategy in lessons in order to generate evidence pupils learning. The diagram shown below tells how the APP cycle works. Review a range of evidence for periodic assessment (APP) Collect and feedback to pupils evidence of their progress during day to day teaching and learning Plan for progression from learning objectives (Secondary Framework and Planning toolkit) Make level related assessment using APP Criteria Adjust Planning, Teaching and learning by referring to Secondary Framework The focused assessment materials are on the APP assessment criteria and organised in National Curriculum levels. There is a set for each level from 4 to 8. The materials include examples of what pupils should know and able to do and some probing questions for teachers to initiate dialogue as to assist in their assessment judgement. The following is an example from the level 6 focused assessment materials. Add and subtract fractions by writing them with a common denominator, calculate fractions of quantities (fraction answers); multiply and divide an integer by a fraction Examples of what pupils should know and be able to do Probing questions Add and subtract more complex fractions such as 11 Ã¢â‚¬Å¾18 + 7 Ã¢â‚¬Å¾24, including mixed fractions. Solve problems involving fractions, e.g.: In a survey of 24 pupils, 1 Ã¢â‚¬Å¾3 liked football best, 1 Ã¢â‚¬Å¾4 liked basketball, 3 Ã¢â‚¬Å¾8 liked athletics and the rest liked swimming. How many liked swimming? Why are equivalent fractions important when adding or subtracting fractions? What strategies do you use to find a common denominator when adding or subtracting fractions? Is there only one possible common denominator? What happens if you use a different common denominator? Give pupils some examples of adding and subtracting of fractions with common mistakes in them. Ask them to talk you through the mistakes and how they would correct them. How would you justify that 4 à · 1 Ã¢â‚¬Å¾5 = 20? How would you use this to work out 4 à · 2 Ã¢â‚¬Å¾5? Do you expect the answer to be greater or less than 20? Why? Probing questions are an important tool in a lesson as it could be used to confirm pupils understanding in a particular topic or their misconceptions. Before we talked about it I always thought if the shape had three numbers you just times them. But now I know that you split the shape into rectangles and I can find the area of a rectangle. Its so easy. I understand it fully now. (Source: APP: Secondary Mathematics Guidance) That was a comment from a pupil after dialogue about understanding and using the formula for the area of a rectangle using the probing questions. KANGAROO MATHS http://www.kangaroomaths.com/index.html Kangaroo Maths is the home page of Bring on the Maths where interactive activities for teachers can be purchased from Key stage 2 to A level. It has an APP page that provides supporting materials for teachers from Key stage 1 to Key stage 3. The assessment policy from the website (Appendix 5) has been rewritten to reflect the APP and to help with the on going development of APP, it has an evaluation tool (Appendix 6) where it allows teachers to self evaluate themselves in focusing, developing and establishing APP criteria with regards to pupils engagement, lesson planning and evidence gathering. Further more, to understand the assessment criteria on the A3 grid, Kangaroo maths has developed the levelopaedias that provide exemplifications and probing questions for each of the assessment criteria. DISCUSSION/FINDINGS: To add on to my findings, I am going to look into the topic Algebra and analyse how it has developed across the levels using the APP criteria (Appendix 7a) and Kangaroo maths Level Ladders( Appendix 7b). Then, based on level 5 work on Algebra, I am going to design 3 series of lesson plans with the guidance of the level ladders. The word ALGEBRA seems to be a put off to most students when unknown numbers or using formulas to real life context. It is a topic that requires accumulative understanding building on from level 2 onwards as shown below (taken from APP guidelines); Algebra Level 5 Construct, express in symbolic form and use simple formulae involving one or two operations. Level 4 Begin to use simple formulae expressed in words Level 3 Recognise a wider range of sequences Begin to understand

The Oppression of Women by Society in The Yellow Wallpaper

The Oppression of Women by Society in The Yellow Wallpaper "The Yellow Wallpaper" is about a creative woman whose talents are suppressed by her dominant husband. His efforts to oppress her in order to keep her within society's norms of what a wife is supposed to act like, only lead to her mental destruction. He is more concerned with societal norms than the mental health of his wife. In trying to become independent and overcome her own suppressed thoughts, and her husbands false diagnosis of her; she loses her sanity. One way the story illustrates his dominance is by the way he, a well-know and established doctor who should know better than to diagnose a family member, diagnoses her as having a temporary nervousness condition and what he prescribes for her illness, which is bed rest. Without asking her, he takes her to their summer home to recover from an illness that he doesn't believe she has. He tells her there is "no reason" why she feels the way she does; she should get rid of those "silly fantasies." In saying this to her, he is treati ng her like a child who doesn't really know how she feels, thus making her doubt herself. When she tries to tell him what she needs, she is completely shut out and ignored. "I sometimes fancy that in my condition if I had less opposition and more society and stimulus-but John says the very worst thing I can do is to think about my condition, and I confess it always makes me feel bad." This statement has a two-fold meaning, in the first part of the sentence he reveals part of his insecurity problem. He is not interested in getting her help because he doesn'... ...environment she was placed in, and to not look for outside influences to help strengthen her, which was an indication of his insecurity. She accepted the environment that she was placed in but begin to slowly change it into what she wanted. Even though her husband really believed that he was helping her, he was actually hurting her. He was stuck in society's thinking that woman wanted to be taken care of and thought that, that's what he was doing. He could not understand why she began to react violently and angrily to the environment in which she was placed. Only by confronting her fears of what society and her husband would think about her, did she allow herself to become free. Once she achieved her independence, she realized that she didn't need to rely on anyone else but herself for her survival. By refusing to be submissive, she traded her sanity for independence.

Television Censorship in the Past and Present Essays -- Exploratory Es

Television Censorship in the Past and Present Typing in the web address "http://www.censorship.com", I begin my search for information regarding the controversial subject. After a few seconds of waiting for the site to load, a black background comes up, with black font displaying the message: "This site is not accessible because it is categorized as: Sex, Violence, Language." I immediately highlight the web address and annoyingly thrash at the delete button on my keyboard and watch it disappear. "Jeez, everything is censored nowadays!" Frustrated, I decide to take a break. I get up from my computer, drop my tired body onto the couch, and turn on the T.V. Once the picture becomes clear, I am greeted by a completely bare behind! The man yells, "You little bitch!" to his friend who has taken his pants, and a roar of laughter comes from the simulated audience on the show. The scenario shocked me, for I had just been restricted from a website because of subject matter closely related to what I was just seeing on the television I sat for a few seconds and thought about the way behavior like that was prohibited from the public eye just soon before. But why was it now being allowed to broadcast over millions of T.V. sets across the country? I realized that censorship itself, and specifically television censorship, has changed immensely through the years. Censorship, or the "prevention of disturbing or painful thoughts or feelings from reaching consciousness except in a disguised form" has been present since the Roman times ("Censorship", "History..."). The original intentions of the widespread act were to supervise the manners and morals of the people. Government officials were to exclude certain topics, groups, or religio... ...ensorship." 02 Oct 2003 17 Mar 2004 <http://www.parentstv.org/PTC/publications/rgcolumns/2003/1002.asp> "History of Censorship." 20 Mar 2004 <http://www.angelfire.com/vt2/UnitedStudents/history.html> Buchanan, Matt. "Ratings, Censorship, and Negative Criteria." 20 Mar 2004 <http://www.geocities.com/Broadway/Alley/3765/appropriate2.html> "Televised Censorship." 21 Mar 2004 <http://www.dragg.net/users/vocalofkentucky/multiculture.htm> "Television Censorship." Academic Library. 20 Mar 2004 <http://wwwacademiclibrary.com/view/Music%20and%0Movies/2682.htm> "The Long History of Censorship." Beacon for Freedom of Expression. 20 Mar 2004 <http://www.beaconforfreedom.org/about_project/history.html> "The Shadow of Incipient Censorship: The Creation of the Television Code of 1952." 17 Mar 2004 <http://historymatters.gmu.edu/d/6558/>

ACE Hardware Point of Purchase Observation

Determine the shoppers' decision process. B. Methodology The strength of observation methods lies In â€Å"what It Is†. The subject is not required to recall actions, to answer a questionnaire or to complete a personal Interview. Likewise, the observer Is not In a position to Interpret an answer by an Interviewee. Action is recorded not interpretation. Covert observational research is used. Researchers do not identify themselves. Researchers are either mixing in the subjects undetected, or observing from the distance.This method is used so that the subjects' behavior will not be contaminated by the presence of the researcher. Customers will be observed regardless of whether or not they Interested in certain departments or whether they seemed to be only passing through. All persons, once â€Å"picked up†, will be documented and considered In the analysis even If no purchases are made. The observation location will be focused on the ground floor of ACE Hardware BCC.Resear chers will spread accordingly to the customers movements. The conversion rate of the store will be determined by observing the number of customers coming in only from the main door and customers purchasing at the cashiers of the ground level. Any other activities that take place on the other floor(s) ill not be observed. To avoid biases regarding the elements of the store, researchers will also implement some simple personal interview to the ACE Hardware staffs.By doing so, researchers may interpret the observational data collected more accurately. C. Point of Purchase Observation Things to be observed: Store Measurement Conversion or Closure Rate The amount of time a shopper spends In a store Interception Rate (percentage of customers who have contact with a store employee) Shopping Behavior Departments visited Things seen and touched Things put In the cart Time spent Purchase decision Store Management .Display Location of each departments Products put on the rack at the height the eye level Price tags (is there any differences between products displayed on display table and those on the rack) Differences of products on the height of eye level, above eye level, and under eye level (price, type, colors, shape, etc. ) Products arrangement Lighting b. Store Assistances Employees approach to consumers How to deal with queries and complaints c. In Store Promotion Current promotions Terms and conditions of the promotion Upcoming promotions d. Service Environment Must be available in the service Environment