Mathematics in Daily Life Essay Example for Free

Mathematics in Daily Life Essay People use math in their daily life. When you go to the grocery story you have to find out if you have enough money. When there are sales how much money it is and how much you save!! People use math every day. You use math whenever money, time, weight, height, calories or distance are involved for starters. Money You are going to book a hotel room for a trip. You have a coupon for a 15% discount. The rate is $120 before your discount. What is your rate ($102) and is it better than the internet rate, of $99.95? You will also want to consider the 10% hotel tax rate and the fees charged by the internet travel site (tax + $5.00.) With tax the room with the coupon is now $112.20, but with taxes and fees the rate for the internet room is $114.95. Good thing we know math. Time You get home at 4:15pm and you have a friend coming to pick you up to go to a party at 8:30. If you need to switch the laundry (10min), walk the dog (20min), take out the trash (15min), cook and eat dinner (60min) and do the dishes (20 min). How much time do you have to pick out clothes (?), shower (10min), iron clothes (10min), do your hair (?), do makeup (?), find shoes (?) and if you do the laundry first will there be enough time to use a piece of clothing that you put in the dryer earlier? Weight Your child is 4 and weighs 35lb and has tended to be of average weight/height. You want to buy something for your child that will hold up to 75lb. How many other kids can play on the item also? If 11 year olds weigh about 77lbs how long will he be able to use the item? Height If you have a 9ft ceilings,your tree topper is 7 tall and your tree stand adds 9 in height, what is the tallest Christmas tree you can fit? What if you get an artificial tree with its own stand that adds 0 to the height? Calories If you are serving a 600 calorie meal and you want to serve spaghetti, garlic bread, salad, wine and desert you will need to know how much they all are. 1 serving of spaghetti (5oz) is about 182c and sauce adds another 93c. Salad is only 17c a serving but dressing adds calories. If you let people add their own they tend to use two servings. Ranch adds 73c per serving , Italian only has 43c. Garlic bread is 170c per piece. You want to serve either tiramisu or poached pears for dessert. Tiramisu is about 450c per serving and the pears would be about 112xc per pear. The wine adds about 120c per glass and most people will have 2 glasses. What dessert should you serve? Does changing the dressing or adding it to the salad (so you limit the amount people get) change anything? What if you only serve wine with dinner (1 glass) and coffee (black = 0c, cream + 39c, whole milk + 18c, skim milk + 11c, sugar + 18c) with dessert? What if you serve smaller portions? Distance If you average 50mph on a day long trip and you need to go about 420 miles to visit your grandparents, how long will you be driving. If you stop for 30min for lunch and have two buy gas/use restroom/walk around breaks that are about 10-15min long, what time will you arrive if you leave at 7am? If you need to be there by 3pm, what time do you need to get going?

A Continuous Decline In India, Without Modernization :: essays research papers fc

A Continuous Decline in India, Without Modernization Hypothesis: Modernization is the Key to economic growth for India. If modernization occurs, then the economic status of India will increase tremendously, even if the price India has to pay is a change in culture, and tradition. India has remained financially stagnant since its beginnings. One may argue that non-modernization has plagued this sub-continent in economic growth and development since early times. One may continue to argue that if modernization occurs, India will achieve in many different ways, including economically, socially, and nationally. In order for modernization to occur, India must move from small scale industrialization to large scale industrialization. If this occurs India will become much more financially sound and achieve a higher status in the world. Modernization will bring many positive change to India, but people may argue that "modernization" will bring destruction to the Indian civilization. By bringing modernization, many jobs will be taken over by machines. Unfortunately, this process will result in the elimination of jobs done by local peasants. There are many additional prices India will have to pay to be able to modernize, including: (1) a loss of culture and tradition; (2) probable religious conflicts; (3) loss of caste; (4) social divisions; and, of course (5) TAXES. With modernization, taxes will definitely increase for India to pay for the new advances in industry and technology. Taxes are the primary means for any government to raise money and support its programs. However, the overall price that India will have to pay will be relatively small compared to the positive changes modernization will bring. When India became independent its leaders recognized the urgency of strengthening the Indian economy. The leaders of new India were determined to raise the standard of living, which was among the lowest of the major nations in the world. Indian leaders agreed to establish a "mixed economy," which combines the use of private capital and public in he development of industry, mining and farming. If modernization occurs there will be change from traditional order. The model of change assumes: (1) a sharp dichotomy between the traditional and modern order, including the order of mutual exclusiveness, and (2) the change from one to another is predicted in terms of a historically deterministic pattern, that is, it must take place in a certain predetermined sequence. If this happens, India will have a better economy and a higher standard of living. Through greater economic prosperity, India will also obtain better health care. Also industry will promote a better education system by encouraging students to study for more technical and professional jobs. Finally modernization will foster a better sense of nationalism, as future generations

Contribute to Health and Safety in Health & Social Care Essay

1. Understand own responsibilities, and the responsibilities of others, relating to health & safety in the work setting; 1.1 My work setting is covered by the Health and Safety at Work Act 1974 which is the overall act for other regulations. It has been updated by many sets of guidelines which support and explain it. 1.2 In the work place you share responsibility with your employer for your own safety and that of all the people you support. a) My responsibilities in the work place are; avoid wearing jewellery & tie long hair back Read more: Describe practices that prevent fires from starting essay understand and apply relevant legislation to situations undertake relevant training when provided, do not operate or carry anything out that I have not had training for ofollow the companies policy for health and safety take care not to put others at risk by my actions report any injuries, strains or illnesses I suffer as a result of doing my job otell my employer if something happens that could affect my ability to work b) My employer’s responsibilities are to; make sure the work place is safe prevent risks to health make sure that all materials are handled, stored and used safely oprovide adequate first aid facilities tell you about any potential hazards from the work I do, chemicals and other substances used by the organisation and give me information, instructions, training and supervision as needed make sure ventilation, temperature, lighting and toilet, washing and rest facilities all meet health, safety and welfare requirements ocheck that the right equipment is provided and properly maintained take precautions against the risks caused by flammable or explosive hazards, electrical equipment, noise and radiation oprovide health supervision as needed provide personal protective equipment (PPE) C) Other people’s responsibility’s in the work place would be; to if possible not bring a disease or illness into the work place oto not bring risk or harm to the residents or staff to be aware of the health and safety policy(s) 1.3 When working in a residential setting you have to have a balance between the need for safety and the rights of people to live the way they wish, as after all it maybe our workplace but it is the person’s home. Both the staff and residents are entitled to expect a safe place in which to live and work. Residents have the right to see whoever they wish but situations may arise where there are concerns about vulnerable people being exploited or at risk of harm, you can advise people of the risks of opening doors to strangers but you cannot force the level of security they adopt even though the people  they are inviting in could be a threat to you. People also need to assess the risks involved in doing the things they wish to do without placing themselves at harm or danger; for example one of the residents has vascular dementia and if she wanted to go out shopping alone this would be potentially very dangerous, they could become disorientated and forget their way home. Undert aking a risk assessment would help to look at the risks and control measures that can be put in place to reduce the risks of the activity i.e. the activities co-ordinator could arrange a shopping trip for a couple of residents to go shopping with a couple of support workers so they get to have a one to one but also do the activity they wished to do. 1.4 In the work place there are a range of tasks relating to health and safety that should not under any circumstances be carried out without special training. All manual handling must be carried out by people that have had the correct training to do it. Employers are required to provide training in manual handling which must be done once a year, it isn’t a one off training session- it is vital to keep up to date with the latest techniques, equipment and changes in regulations. Moving people without proper training is not only dangerous for the residents but for us staff too. Also administering medication requires support workers to undergo training to show you are competent and confident as residents are trusting you to give them the correct medication and correct dosage of that medication. Other training we undertake includes; first aid, food hygiene and COSHH training. 1.5 Sometimes we might need more advice or information on aspects of health and safety like what legislation and guidelines are involved, maybe the safety of an individual isn’t satisfactory or you are unhappy about the risks of an object causing hazards to staff and residents. The first person I would go to if I had a query would be my manager but if they were unavailable I would check the works policies and procedures and if after doing that I was still unsure I could seek information from trade unions or the Health & Safety Executive. 2. Understand the use of risk- assessments in relation to health and safety: 2.1 Risk assessment in health and social care is important for everyone whether they are employers or employees, who are required by law to identify and assess risks in the workplace including circumstances where potential harm may be caused. The 5 questions listed below are the key stages to  successfully undergo a risk assessment: The Health & Safety at Work Regulations 1999 say that employers must assess any risks that could be associated in the work place. Having carried out a risk assessment the employer must then apply risk control measures i.e. that actions need to be identified to reduce the risks. 2.2In health and social care it is important that within my role as a support worker I am constantly aware of health and safety risks and potential risks in everyday situations, creating a mental checklist helps me to do this. A few examples are listed below; – if I carry out the daily cleaning tasks I need to check that every substance is clearly labelled and stored safely – if people visit the home I need to make a judgement about if they are regular visitors (family, friends, staff, health professionals) or if they are an intruder who could bring danger into the home – if someone has recently mopped a floor I need to check the ‘wet floor’ sign is visible to people in the building and that people using that specific room are aware, even if I haven’t personally mopped that floor myself – and when I go up and down the corridors I need to check that pathways are clear of obstacles that could cause hazards I have a responsibility to report any unsafe situation to my manager however some situations have to be reported officially where special procedures must be followed. This is where the Reporting of Injuries, Diseases and Dangerous Occurrences (RIDDOR) Regulations 1995 comes into place. Reporting accidents and ill-health at work is a legal requirement. We as a health and social care work place have to report deaths, major injuries, diseases, dangerous occurrences and any accidents resulting in more than three days off work.

Culture-History, Social Evolution, and Archaeology

The culture-historical method (sometimes called the  cultural-historical method or culture-historical approach or theory) was a way of conducting anthropological and archaeological research that was prevalent among western scholars between about 1910 and 1960. The underlying premise of the culture-historical approach was that the main reason to do archaeology or anthropology at all was to build timelines of major occurrences and cultural changes in the past for groups that did not have written records. The culture-historical method was developed out of the theories of historians and anthropologists, to some degree to help archaeologists organize and comprehend the vast amount of archaeological data that had been and was still being collected in the 19th and early 20th centuries by antiquarians. As an aside, that hasnt changed, in fact, with the availability of power computing and scientific advances such as archaeo-chemistry (DNA, stable isotopes, plant residues), the amount of archaeological data has mushroomed. Its hugeness and complexity today still drives the development of archaeological theory to grapple with it. Among their writings redefining archaeology in the 1950s, American archaeologists Phillip Phillips and Gordon R. Willey (1953) provided a good metaphor for us to understand the faulty mindset of archaeology in the first half of the 20th century. They said that the culture-historical archaeologists were of the opinion that the past was rather like an enormous jigsaw puzzle, that there was a pre-existing but unknown universe which could be discerned if you collected enough pieces and fitted them together. Unfortunately, the intervening decades have resoundingly shown us that the archaeological universe is in no way that tidy. Kulturkreis and Social Evolution The culture-historical approach is based on the Kulturkreis movement, an idea developed in Germany and Austria in the late 1800s. Kulturkreis is sometimes spelled Kulturkreise and transliterated as culture circle, but means in English something along the lines of cultural complex. That school of thought was generated primarily by German historians and ethnographers  Fritz Graebner and Bernhard Ankermann. In particular, Graebner had been a medieval historian as a student, and as an ethnographer, he thought it should be possible to build historical sequences like those available for medievalists for regions that did not have written sources. To be able to build cultural histories of regions for people with little or no written records, scholars tapped into the notion of unilinear social evolution, based in part on the ideas of American anthropologists Lewis Henry Morgan and Edward Tyler, and German social philosopher Karl Marx. The idea (long ago debunked) was that cultures progressed along a series of more or less fixed steps: savagery, barbarism, and civilization. If you studied a particular region appropriately, the theory went, you could track how the people of that region had developed (or not) through those three stages, and thus classify ancient and modern societies by where they were in the process of becoming civilized. Invention, Diffusion, Migration Three primary processes were seen as the drivers of social evolution: invention, transforming a new idea into innovations; diffusion, the process of transmitting those inventions from culture to culture; and migration, the actual movement of people from one region to another. Ideas (such as agriculture or metallurgy) might have been invented in one area and moved into adjacent areas through diffusion (perhaps along trade networks) or by migration. At the end of the 19th century, there was a wild assertion of what is now considered hyper-diffusion, that all of the innovative ideas of antiquity (farming, metallurgy, building monumental architecture) arose in Egypt and spread outward, a theory thoroughly debunked by the early 1900s. Kulturkreis never argued that all things came from Egypt, but the researchers did believe there was a limited number of centers responsible for the origin of ideas which drove the social evolutionary progress. That too has been proven false. Boas and Childe The archaeologists at the heart of the adoption of the culture-historical approach in archaeology were Franz Boas and Vere Gordon Childe. Boas argued that you could get at the culture-history of a pre-literate society by using detailed comparisons of such things as artifact assemblages, settlement patterns, and art styles. Comparing those things would allow archaeologists to identify similarities and differences and to develop the cultural histories of major and minor regions of interest at the time. Childe took the comparative method to its ultimate limits, modeling the process of the inventions of agriculture and metal-working from eastern Asia and their diffusion throughout the Near East and eventually Europe. His astoundingly broad-sweeping research led later scholars to go beyond the culture-historical approaches, a step Childe did not live to see. Archaeology and Nationalism: Why We Moved On The culture-historical approach did produce a framework, a starting point on which future generations of archaeologists could build, and in many cases, deconstruct and rebuild. But, the culture-historical approach has many limitations. We now recognize that evolution of any kind is never linear, but rather bushy, with many different steps forward and backward, failures and successes that are part and parcel of all human society. And frankly, the height of civilization identified by researchers in the late 19th century is by todays standards shockingly moronic: civilization was that which is experienced by white, European, wealthy, educated males. But more painful than that, the culture-historical approach feeds directly into nationalism and racism. By developing linear regional histories, tying them to modern ethnic groups, and classifying the groups on the basis of how far along the linear social evolutionary scale they had reached, archaeological research fed the beast of Hitlers master race and justified the imperialism and forcible colonization by Europe of the rest of the world. Any society that hadnt reached the pinnacle of civilization was by definition savage or barbaric, a jaw-droppingly idiotic idea. We know better now. Sources Eiseley LC. 1940. Review of The Culture Historical Method of Ethnology, by Wilhelm Schmidt, Clyde Kluchhohn and S. A. Sieber. American Sociological Review 5(2):282-284.Heine-Geldern R. 1964. One Hundred Years of Ethnological Theory in the German-Speaking Countries: Some Milestones. Current Anthropology 5(5):407-418.Kohl PL. 1998. Nationalism and Archaeology: On the Constructions of Nations and the Reconstructions of the Remote past. Annual Review of Anthropology 27:223-246.Michaels GH. 1996. Culture historical theory. In: Fagan BM, editor. The Oxford Companion to Archaeology. New York: Oxford University Press. p 162.Phillips P, and Willey GR. 1953. Method and Theory in American Archeology: An Operational Basis for Culture-Historical Integration. American Anthropologist 55(5):615-633.Trigger BG. 1984. Alternative Archaeologies: Nationalist, Colonialist, Imperialist. Man 19(3):355-370.Willey GR, and Phillips P. 1955. Method and theory in American archaeology II: Historical-Developmenta l interpretation. American Anthropologist 57:722-819.