Algebra has long been taught in the same way. This usually means teachers rely heavily on the textbook. Though some textbooks have changed in recent years, the central focus is till on paper and pencil, memorization of rules, and use of algorithms. The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) asks mathematics teachers to seek activities that “model real-world phenomena with a variety of function” and “represent and analyze relationships using tables, verbal rules, equations, and graphs”. The standards also urge teachers to give students the opportunity to be actively involved in math through data analysis and statistics that are integrated into the curriculum. My hope is to show that these types of activities can be incorporated into an algebra I course as a way of teaching slope, y-intercept, and linear equations. I plan to teach a unit on linear equations during the third nine weeks of an eighth grade algebra I course next semester. The project will begin with one class learning the material typically covered in most algebra textbooks. I do not plan to pretest the students because this is new material for them. This class will also go to the computer lab and complete a lesson on the computer covering linear equations. In addition, they will work in pairs using T1-82 graphing calculator to explore slope and y-intercept. All of these methods are what I have typically taught over the past 5 years. Another eighth grade class will be given several data collection activities as a unit of study for linear equations. The primary resource for this class will be Algebra Experiments I by Mary Jean Winter and Ronald J. Carlson. My focus will begin with a whole class participation data collection activity. The class will perform “the wave” in small sections at a time until the entire class has completed it. As a group will record the number of seconds it takes (for example) 3, 5, 8, 13, 15, 20, etc. to complete the wave. Students will then use a prepared activity sheet that requires them to draw a diagram of the experiment, describe the procedure, identify the independent and dependent variables, create a table of data, graph data, choose two representative points to connect and create a “line of best fit”, find the slope and y-intercept of this line and describe it algebraically and verbally, then interpret the data through certain questions designed to create understanding of the purpose of the data and using the data to make predictions. This same format will be used for all subsequent activities during the unit of study. The authors of the book say “Algebra Experiments I reflects the basic philosophy of the NCTM standards for learning, teaching, and assessment. Students have an opportunity to work collaboratively, to interact, and to develop communication skill.” The whole idea is to “bring the real world into your algebra classroom.” I plan to require the class that does the experiments to keep a daily journal. It will include hot they felt about the daily activities, a description of any specific new topic or topics they learned and a list of questions they still have. Each day the class will address any concerns from the previous day's activity. After several activities have been done by hand, I will instruct the class on how to analyze the data on the T1-82 graphing calculator. They will then be given the opportunity to use the calculator on another experiment. This class will also do the same graphing calculator activity on slope and y-intercept that the other class will do. I will give each class the same test and compare scores. I will also give each class a survey to compare attitudes, interest and understanding of the use of the material in a real-world application. My hope is that the students in the experiment class will have grasped the basic concepts of linear equations as well if not better than the other class and be able to relate this...

...declining market share, the stores are inconvenient for shoppers for example long ques , less employees, etc. making the entire shopping experience unpleasant.
DataCollection from the Customers
Big bazaar brings multiple products, opportunities and services to millions of customers in India. Through over 16 million square feet of retail space, we serve customers in 95 cities across the country. Most of all, big bazaar help India shop, save and realize dreams and aspirations to live a better quality of life every day. Big bazaar has 214 stores across 90 cities and towns in India.
Target Group:
- Young working class (20-35)
- Working women (25-)
- Homemakers/decision makers (18-55)
Datacollection-
The main aim is to test a minimum of 10 respondents from each category.
How and where will we collect data? :
Young working class (20-35) – College Campus/ Discussions with friends over the phone
Homemakers/decision makers (18-55) -Over the phone with Family and Relatives/ Customers in reliance fresh, more and vishal mega mart
Respondents would be a mix of people who shop online and who don’t. This will help in understanding the fears/concerns of people who don’t shop online. At the same time the reasons why people do shop online.
Also, the minimum educational qualification of respondents would be graduation.
DATACOLLECTION FROM RETAILERS
Understanding customer’s...

...work load
Do not procrastinate
Carry matters through to conclusion – doubt about whether a client-lawyer relationship still exists should be clarified in writing.
Rule 1.4 – Communication
(a) A lawyer shall:
(1) inform client of any decision/circumstance requiring his informed consent;
(2) reasonably consult about means to get to client’s objectives
(3) keep client reasonably informed on status
(4) promptly comply with reasonable requests for info;
(5) consult with client about limitations on the conduct when they are asking you to do something that you cannot do
(b) Lawyer shall explain matters to the extent reasonably necessary to allow client to make informed decisions
Comments
Let your client know the important things unless they told you ahead of time you do not need to
If it is important, and you can consult your client about it you should. If it is a quick decision, and you do not have time, you should consult with them after.
If your client is a child or mental handicapped – see rule 1.14
If your client is an organization – see 1.13
Do not withhold information from the client to serve your own interest or convenience or anyone else’s convenience.
Rule 1.5 – Fees
(a) A lawyer shall not accept an unreasonable fee for expenses. Factors:
(1) time and labor
(2) likelihood of precluding other work
(3) fees for similar legal services
(4) amount involved, results obtained
(5) time limitations through client or...

...
DataCollection
QNT/351
June 30, 2014
DataCollection
In the hospitality business, employee retention and low turnover is of utmost importance. Employees are the foundation of any successful operation. Employees provide direct communication with customers, support organizational initiatives, boost profit, curb losses, and build future success. Denihan is a hospitality company that began in 1903 as a dry cleaning company by Benjamin J. Denihan, an Irish immigrant (Denihan, 2011). Denihan’s operations today have grown to include some of the industry’s best hotels and restaurants. To effectively implement employee wellness, management must first understand how to attract and retain the right employees. To seek the best form of hiring and find qualified candidates for Denihan, a research plan is put in motion. From rephrasing recruiting into research questions, to the specific instruments used for data analysis, the following is a summary of our findings. Senior management and stakeholders will find that our research supports a comprehensive recruiting plan with pre-screened applications, online personality testing, and personal structured interviews.
Problem, Purpose, Research Questions, and Hypothesis
Denihan is focused on sourcing qualified employees, but top management is having trouble implementing recruiting strategies. Finding employees who fit well within an organization and provide excellent...

...
Datacollection methods
Datacollection procedures:
Datacollection for this study permits for the descriptive statistics to describe the patient experience about his or her diagnosis of pre-diabetes. Permitting the research subject to express his or her experience in this semi-structure interview process permits the focusing on the content of the patients’ experience (Troughton, Jarvisa, Skinner, Robertson, Khunti, & Davies, 2008).
Protecting the rights of subjects:
Obtaining informed consent from the research subjects provided the appropriate steps to ensure the rights of the research subjects. This crucial documentation is vital to the education of the subjects to ensure that they can reach a truly informed decision about whether or not to participate in the research. This informed consent when given freely without pressure from outside sources to participate ensures the willingness of the participation involvement in the study.
Tools used to support the reliability and validity of the study:
Use of the framework method of qualitative analysis, package QSR n6 (NUD x IST) (Troughton, Jarvisa, Skinner, Robertson, Khunti, & Davies, 2008) toolkit version six provided the framework for datacollection. The toolkit provides tools to classify, arrange, and sort data permitting more time for analyzing the data gathered...

...
Algebra
From Wikipedia, the free encyclopedia
"Algebraist" redirects here. For the novel by Iain M. Banks, see The Algebraist.
For beginner's introduction to algebra, see Wikibooks: Algebra.
Page semi-protected
The quadratic formula expresses the solution of the degree two equation ax^2 + bx +c=0 in terms of its coefficients a, b, c.
Algebra (from Arabic al-jebr meaning "reunion of broken parts"[1]) is one of the broad parts of mathematics, together with number theory, geometry and analysis. As such, it includes everything from elementary equation solving to the study of abstractions such as groups, rings, and fields. The more basic parts of algebra are called elementary algebra, the more abstract parts are called abstract algebra or modern algebra. Elementary algebra is essential for any study of mathematics, science, or engineering, as well as such applications as medicine and economics. Abstract algebra is a major area in advanced mathematics, studied primarily by professional mathematicians. Much early work in algebra, as the origin of its name suggests, was done in the Near East, by such mathematicians as Omar Khayyam (1050-1123).
Elementary algebra differs from arithmetic in the use of abstractions, such as using letters to stand for numbers that are either unknown or allowed...

...Algebra is a way of working with numbers and signs to answer a mathematical problem (a question using numbers)
As a single word, "algebra" can mean[1]:
* Use of letters and symbols to represent values and their relations, especially for solving equations. This is also called "Elementary algebra". Historically, this was the meaning in pure mathematics too, like seen in "fundamental theorem of algebra", but not now.
* In modern pure mathematics,
* a major branch of mathematics which studies relations and operations. It's sometimes called abstract algebra, or "modern algebra" to distinguish it from elementary algebra.
* a mathematical structure as a "linear" ring, is also called "algebra," or sometimes "algebra over a field", to distinguish it from its generalizations.
A variable is a letter or symbol that takes place of a number in Algebra. Common symbols used are a, x, y, θ, and λ. The letters x and y are commonly used, but remember that any other symbols would work just as well.
Variables are used in algebra as placeholders for unknown numbers. If you see "3 + x", don't panic! All this means is that we are adding a number who's value we don't yet know.
Term: A term is a number or a variable or the product of a number and a variable(s).
An expression is two or more terms, with...

...
Algebra1
Schools in California now have higher expectations to make it necessary for students to take a Algebra1 course in order to graduate from high school. This requirement issues that it will help students achieve higher expectations and great problem solving skills in future references. People like Mitchell Rosen a licensed family counselor who also disagrees with having Algebra1 be a requirement for high schools. In one of Rosens articles “Finding X is not a factor of living,” he explains that algebra is not a reliable subject because it not used in the real world. Rosen argues that students should better life training skills in other subjects, students “need more [fundamental] training, not the fine-tuning.” Rosen argues that algebra can be discouraging to students and causes their self-esteem to decrease, also causing unnecessary stress for the student; algebra isn't required for most jobs in the real world; algebra has caused high school dropout rates to increase; due to low grades in algebra. Furthermore, algebra should not be a requirement in order to graduate from high school.
First and for most, If asked, most people would not say that they have personally never used algebraic problems outside of class room walls and isn't important to their professions, so...

...Direct Variation
Try the following:
1.
If m varies directly as y and m is 6 when y is 36, find the Choose:
constant of variation.
1/6
6
1/36
36
Explanation
2.
"a varies directly as b". If a = 3 when b = 24, find b
when a = 10.
Choose:
1.25
8
36
80
Explanation
3.
There are about 200 calories in 50 grams of Swiss cheese. Choose:
Willie ate 70 grams of this cheese. About how many
210
calories were in the cheese that he ate if the number of
240
calories varies directly as the weight of the cheese.
280
290
Page 2 of 4
Explanation
4.
In the following chart, does one variable vary directly with Choose:
the other?
Yes
M
3
4
5
6
7
No
N
6
8
10
12
14
Explanation
5.
In the following chart, does one variable vary directly with Choose:
the other?
Yes
X
1
2
3
4
5
No
Y
1
4
9
12
15
Explanation
6. One variable (A) varies directly as the other (C).
Find the missing numbers x and y. Write the formula
which relates the variables.
A
C
1
3
2
y
x
15
Choose:
x = 3 and y = 6
x = 13 and y = 4
x = 5 and y = 6
x = 4 and y = 9
Explanation
7.
The resistance (R) of a copper wire, varies directly as its length (L). Write
this relation as a formula using k as the constant of variation.
Explanation
Direct Variation
Page 3 of 4
8.
A salesman's commission varies...

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