Mayfield High School Maths Coursework Essay Example

Mayfield High School Maths Coursework Essay I have chosen this particular hypothesis because many students who tend to have a high IQ, have a high KS2 result too. I have also chosen this hypothesis because, many students at my school who have a high IQ tend to do well in their KS2 exams and get a high grade and therefore I would like to find this out for my-self. The data which I will be using to find out if my hypothesis is right or wrong will be from Mayfield High School. All the data that I will need will be provided for me at school on the computers. This data will include a range of different information on students from years 7-11. Sampling For my hypothesis I will be choosing a sampling size. I have chosen my sample size to be 50, as it will be more accurate. Also using the sample size of 50 will give me a wider range of data and therefore help me with my hypothesis more. There are various samples, which can be used. However, I am going to use random sampling and stratify sampling and this way it will avoid bias results. The random sampling will pick out my data in any order. The below formula is used to stratify my samples. We will write a custom essay sample on Mayfield High School Maths Coursework specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Mayfield High School Maths Coursework specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Mayfield High School Maths Coursework specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The formula that I will use to work out my samples is:- Number of students used in sample= Total number of girls/boys in year X Sample Size Total number of students in the school Below is a table with the data which we were provided and also showing how I worked out my samples. All the samples are 0d.p Year Group Number of Boys Samples for Boys Number of Girls Samples for Girls Total 7 151 151/1183 x 50 = 6 131 131/1183 x 50 = 6 282 8 145 145/1183 x 50 =6 125 125/1183 x 50 = 5 270 9 118 118/1183 x 50 = 5 143 143/1183 x 50 = 6 261 10 106 106/1183 x 50 = 4 94 94/1183 x 50 = 4 200 11 84 84/1183 x 50 = 4 86 86/1183 x 50 = 4 170 The number in bold, tells me how much samples I will need from the girls and boys and it also tells me how much samples I will need from each year. Random Sampling After doing the stratified sample, I had to choose the students which I will use to prove my hypothesis. I will need to pick them out from the data which is provided on a spreadsheet. I will pick the samples out by using the random formula which is:- (RAND()*150+1) However, the number after the * changes depending on how much girl or boy students there are in that year. When I put the number in I had to minus one away and then add one back on. However, as I wanted a couple of samples for the same year and same gender, I kept on pressing F9 until I got the random amounts of students I needed. Below are all my samples which I have gathered by using the random formula:- Random Numbers For Year 7 Boys: 103, 119, 89, 6, 4, 78 For Year 7 girls: 73, 114, 30, 23, 34, 76 For Year 8 Boys: 134, 96, 29, 60, 63, 104 For Year 8 Girls:- 39, 69,112, 36, 10 For Year 9 Boys: 64, 11, 14, 48, 81 For Year 9 Girls: 6, 130, 54, 101, 28, 4 For Year 10 Boys: 66, 88, 57, 84 For Year 10 Girls: 60, 53, 66, 47 For Year 11 Boys: 37, 26, 8, 16 For Year 11 Girls: 65, 50, 43, 33 Relevant Data The table below shows the IQ and KS2 results of each student that was selected. This is all the necessary data that is needed. However I have not noted which students are from which years to make sure it is not biased in any way. IQ ENG MATHS SCIENCE 107 5 5 5 106 5 4 5 108 4 5 5 101 4 4 4 99 4 4 4 104 4 5 5 122 5 5 5 100 4 4 4 104 5 4 5 100 4 4 4 109 5 5 5 97 4 4 4 100 4 4 4 112 5 5 5 100 4 4 4 114 5 5 5 100 4 4 4 105 5 4 4 89 3 3 3 114 5 5 5 108 5 5 5 101 4 4 4 101 5 4 4 92 3 3 4 102 5 4 4 91 3 3 4 109 4 5 5 102 4 4 5 91 3 4 4 117 5 5 5 110 5 4 5 100 4 4 4 116 5 5 5 101 4 4 4 100 4 4 4 100 4 4 4 110 5 5 5 102 3 5 4 99 4 4 4 100 4 4 4 92 3 3 3 92 4 3 3 96 3 3 3 106 5 5 5 103 5 4 4 100 4 4 4 103 4 4 5 100 4 4 4 98 4 4 5 92 3 3 4 My Graph From my samples I am going to create a graph. I have decided to do a scatter graph because; it will make it easier for me to see if my hypothesis is correct. It will make it easier for me see this, as all my points will be plotted on the graph and therefore it will give me a better understanding of my results and also a clear view of my correlation line. Below is my graph:- From the graph you can see that my hypothesis is correct. This is because as the IQ results are going higher, so are the KS2 results going higher. I think this because, the clever you are, the more intelligent you are, as you know many things and you can gain more marks. However, from the graph you can see that there is a strong positive correlation. We can see this because, as the KS2 results are going higher, the IQ goes higher too. For example, a student who has a low KS2 result, such as, a level 3, they have a low IQ. However, if you look at the graph, a student who has got a level 5 for English, Maths and Science has got the highest IQ. Product Moment Correlation YR GROUP X Y XY X Y Yr 7 Boys 107 5 535 11449 25 106 5 530 11236 25 108 5 540 11664 25 101 4 404 10201 16 99 4 396 9801 16 104 5 520 10816 25 Yr 7 Girls 122 5 610 14884 25 100 4 400 10000 16 104 5 520 10816 25 100 4 400 10000 16 109 5 545 11881 25 97 4 388 9409 16 Yr 8 Boys 100 4 400 10000 16 112 5 560 12544 25 100 4 400 10000 16 114 5 570 12996 25 100 4 400 10000 16 105 4 420 11025 16 Yr 8 Girls 89 3 267 7921 9 114 5 570 12996 25 108 5 540 11664 25 101 4 404 10201 16 101 4 404 10201 16 Yr 9 Boys 92 3 276 8464 9 102 4 408 10404 16 91 3 273 8281 9 109 5 545 11881 25 102 4 408 10404 16 Yr 9 Girls 91 4 364 8281 16 117 5 585 13689 25 110 5 550 12100 25 100 4 400 10000 16 116 5 580 13456 25 101 4 404 10201 16 Yr 10 Boys 100 4 400 10000 16 100 4 400 10000 16 110 5 550 12100 25 102 4 408 10404 16 Yr 10 Girls 99 4 396 9801 16 100 4 400 10000 16 92 3 276 8464 9 92 3 276 8464 9 Yr 11 Boys 96 3 288 9216 9 106 5 530 11236 25 103 4 412 10609 16 100 4 400 10000 16 Yr 11 Girls 103 4 412 10609 16 100 4 400 10000 16 98 4 392 9604 16 92 3 276 8464 9 Total ?5125 ?98 ?21732 ?527837 ?904 Standard Deviation for X and Y Data Standard deviation for IQ Results SD = ? ? à ¯Ã‚ ¿Ã‚ ½ ? ? à ¯Ã‚ ¿Ã‚ ½ - - n n n = 50 (number of samples) ? ? = 5125 (whole sample added together) ? ? à ¯Ã‚ ¿Ã‚ ½ = 527837 (Square of each data point of the sample added together) SD = 527837 5125 à ¯Ã‚ ¿Ã‚ ½ 50 50 SD = 10556.74- (102.5)à ¯Ã‚ ¿Ã‚ ½ SD = 10556.74- 10506.25 SD = 50.49 SD = 7.105631569 SD = 7.1 (1 D.P) The average value for the X data is:- 5125 = 102.5 50 This therefore, shows that my data is not reliable, as my points would not be close together. I know this because the number that I got when working out my standard deviation, it was, 7.11 and when I worked out the average mean I got 102.5 and therefore, these two numbers are far apart. Standard deviation for the KS2 Results:- SD = ? y à ¯Ã‚ ¿Ã‚ ½ ? y à ¯Ã‚ ¿Ã‚ ½ - - n n n = 50 (Number of sample) ? y = 98 2 (Whole sample added together) ? yà ¯Ã‚ ¿Ã‚ ½ = 904 (Square of each data point of the sample added together) SD = 904 98 à ¯Ã‚ ¿Ã‚ ½ 50 50 SD = 18.08 (1.96) à ¯Ã‚ ¿Ã‚ ½ SD = 18.08 3.8416 SD = 14.2384 SD = 3.773380447 SD = 3.8 (1 D.P) The average value for Y data is:- 98 = 1.96 50 This show that my results for my Y data is reliable, as my standard deviation answer was, 3.77 and my average value answer was, 1.96. As the two numbers are close, this therefore proves that my data is reliable. Product Moment Correlation Coefficient I am now going to work out the Product Moment Correlation Coefficient this is normally written as, Yxy. I will work this out by using the table on the sixth page. I will work this out by using the following formula:- ?xy ?x ?y - - n n n ?xà ¯Ã‚ ¿Ã‚ ½ ?x à ¯Ã‚ ¿Ã‚ ½ ?yà ¯Ã‚ ¿Ã‚ ½ ?y à ¯Ã‚ ¿Ã‚ ½ - X n n n n ? SD = ? ? à ¯Ã‚ ¿Ã‚ ½ ? ? à ¯Ã‚ ¿Ã‚ ½ - - n n SD = ? y à ¯Ã‚ ¿Ã‚ ½ ? y à ¯Ã‚ ¿Ã‚ ½ - - n n Top of Yxy: 21732 5125 98 - - x = 434.64 (102.5 x 1.96) = 233.74 50 50 50 Bottom of Yxy: 527838 5125 à ¯Ã‚ ¿Ã‚ ½ = 7.105631569 50 50 10556.74 10506.25 = 50.49 904 98 à ¯Ã‚ ¿Ã‚ ½ - = 3.773380447 50 50 18.08 3.8416 = 14.2384 Yxy = 2.33.74 / (7.105631569 x 3.773380447) Yxy = 2.3374 / 26.81225123 Yxy = 0.086900573 Yxy = 0.1 (1 D.P) Conclusion Conclusion for my product moment correlation coefficient From working out the standard deviation, I have concluded that my regression line has no correlation. This is because my end result which I got after working out the standard deviation my regression line was 0.0869 This therefore, shows that my regression line has no correlation. However, I am able to tell that my regression line is a positive because it is not a negative number. This shows that my hypothesis was correct, but it was not strongly proved, as my regression line was not a perfect correlation. Overall, from the whole hypothesis I found that the higher the IQ results a student has and more likely they are going to have a higher KS2 result too. You are able to see this on my graph earlier in the work. This therefore proves my hypothesis to be correct.

How to Write a Perfect Construction Resume (Examples Included)

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Explore and Evaluate Your Writing Process

Explore and Evaluate Your Writing Process Once youve made the decision to work on improving your writing, you need to think about exactly what youll be working on. In other words, you need to consider how to handle the various steps involved in the process of writing: from discovering ideas for a topic, through successive drafts, to a final revision and proofreading. Examples Lets look at how three students have described the steps they typically follow when writing a paper: Before doing anything, I make sure Ive got a quiet room and a clear head. When I feel ready to work, I sit in front of my laptop and begin tapping out whatever comes to mind. Then, after taking a short walk, I read over what Ive written and pick out the things that strike me as worth keepingkey ideas and interesting details. After this, I usually go on to compose a rough draft pretty quickly. Then (maybe in a day or two, if Ive gotten an early start) I read the draft and add explanations and ideas and make some grammatical changes. Then I write it over again, making more changes as I go. Sometimes I complete the whole process in an hour or two. Sometimes it takes a week or more. I like to do my first draft on paperthat is, after Ive daydreamed for an hour or two, raided the refrigerator, and made a fresh pot of coffee. I specialize in procrastination. After running out of ways to distract myself, I start to scribble down everything I can think of. And I mean scribblewrite fast, make a mess. When I figure out what Ive scrawled, I try to fix it up into an orderly, halfway-decent essay. Then I put it aside (after making another trip to the refrigerator) and start all over again. When Im done, I compare both papers and combine them by taking some things out and putting other things in. Then I read my draft out loud. If it sounds okay, I go to the computer and type it up. In trying to put together a paper, I go through four phases. First, theres the idea phase, where I get this bright idea. Then there is the productive phase, where Im really smoking, and I start thinking about the Pulitzer Prize. After that, of course, comes the block phase, and all those prize-winning dreams turn into nightmares of this big, six-foot guy jammed into a first-graders desk and being made to print the alphabet over and over again. Eventually (hours, sometimes days later), I hit the deadline phase: I realize that this sucker has got to be written, and so I start burning it out again. This phase often doesnt start until ten minutes before a paper is due, which doesnt leave a lot of time to proofreada phase I never seem to get around to. As these examples show, no single method of writing is followed by all writers in all circumstances. Four Steps Each of us has to discover the approach that works best on any particular occasion. We can, however, identify a few basic steps that most successful writers follow in one way or another: Discovering (also known as invention): finding a topic and coming up with something to say about it. A few of the discovery strategies that can help you get started are freewriting, probing, listing, and brainstorming.Drafting: putting ideas down in some rough form. A first draft is generally messy and repetitive and full of mistakesand thats just fine. The purpose of a rough draft is to capture ideas and supporting details, not compose a perfect paragraph or essay on the first attempt.Revising: changing and rewriting a draft to make it better. In this step, you try to anticipate the needs of your readers by rearranging ideas and reshaping sentences to make clearer connections.Editing and Proofreading: carefully examining a paper to see that it contains no errors of grammar, spelling, or punctuation. The four stages overlap, and at times you may have to back up and repeat a stage, but that doesnt mean you have to focus on all four stages at the same time. In fact, trying to do too much at one time is likely to create frustration, not make the writing go faster or easier. Writing Suggestion: Describe Your Writing Process In a paragraph or two, describe your own writing processthe steps that you ordinarily follow when composing a paper. How do you get started? Do you write several drafts or just one? If you revise, what sort of things do you look for and what sort of changes do you tend to make? How do you edit and proofread, and what types of errors do you most often find? Hold on to this description, and then look at it again in a month or so to see what changes you have made in the way you write.

Managing Essay Example | Topics and Well Written Essays - 2750 words - 3

Managing - Essay Example He perceives power as dispersed as opposed to previous conceptions of power as concentrated and possessed. He also views power as conversational rather than virtuously coercive. The terms ‘power and knowledge’ are applied by Foucault to suggest that power is founded through recognized forms of knowledge, logical understanding and reality. This paper reflects and explains Foucault’s claim by focusing on managerial work and management power/roles. It discusses Foucault’s body of work on power and discipline. It supports Foucault’s approach withreference to published empirical examples. The paper also depicts the application of Foucault’s approach to power and order to management practice. Pfeffer (1993) defines power as the deliberate inducement on the opinions, feelings and conduct of people to achieve a particular objective. In the absence of power, cooperation among people may not be achieved and hence social order cannot be achieved. Power in organizations is manifest in leaders who apply different means of exercising the power vested in them to accomplish their goals. Foucault (1977) asserts that people in positions of power exercise it as opposed to possessing it. In other words, positions of power have been created in organizations as a strategy to develop infrastructure for enhancement of discipline. It therefore does not matter who possesses the power as such a person can be replaced by another and power in the organization will remain. Power forms the political structures of social organizations that operate to initiate the non-egalitarian and disproportionate relations. Organizations are established through human relations, which are characterised by inher ent power (Knights and Willmott, 1989). Power is therefore not restricted to an individual but rather is engaged and implemented through a

Love in a Time of Cholera Essay Example | Topics and Well Written Essays - 1250 words

Love in a Time of Cholera - Essay Example ts epidemics of cholera, and to the final riverboat scene where a flag warns that there are cholera victims on board when in fact two pensioners are enjoying their delayed honeymoon. The novel opens with a suicide. Jeremiah de Saint Amour could not bear the idea of ageing; he suffered from â€Å"gerontophobia† and had sworn â€Å"I will never grow old†. This hypnotic novel explores the dilemmas of ageing through a plot of unrequited love; a man, Florentino Ariza, waiting fifty-one years, nine months and four days for his rival to die in order to reaffirm his love for his sweetheart, Fermina Daza. The novelty of this theme is striking, almost implausible. Florentino Arizas head is filled with the illusions read of in sentimental poems. His patience is rewarded at the end when he finally beds his aged beloved in a riverboat. Due to the suggestive prose, the reader tends to read the novel as a romance, a tale of timeless love that transcends age and time, a love that emerges victorious in the end. â€Å"However, disguised beneath the surface of the melodramatic plot lies a critical, sometimes satiric examination of many of the elements that appear to contribute to the novels charm, but actually undercut much of its romanticism and sentimentality.† (Jeffrey M. Lilburn.  Love in the Time of Cholera: Deep Themes of the Popular Conceptions of Love.) Despite counterpointing of characters and themes, Garcia Marquez, a friend of Fidel Castro, refuses to judge his characters or condemn them. He is far more subtle, and generous. The way he situates his protagonist is exemplified when the patient Florentino Ariza finally climbs into a riverboat bed with his beloved and receives a telegram saying that his god-daughter has killed herself. He seduced America Vicufia as a child, and they became lovers. He then broke off the relationship without ever realizing how much in love with him, despite his age, the school-girl was. She had found his secret love letters to Fermina Daza, and

Slapshots And Turns :: essays research papers

Slap shots and Turns   Ã‚  Ã‚  Ã‚  Ã‚  A downhill skier gracefully completes another turn while an ice hockey player checks an opponent into the glass. The skier sails off a jump like an eagle, just as the hockey player absorbs the blows of opposing players like a tank. The skier lands the jump with precision, as the hockey player stumbles towards the opposing goal. The skier gracefully passes the finish line and stops just as the hockey player shoots the puck. As the skier notices the time of his run, he cries tears of joy because he has just won the gold medal. The hockey player hears the horn sound as his puck sails into the goal. He spits blood out of his mouth as his teammates tackle him because they have just won the Stanley Cup. Both of these athletes have won the highest prize in each of their sports. Both will be hailed by children as gods in the sporting world. However, because these two men are in different sports they will never meet each other. Both will go home and celebrate their accompl ishments in different ways. The public will celebrate along with these two athletes, unaware that they both accomplished the same feat. The public believes these two athletes participated in totally different sports. The public believes that one played the graceful sport of downhill skiing, while the other played the brutal sport of ice hockey. At a superficial level it may appear that these two sports are different, however digging deeper proves that the sports of ice hockey and downhill skiing are quite similar in their technique. Ice hockey and downhill skiing are similar in that both utilize the same method to perpetuate motion. An ice hockey player wears a skate that posses a sharp blade at its base. This blade is believed to merely cut through the ice when movement occurs. This belief is false. In actuality the pressure applied to the blade via the weight of the hockey player causes the blade to melt a small of amount of ice underneath it. Then the blade proceeds to hydroplane over the small film of water melted by the skate. Immediately after the skate has passed over the small film of water it freezes again into ice. This is the reason the ice needs to be smoothed after a match, because it did not freeze into a flat, level surface.

Chic Soap

You are asked to help formulate the IMC approach for the entrepreneur starting Chic Soap. The concept behind Chic Soap is simple; it sets out to incorporate fashionable perfumes such as Obsession, Raffinee and Opium into a high quality white soap base. The product would then be packaged using the logo of the perfume plus a Chic Soap common background. The advantages for the perfume supplier are: a guaranteed outlet for its perfumes at full retail prices; and a low cost trial route for potential customers.The advantages for Chic Soap are: the use of already established perfume concepts to promote the soap; and access to the distribution achieved by the perfumes. You are asked to identify the segment towards which the product is directed, the product benefit that is on offer, the way in which the segment will be serviced; how the distribution channel will be supported, what promotional planning will need to be included and an outline cash flow. The distribution channels available for t he sale of toilet soaps of various qualities are independent chemists, department stores, multiple chemists, supermarkets, and grocers.There were an estimated 200,000 outlets selling soap in the United Kingdom. Most of these sold mass market products which retailed at 0. 25 per 150 gm bar. Premium soaps made up only a small proportion of the market and were available in a limited number of outlets which included independent chemists and department stores. The main competitive products in the premium sector were soaps such as Roger and Gallet, Penhaligon range, Yardley, Morley and three internationally available premium soaps. The prices for the 150gm bar for the 5 main ranges were: 1. 60, 1. 75, 1. 85, 1.95, 1. 45.There was some evidence that the price elasticity of the premium product sector was fairly low. Consumers bought the product primarily on perfume and image rather than any other product attribute. Very high prices were charged for soaps that were part of ranges such as Riv e Gauche; around 5 00 for the 150 gram equivalent. As the companies sold very little soap in these ranges they were not particularly worried about the effects of other products cannibalising brand sales. They were prepared to see Chic Soaps take on the sales of perfumed soap to a wider market.The size of the total toilet soap market was around 190 million at retail. The top quality premium soap market was estimated to be 7 per cent of the total; it was growing slowly as the deodorant market came under pressure because of the environmental problems associated with aerosol sprays; other growth factors included the expansion in showers, and the expansion in the number of single homes. Retail outlets made about 20 per cent gross on premium soaps. They tended to hold only limited stocks, and did not therefore want the product in as large a quantity as mass market products which were available in cartons containing 50 or 100 bars.Many of the independent chemists were serviced through whol esalers. Such wholesalers accounted for about 70 per cent of the market. Wholesalers expected to make around 8 per cent. There were about 100 wholesalers that serviced the independent chemist; of these around 20 national chains accounted for 80 per cent of the total business. The national department stores (around 350) bought product direct. Research suggested that the main consumer of premium soaps was female 35+, socio-economic group A, concentrated in the South East of England and in large cities elsewhere.The average purchase of the 150 gramme soap was once every 3 weeks. An increasing proportion of the soap was bought as gifts, especially at Christmas. In the previous year, around 25 per cent of the total premium soap sector was purchased during the period early November to late December. Most advertising in the sector was in women's magazines. It was estimated that it would cost around 100 to reach every 2000 consumers in the appropriate socio-economic group. The competition a dvertised heavily; average expenditure for the leading companies was around 400,000 per annum.8. A sales representative would cost around 12,000 per annum; a company car would be 3,000 per annum. Such a sales representative could visit either 500 outlets direct or deal with 15 chains of wholesalers. The costs of packaging would be high. High quality packaging with the appropriate perfume design on the label would cost 0. 14 per unit; with a minimum print run of 40,000 units. It was anticipated that gift packs of the five perfumed soaps for the Christmas season would be an additional 0. 45 to produce with a minimum production run of 25,000 units.The company had access to five of the leading perfumes in the country. These accounted for approximately 20 per cent of total fragrance sales – the market has been and will remain highly fragmented. The costs of incorporating the perfume in the soap was 0. 40 per unit based on a minimum annual quantity of 300,000 units; 0. 65 per unit based on an annual quantity of 200,000 units, and 0. 80 on an annual quantity of 100,000 units. The soap base was widely available from a number of alternative suppliers.Costs varied considerably from year to year depending on the commodity market; in the year of the plan the base costs for a 150 gram bar were 0. 08 for the highest quality. Filling, molding and packing machinery could be bought from a variety of sources. A small but complete production line would cost around 25,000; it would be able to produce 1200 units per hour, and would occupy 2000 square feet of factory space. Changing the perfume and the packaging for each new production run would take around 2 hours. The production process would require skilled staff to monitor quality.It was estimated that three individuals would be needed, with an annual base salary of 35,000. 14. Research showed that the typical consumer perceived premium soap as ‘a touch of luxury'; an element of sophistication in an otherwise borin g existence; a low cost way of giving a gift which would be appreciated. The main consumer interested in a changing range of exotic soaps was the working woman aged 25 – 45; over that age purchase patterns tended to become static. The company could use national parcel carriers to distribute the products to the customer. It would cost on average 0.50 per kilo; though deliveries outside the immediate area would be considerably more expensive.The company had initially decided to locate near to the main source of demand in the South East of England. There were a number of sites that had proved suitable for the location of the factory. The costs for the required 4000 square feet were on average 25000 per annum. The new business rate would add 5000 to these costs. Variable production costs per soap bar – in excess of raw materials and labor – were estimated to be 0. 02, consisting of energy and maintenance costs.