Lifestyle Modifications Provider Adherence - 1492 Words

Lifestyle Modifications: Provider Adherence to JNC7 Guidelines Introduction Hypertension, a condition more commonly known as high blood pressure, is a major risk factor for many medical diseases and comorbidities. Hypertension affects 1 of 3 American adults each year, leading to comorbidities such as heart disease, coronary artery disease, stroke, and kidney disease. The treatment of hypertension totals $46 billion annually (CDC High Blood Pressure Facts, 2015). Clinical treatment guidelines, developed in 2003 by The Seventh Report of the Joint National Committee on Prevention, Detection, Evaluation and Treatment of High Blood Pressure (JNC 7), were established for clinician management of hypertensive patients. The JNC 7 produces a standard of care in classification and treatment of hypertension, establishing standards for providers to educate their hypertensive patients in areas such as lifestyle modifications and pharmacological treatment. The JNC 7 recommends that lifestyle modifications, such as weight loss and exercise, be the preliminary treatment plan for lowering blood pressure and specifically recommends a diet rich in fiber, fruits, vegetables and low fat dairy products as outlined in the Dietary Approaches to Stop Hypertension (DASH) diet (C. Hobanian et al., 2003). More currently, JNC7 recommendations have been modified in the Eighth Report of the Joint National Committee (JNC 8), increasing the baseline blood pressure goal (Sessoms, Reid, Williams, Show MoreRelatedDiabetes : A Common And Well Known Disease1564 Words   |  7 Pagescommon and well-known disease in the US. Healthcare providers manage the care of patients daily as both direct and indirect effects of diabetes contribute to their poor health. Diabetes mellitus type 2 is characterized by high blood sugar levels as a result of insulin resistance. 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Addmaths Free Essays

ADDITIONAL MATHEMATICS PROJECT WORK 2/2012 â€Å"INDEX NUMBER† NAME: Lio Xing Ying Class: 5I I. C. No:950818-13-6166 School: SMK Marudi TEACHER:Miss Tie Yien Mee Teacher’s signature: CONTENT CHAPTERS| TITLES| PAGES| 1| CONTENT| 2| 2| APPRECIATION| 4| 3| OBJECTIVES| 6| 4| INTRODUCTION| 8| 5| PART A| 11| 6| PART B| 15| 7| PART C| 19| 8| PART D| 24| 9| FURTHER EXPLORATION| 26| 10| CONCLUSION| 28| 11| REFLECTION| 30| APPRECIATION First of all, I would like to thank God for giving us energy, strength and health to carry out this project work. We will write a custom essay sample on Addmaths or any similar topic only for you Order Now Next, I would like to thank our school for giving us the chance to create this project work. School also provides me the space to discuss and carry out this project work. Not forgetting my beloved parents who provided everything needed in this project work, such as money, Internet, books, computer and so on. They contribute their time and spirit on sharing their experience with me. Their support may raise the spirit in me to do this project work smoothly. After that, I would like to thank our Additional Mathematics teacher, Miss Tie Yien Mee for guiding me throughout this project. When I face some difficulties on doing tasks, she will try her best to teach me patiently until I have done the project work. Then, I would like to thank the proprietor of the shop who was willing to share their experience on business activity and the experience on saving money with me. Lastly, I would like to thank my classmates who shared ideas and providing some helps on solving problems. We help each other until we finished this project work. OBJECTIVES All of our students in 5I are required to carry out an Additional Mathematics Project Work during mid-term holiday. This project is done individually. Upon completion of the Additional Mathematics Project Work, I gain valuable experiences and able to: * Solve routine and non-routine problems. Improve thinking skills. * Knowledge and skills are applied in meaningful ways in solving real-life problems. * Expressing ones mathematical thinking, reasoning and communication are highly encouraged and expected. * Stimulates and enhances effective learning. * Acquire effective mathematical communication through oral and writing and to use the language of mathemat ics to express mathematical ideas correctly and precisely. * Enhance acquisition of mathematical knowledge and skills through problem-solving in ways that increase interest and confidence. Prepare ourselves for the demand of our future undertakings and in workplace. * Realise that mathematics is an important and powerful tool in solving real-life problems and hence develop positive attitude towards mathematics. * Train ourselves not only to be independent learners but also to collaborate, to cooperate, and to share knowledge in an engaging and healthy environment. * Use technology especially the ICT appropriately and effectively. * Train ourselves to appreciate the intrinsic values of mathematics and to become more creative and innovative. Realize the importance and the beauty of mathematics. INTRODUCTION INDEX An index number is a percentage ratio of prices, quantities or values comparing two time periods or two points in time. The time period that serves as a basis for the compari son is called the base period and the period that is compared to the base period is called the given or current period. A price index measures the change in the money value of an item (or group of items) over time whereas a quantity index measures the non-monetary value of an item (or a group of items) over time. An index number that represents a percentage comparison of the number of cars sold in a given month as compared with that of a base month is a quantity index. A price index represents a comparison of prices between two time periods and, finally, a value index is one that represents a comparison of the total value of production or sales in two time periods without regard to whether the observed difference is a result of differences in quantity, price or both. Index numbers are also differentiated according to the number of commodities or products included in the comparison. A simple index, also known as a relative, is a comparison involving only one item but an index whose calculation is based on several items is known as an aggregate or composite index. A very famous example of a composite index is the Retail Prices Index (RPI), which measures the changes in costs in the items of expenditure of the average household. In  economics  and  finance, an index is a statistical measure of changes in a representative group of individual data points. These data may be derived from any number of sources, including company performance, prices, productivity, and employment. Economic indices (index, plural) track economic health from different perspectives. Influential global financial indices such as the  Global Dow, and the NASDAQ Composite  track the performance of selected large and powerful companies in order to evaluate and predict economic trends. The  Dow Jones Industrial Average  and the  SP 500  primarily track U. S. markets, though some legacy international companies are included. The Consumer  Price Index  tracks the variation in prices for different consumer goods and services over time in a constant geographical location, and is integral to calculations used to djust salaries, bond interest rates, and tax thresholds for inflation. The GDP Deflator  Index, or real GDP, measures the level of prices of all new, domestically produced, final goods and services in an economy. Market performance indices include the  labour market index / job index  and proprietary  stock market index  investment instruments offered by   brokerage houses. Some indices display market variations that cannot be captured in other ways. For example, the  Economist  provides a  Big Mac Index that expresses the adjusted cost of a globally ubiquitous Big Mac as a percentage over or under the cost of a Big Mac in the U. S. with a U. S. dollar (estimated: $3. 57). Norway prices reflect most relatively expensive Big Mac, at an 84% increase over U. S. prices, or $6. 5725 U. S. The least relatively expensive Big Mac price occurs in Hong Kong, at a 52% reduction from U. S. prices, or $1. 71 U. S. The Big Mac index is used to predict currency values. From this example, it would be assumed that Hong Kong currency is undervalued, and provides a currency investment opportunity. An index number is a percentage ratio of prices, quantities or values comparing two time periods or two points in time. The time period that serves as a basis for the comparison is called the base period and the period that is compared to the base period is called the given or current period. A price index measures the change in the money value of an item (or group of items) over time whereas a quantity index measures the non-monetary value of an item (or a group of items) over time. An index number that represents a percentage comparison of the number of cars sold in a given month as compared with that of a base month is a quantity index. A price index represents a comparison of prices between two time periods and, finally, a value index is one that represents a comparison of the total value of production or sales in two time periods without regard to whether the observed difference is a result of differences in quantity, price or both. Index numbers are also differentiated according to the number of commodities or products included in the comparison. A simple index, also known as a relative, is a comparison involving only one item but an index whose calculation is based on several items is known as an aggregate or composite index. A very famous example of a composite index is the Retail Prices Index (RPI), which measures the changes in costs in the items of expenditure of the average household. PART A The school Cooperative in one of the schools in your area made a profit of RM 50000 in the year 2011. The cooperative plans to keep the money in a fixed deposit account in a bank for one year. The interest collected at the end of this period will be the poor students in the school. As a member of Board of Cooperative you are to find the total interest which can be collected from different banks. Given below are the interest rates offered by 3 different banks: Bank A, Bank B and Bank C. You are to calculate the interest that can be obtained based on the given rates, if the money is to be kept in the bank for a period of one year for monthly auto renewable, three months auto renewable, six months auto renewable and twelve months auto renewable without withdrawal. Compare and discuss which bank will you choose and explain why. PERIOD| BANK A (% p. a. )| BANK B (% p. a. )| BANK C (% p. a. )| 1 MONTH| 3. 10| 3. 00| 3. 00| 2 MONTH| 3. 10| 3. 00| 3. 00| 3 MONTH| 3. 15| 3. 5| 3. 05| 4 MONTH| 3. 15| 3. 05| 3. 05| 5 MONTH| 3. 15| 3. 10| 3. 05| 6 MONTH| 3. 20| 3. 10| 3. 10| 7 MONTH| 3. 20| 3. 10| 3. 10| 8 MONTH| 3. 20| 3. 10| 3. 10| 9 MONTH| 3. 20| 3. 10| 3. 10| 10 MONTH| 3. 20| 3. 10| 3. 10| 11 MONTH| 3. 20| 3. 10| 3. 10| 12 MONTH| 3. 25| 3. 15| 3. 20| Solution by Geometric Progression Solution Tn = arn–1 r = Tn+1Tn a = 50 000 BANK A * Monthly auto renewable r = 100 + 3. 10100 = 103. 10100 = 1. 0310 T13 = 50 000 x 1. 031013-1 = 50 000 x 1. 031012 = 72 123. 03397 = 72 123. 00 * Three months auto renewable r = 100 + 3. 15100 = 103. 15100 = 1. 0315 T5 = 50 000 x 1. 03155-1 = 50 000 x 1. 03154 = 56 603. 9754 = 56 604. 00 * Six months auto renewable r = 100 + 3. 20 100 = 103. 20100 = 1. 0320 T3 = 50 000 x 1. 03203-1 = 50 000 x 1. 03202 = 53 251. 20 * Twelve months without withdrawal r = 100 + 3. 25100 = 103. 25100 = 1. 0325 T2 = 50 000 x 1. 03252-1 = 50 000 x 1. 03251 = 51 625. 00 Bank B * Monthly auto renewable r = 100 + 3. 00100 = 103. 00100 = 1. 0300 T13 = 50 000 x 1. 030013-1 = 50 000 x 1. 030012 = 71 288. 04434 = 71 288. 00 * Three months auto renewable r = 100 + 3. 05100 = 103. 15100 = 1. 0315 T5 = 50 000 x 1. 03055-1 50 000 x 1. 03054 = 56 384. 79279 = 56 384. 80 * Six months auto renewable r = 100 + 3. 10 100 = 103. 10100 = 1. 0310 T3 = 50 000 x 1. 03103-1 = 50 000 x 1. 03102 = 53 148. 05 = 53 148. 00 * Twelve months without withdrawal r = 100 + 3. 15100 = 103. 15100 = 1. 0325 T2 = 50 000 x 1. 03152-1 = 50 000 x 1. 03151 = 51 575. 00 BANK C * Monthly auto renewable r = 100 + 3. 00100 = 103. 00100 = 1. 0300 T13 = 50 000 x 1. 030013-1 = 50 000 x 1. 030012 = 71 288. 04434 = 71 288. 00 * Three months auto renewable r = 100 + 3. 05100 = 103. 05100 = 1. 0305 T5 = 50 000 x 1. 03055-1 = 50 000 x 1. 3054 = 56 384. 79279 = 56 384. 80 * Six months auto renewable r = 100 + 3. 10 100 = 103. 10100 = 1. 0310 T3 = 50 000 x 1. 03103-1 = 50 000 x 1. 03102 = 53 148. 05 = 53 148. 00 * Twelve months without withdrawal r = 100 + 3. 20100 = 103. 20100 = 1. 032 T2 = 50 000 x 1. 0322-1 = 50 000 x 1. 0321 = 51 600. 00 PERIOD| BANK A (RM)| BANK B (RM)| BANK C (RM)| MONTHLY RENEWABLE| 72 123. 00| 71 288. 00| 71 288. 00| THREE MONTHS RENEWABLE| 56 604. 00| 56 384. 80| 56 384. 80| SIX MONTHS RENEWABLE| 53 251. 20| 53 148. 00| 53 148. 00| TWELVE MONTHS RENEWABLE| 51 625. 00| 51 575. 00| 51 600. 0| Therefore, I will choose Bank A because the interest of Bank A is higher than Bank B and Bank C. PART B (a) The Cooperative of your school plans to provide photocopy service to the students of your school. A survey was conducted and it is found out that rental for a photo copy machine is RM 480 per month, cost for a rim of paper (500 pieces) is RM 10 and the price of a bottle of toner is RM 80 which can be used to photocopy 10 000 pieces of paper. (i) What is the cost to photocopy a piece of paper? Solution by Mathematical Solution Rental for photocopy machine/month = RM 480 Cost for a rim of paper (500 pieces) = RM 10 Price of a bottle of toner (10 000 pieces) = RM 80 Cost for a photocopy of a piece of paper = RM 80 + RM 480 + [10 000500 RM 10]10 000 = RM 0. 076 (ii) If your school cooperative can photocopy an average of 10 000 pieces per month and charges a price of 10 cent per piece, calculate the profit which can be obtained by the school cooperative. Solution by Mathematical Method Charge of a piece of photocopy of a paper = RM 0. 10 Cost for a photocopy of a piece of paper = RM 0. 076 Profit obtained = (RM 0. 10 – RM 0. 076)(10 000) = RM 240 b) For the year 2013, the cost for photocopying 10 000 pieces of paper increased due to the increase in the price of rental, toner and paper as shown in table below: (i) Calculate the percentage increase in photocopying a piece of paper based on the year 2012, using two different methods. Solution METHOD 1 by Mathematical Solution Cost of photocopy of a piece of paper in 2013 = RM 100 + RM 500 + RM24010 000 = RM 0. 084 Percentage increase = 0. 084 – 0. 0760. 076 x 100% = 10. 5263% METHOD 2 by Price Index Solution I = P1P0x 100 ? = IWW | Price Index, I| Weightage, W| Rental| 6256| 25| Toner| 125| 5| Paper| 120| 12| = 625625 + 1255 + 1201225 + 5 + 12 = 25015252 = 111. 17 Percentage increase = RM 0. 076 x 111. 17100 – 0. 0760. 076 x 100% = 10. 5263% (ii) If the school cooperative still charge the same amount for photocopying a piece of paper, how many pieces of paper should the cooperative photocopy in order to get the same amount of profit? Solution by Quadratic Equation Solution Pieces of paper should cooperative photocopy 0. 1(x) – 10 000 (0. 084) = 240 0. 1x – 840 = 240 x = 10800. 1 = 10 800 (iii) If the cooperative still maintain to photocopy the same amount of paper per month, how much profit can Cooperative obtain? Solution by Mathematical Solution Profit obtained = (RM 0. 10)(10 000) – (RM 0. 084)(10 000) = RM 160 PART C The population of the school is increasing. As a result, the school cooperative needs more space for keeping the increasing amount of stock. Therefore the school cooperative plans to expand the store-room. It is estimated that cost for renovation is RM 150 000. Make a conjecture on which is a better way for the school cooperative to pay, whether to pay the whole lump sum in cash or keep the RM 150 000 in a fixed deposit account at a rate of 6% p. a. n a bank then borrow the RM 150 000 from a bank and pay for the hire purchase for a period of 10 years with a interest rate of 4. 8% p. a. and withdraw monthly to pay for the hire purchase every beginning of a month. Make a conclusion and give your reason. (You can give your solution in table form, Excel or graph) Solution by Excel Month| Interest (%)| Total Money (RM)| Interest Rate/year (%)| Loan/month (RM)| Money Left (RM )| 1| 6. 00| 150 000| 4. 80| 1 850. 00| 251 571. 84| 2| | | | 1 850. 00| 249 721. 84| 3| | | | 1 850. 00| 247 871. 84| 4| | | | 1 850. 00| 246 021. 84| 5| | | | 1 850. 0| 244 171. 84| 6| | | | 1 850. 00| 242 321. 84| 7| | | | 1 850. 00| 240 471. 84| 8| | | | 1 850. 00| 238 621. 84| 9| | | | 1 850. 00| 236 771. 84| 10| | | | 1 850. 00| 234 921. 84| 11| | | | 1 850. 00| 233 071. 84| 12| | | | 1 850. 00| 231 221. 84| 13| 6. 00| 159 000. 00| 4. 80| 1 850. 00| 229 371. 84| 14| | | | 1 850. 00| 227 521. 84| 15| | | | 1 850. 00| 225 671. 84| 16| | | | 1 850. 00| 223 821. 84| 17| | | | 1 850. 00| 221 971. 84| 18| | | | 1 850. 00| 220 121. 84| 19| | | | 1 850. 00| 218 271. 84| 20| | | | 1 850. 00| 216 421. 84| 21| | | | 1 850. 00| 214 571. 84| 22| | | | 1 850. 0| 212 721. 84| 23| | | | 1 850. 00| 210 871. 84| 24| | | | 1 850. 00| 209 021. 84| 25| 6. 00| 168 540. 00| 4. 80| 1 850. 00| 207 171. 84| 26| | | | 1 850. 00| 205 321. 84| 27| | | | 1 850. 00| 203 471. 84| 28| | | | 1 850. 00| 201 621 . 84| 29| | | | 1 850. 00| 199 771. 84| 30| | | | 1 850. 00| 197 921. 84| 31| | | | 1 850. 00| 196 071. 84| 32| | | | 1 850. 00| 194 221. 84| 33| | | | 1 850. 00| 192 371. 84| 34| | | | 1 850. 00| 190 521. 84| 35| | | | 1 850. 00| 188 671. 84| 36| | | | 1 850. 00| 186 821. 84| 37| 6. 00| 178 652. 40| 4. 80| 1 850. 00| 184 971. 84| 38| | | | 1 850. 00| 183 121. 4| 39| | | | 1 850. 00| 181 271. 84| 40| | | | 1 850. 00| 179 421. 84| 41| | | | 1 850. 00| 177 571. 84| 42| | | | 1 850. 00| 175 721. 84| 43| | | | 1 850. 00| 173 871. 84| 44| | | | 1 850. 00| 172 021. 84| 45| | | | 1 850. 00| 170 171. 84| 46| | | | 1 850. 00| 168 321. 84| 47| | | | 1 850. 00| 166 471. 84| 48| | | | 1 850. 00| 164 621. 84| 49| 6. 00| 189 371. 54| 4. 80| 1 850. 00| 162 771. 84| 50| | | | 1 850. 00| 160 921. 84| 51| | | | 1 850. 00| 159 071. 84| 52| | | | 1 850. 00| 157 221. 84| 53| | | | 1 850. 00| 155 371. 84| 54| | | | 1 850. 00| 153 521. 84| 55| | | | 1 850. 00| 151 671. 4| 56| | | | 1 850. 00| 149 821. 84| 57| | | | 1 850. 00| 147 971. 84| 58| | | | 1 850. 00| 146 121. 84| 59| | | | 1 850. 00| 144 271. 84| 60| | | | 1 850. 00| 142 421. 84| 61| 6. 00| 200 733. 84| 4. 80| 1 850. 00| 140 571. 84| 62| | | | 1 850. 00| 138 721. 84| 63| | | | 1 850. 00| 136 871. 84| 64| | | | 1 850. 00| 135 021. 84| 65| | | | 1 850. 00| 133 171. 84| 66| | | | 1 850. 00| 131 321. 84| 67| | | | 1 850. 00| 129 471. 84| 68| | | | 1 850. 00| 127 621. 84| 69| | | | 1 850. 00| 125 771. 84| 70| | | | 1 850. 00| 123 921. 84| 71| | | | 1 850. 00| 122 071. 84| 72| | | | 1 850. 00| 120 221. 4| 73| 6. 00| 212 777. 87| 4. 80| 1 850. 00| 118 371. 84| 74| | | | 1 850. 00| 116 521. 84| 75| | | | 1 850. 00| 114 671. 84| 76| | | | 1 850. 00| 112 821. 84| 77| | | | 1 850. 00| 110 971. 84| 78| | | | 1 850. 00| 109 121. 84| 79| | | | 1 850. 00| 107 271. 84| 80| | | | 1 850. 00| 105 421. 84| 81| | | | 1 850. 00| 103 571. 84| 81| | | | 1 850. 00| 101 721. 84| 83| | | | 1 850. 00| 99 871. 84| 84| | | | 1 850. 00| 98 021. 84| 85| 6 . 00| 225 544. 54| 4. 80| 1 850. 00| 96 171. 84| 86| | | | 1 850. 00| 94 321. 84| 87| | | | 1 850. 00| 92 471. 84| 88| | | | 1 850. 00| 90 621. 84| 89| | | | 1 850. 0| 88 771. 84| 90| | | | 1 850. 00| 86 921. 84| 91| | | | 1 850. 00| 85 071. 84| 92| | | | 1 850. 00| 83 221. 84| 93| | | | 1 850. 00| 81 371. 84| 94| | | | 1 850. 00| 79 521. 84| 95| | | | 1 850. 00| 77 671. 84| 96| | | | 1 850. 00| 75 821. 84| 97| 6. 00| 239 077. 21| 4. 80| 1 850. 00| 73 971. 84| 98| | | | 1 850. 00| 72 121. 84| 99| | | | 1 850. 00| 70 271. 84| 100| | | | 1 850. 00| 68 421. 84| 101| | | | 1 850. 00| 66 571. 84| 102| | | | 1 850. 00| 64 721. 84| 103| | | | 1 850. 00| 62 871. 84| 104| | | | 1 850. 00| 61 021. 84| 105| | | | 1 850. 00| 59 171. 84| 106| | | | 1 850. 0| 57 321. 84| 107| | | | 1 850. 00| 55 471. 84| 108| | | | 1 850. 00| 53 621. 84| 109| 6. 00| 253 421. 84| 4. 80| 1 850. 00| 51 771. 84| 110| | | | 1 850. 00| 49 921. 84| 111| | | | 1 850. 00| 48 071. 84| 112| | | | 1 850. 00| 46 221. 84| 113| | | | 1 850. 00| 44 371. 84| 114| | | | 1 850. 00| 42 521. 84| 115| | | | 1 850. 00| 40 671. 84| 116| | | | 1 850. 00| 38 821. 84| 117| | | | 1 850. 00| 36 971. 84| 118| | | | 1 850. 00| 35 121. 84| 119| | | | 1 850. 00| 33 271. 84| 120| | | | 1 850. 00| 31 421. 84| ? Money is still left after the loan has been paid-out for the period of 10 years. That mean, keeping the RM 150 000 in a fixed deposit account then borrow the RM 150 000 from a bank is better way to expand the store-room. PART D The cooperative of the school also has another amount of RM 50 000. The cooperative plans to keep the money in a bank. The bank offered a compound interest rate of 3. 5% per annum and a simple interest rate of 5% per annum. Explain the meaning of â€Å"compound interest† and â€Å"simple interest†. Suggest a better way of keeping the money in this bank. State a suitable period for keeping the money for each plan. Explain why. Solution y Dictionary (source: Oxford Advanced Learner’s Dictionary 6th Edition) Compound interest * Interest that is paid both on the original amount of money saved and on the interest that has been added to it. Simple interest * Interest that is paid only on the original amount of money that you invested, and not on any interest that is earned. Simple interest is suitable for savings in a short period. It is because of its interest is higher than compound interest and it is paid only on the original amount of money that you invested, and not on any interest that is earned. For example, when you keep RM50 000 with an interest of 5% for 2 years, then you will gain RM 5 000 after two years. So the total amount in the bank is RM 55 000 after two years. When one keeps RM 50 000 with the interest of 3. 5 % of compound interest for 2 years, then you will gain RM3 561. 25. So the total amount in the bank is RM 53 561. 25 after two years. Compound interest is suitable for savings in a long period. It is because of the original amount of money saved and on the interest that has been added to it. For example, RM50 000 for the plan of 3. 5 % of compound interest plan for 30 years then we will have RM 140 339. 9 in our saving account. But when one keeps RM 50 000 for the plan of 5 % of simple interest for 30 years, then we will only have RM 125 000 in our savings account. Therefore, it is better to save in the compound interest plan account for long-term savings and simple interest for short-term savings. FURTHER EXPLORATION When Ahmad was born, his parents investe d an amount of RM 5 000 in the Amanah Saham Bumiputera (ASB) for him. The interest rate offered was 8. 0% p. a. At what age will Ahmad have a saving of RM 50 000, if he keeps the money without withdrawal? Solution by Geometric Progression Tn = 50 000 r = 100 + 8. 0100 = 1. 08 a = 5 000 Tn = arn-1 Let, Tn 50 000 5 000 (1. 08n-1) 50 000 ? 1. 08n-1 10 log 1. 08n-1 log 10 (n-1) log 1. 08 log 10 n-1 log10log1. 08 n-1 29. 92 n 30. 92 The least value of n is 31, 31 – 1 = 30. by Excel Terms, Tn| Value of saves| Age of Ahmad| 1| 5000| 0| 2| 5400| 1| 3| 5832| 2| 4| 6298. 56| 3| 5| 6802. 4448| 4| 6| 7346. 640384| 5| 7| 7934. 371615| 6| 8| 8569. 121344| 7| 9| 9254. 651051| 8| 10| 9995. 023136| 9| 11| 10794. 62499| 10| 12| 11658. 19499| 11| 13| 12590. 85058| 12| 14| 13598. 11863| 13| 15| 14685. 6812| 14| 16| 15860. 84557| 15| 17| 17129. 71322| 16| 18| 18500. 09027| 17| 19| 19980. 0975| 18| 20| 21578. 5053| 19| 21| 23304. 78572| 20| 22| 25169. 16858| 21| 23| 27182. 70206| 22| 24| 29357. 31823| 23| 25| 31705. 90369| 24| 26| 34242. 37598| 25| 27| 36981. 76606| 26| 28| 39940. 30734| 27| 29| 43135. 53193| 28| 30| 46586. 37449| 29| 31| 50313. 28445| 30| ? Ahmad will have a saving of RM 50 000 at the age of 30. CONCLUSION After doing research, answering the questions, plan a table and some problem solving, we saw that usage of index number is important in our daily business activity. It is not just widely use in the business segment but also in banking skills. We learnt a lot of lesson from this Additional Mathematics Project Work such as banking account skills, loaning technique, counting the cost of a product, predict the future plans of money and so on. Without this, shopkeeper will get a lot of loses in the business activity. We would like to thanks the one who contribute the idea of index number to help us a lot in our business activity together in our daily life. REFLECTION After by spending countless hours, days and night to finish this project in this few weeks, there are several things that I want to say†¦ Additional Mathematics, The killer subject, But when I study hard, It was so easy to understand†¦ Additional Mathematics, You look so interest, So unique from the other subject, That’s why I like you so much†¦ After sacrificing my precious time, Spirit and energy for this project, And now, I realized something important from it! I really love Additional Mathematics, Additional Mathematics, You are my real friend, You are my family, And you are my life†¦ I LOVE ADDITIONAL MATHEMATICS!! ~ THE END ~ How to cite Addmaths, Papers

Pets Essays - Pets, Anthrozoology, Pet, Pet Adoption, Digital Pet

Julian raymond Cnare Comp 1 2/10/16 Pets Would you like to live a happy and productive life? Then get pets! I must admit it is hard to believe that domesticated animals can promote mental and physical health, but many studies have shown that they can. People who own pets have been known to lead longer and happier lives than those without them. As we get older, we become less active. The more inactive we become, the higher our risk of death. We therefore need something in our lives to keep us busy so we dont die prematurely, and a pet is just the thing to do it. This is probably because of the companionship, exercise, and responsibility that they provide. On the other hand, you must find a pet that is compatible with you or with your life style. Maintaining good mental health is crucial for living a normal life.Apart from that, owning a pet forces one to take on the responsibility of keeping it alive. Ones pet must be fed, watered, and kept healthy. Doing this requires us to move about. Whether one walks across the house or merely to the birdcage in the corner, said someone is moving. This small bit of motion will at least prevent muscular atrophy.Many pets will also require a walk to be happy and healthy. This gives one a steady cardiovascular workout. There are many reasons owning a pet can increase ones life span. Pets provide responsibility, exercise, and most importantly, companionship. Remember that pets can keep you healthy and happy.

Shakespeares Fair Youth Sonnets

Shakespeares Fair Youth Sonnets The first of Shakespeares 126 sonnets are addressed to a young man – described as the â€Å"fair youth† – and reveal a deep, loving friendship. The speaker encourages the friend to procreate so that his youthful beauty can be carried on through his children. The speaker also believes that the man’s beauty can be preserved in his poetry, as the final couplet of Sonnet 17 reveals: But were some child of yours alive that time, [in the future]You should live twice: in it, and in my rhyme. Some believe that the intimacy of the relationship between the speaker and the young man is evidence of Shakespeare’s homosexuality. However, this is probably a very modern reading of a classical text. There was no public reaction to the relationship when the sonnets were first published by Thomas Thorpe in 1609, suggesting that the expression of a deep friendship through such language was perfectly acceptable in Shakespeares time. It was perhaps more shocking to the Victorian sensibility. Top 5 Most Popular Fair Youth Sonnets: Sonnet 1: From Fairest Creatures We Desire Increase Sonnet 18: Shall I Compare Thee To A Summers Day? Sonnet 29: When In Disgrace With Fortune and Mens EyesSonnet 73: That Time Of Year Thou Mayst In Me Behold Sonnet 116: Let Me Not To The Marriage Of True Minds A full list of the Fair Youth Sonnets (Sonnets 1 – 126) is also available.

Fannie Farmer, Cookbook Author and Domestic Scientist

Fannie Farmer, Cookbook Author and Domestic Scientist Fannie Farmer Facts Known for: her famous cookbook, in which accurate measurements were introducedOccupation: cookbook author, educator, domestic scientistDates: March 23, 1857 - January 15, 1915Also known as: Fannie Merrit Farmer, Fannie Merritt Farmer Fannie Farmer Biography The publication of Fannie Farmers 1896 cookbook, The Boston Cooking-School Cook Book, was an event in cooking history and in making domestic life a bit easier for family cooks, most of whom were women: she included very specific and accurate measurements. Before that cookbook, ingredient lists were estimates. Your results will vary was a phrase yet to become popular, but it sure described the older style recipes! Just as Marion Cunningham has in recent years edited the Fannie Farmer Cookbook so it can be revised to take into account newer preparation techniques and newer dietary preferences, so Fannie Farmer herself was adapting an older cookbook. Fannie Farmers parents, active Unitarians, lived just outside Boston. Her father, John Franklin Farmer, was a printer.   Her mother was Mary Watson Merritt Farmer. During her high school years in Massachusetts, Fannie Farmer (who never married) suffered a stroke with paralysis, or perhaps was stricken with polio.   She had to discontinue her education. After recovering some of her movement and being confined to bed for months, she worked as a mothers helper, where she learned her interest in and aptitude for cooking. Boston Cooking-School With her parents support and the encouragement of her employers, the Shaws, Fannie Farmer studied cooking under Mary J. Lincoln at the Boston Cooking-School. Lincoln published the Boston Cooking-School Cook Book, used in cooking schools which were at the time primarily aimed towards training professional cooks who would be servants to the upper middle class. The rising middle class, and the rise in the number of women who wanted to treat homemaking as their domestic profession in other words, more seriously and scientifically also found the cookbook useful. Fannie Farmer graduated from Lincolns school in 1889, remained as assistant director, and became director in 1894.   Her personality helped to draw students to the school. Fannie Farmers Cookbook Fannie Farmer revised and reissued the Boston Cooking-School  cookbook in 1896, with her improvements. She standardized measurements and thereby made the results more dependable.   The standardization of measurements in household cooking was a great advance to home cooking, and made food preparation easier for those who had not devoted time to attend cooking school. In 1902, Fannie Farmer left the Boston Cooking School to open Miss Farmers School of Cookery, aimed not at professional cooks but at training housewives. She was a frequent lecturer on domestic topics, and wrote several more cooking-related books before she died in Boston in 1915. The school continued until 1944. Selected Fannie Farmer Quotations With the progress of knowledge the needs of the human body have not been forgotten. During the last decade much time has been given by scientists to the study of foods and their dietetic value, and it is a subject which rightfully should demand much consideration from all. I certainly feel that the time is not far distant when a knowledge of the principles of diet will be an essential part of ones education. Then mankind will eat to live, be able to do better mental and physical work, and disease will be less frequent. Progress in civilization has been accompanied by progress in cookery. Fannie Farmer Bibliography The 1896 Boston Cooking-School Cookbook, Fannie Merritt Farmer. Hardcover, September 1997. (reproduction) Original 1896 Boston Cooking School Cookbook Boston Cooking School Cook Book: A Reprint of the 1883 Classic, D. A. Lincoln. Paperback, July 1996. (reproduction) Chafing Dish Possibilities, Fannie Merritt Farmer, 1898. Food and Cookery for the Sick and Convalescent, Fannie Merritt Farmer, 1904. What to Have for Dinner, Fannie Merritt Farmer, 1905. Catering for Special Occasions, with Menus and Recipes, Fannie Merritt Farmer, 1911. A New Book of Cookery, Fannie Merritt Farmer, 1912. Bibliography: Related The Fannie Farmer Cookbook, Marion Cunningham. Hardcover, September 1996. The American Frugal Housewife, Lydia Maria Child. Paperback, December 1999. (reproduction: originally published 1832-1845 an earlier attempt at making homemaking more scientific)

The management of oil & gas revenue in Norway Essay

The management of oil & gas revenue in Norway - Essay Example The development of Norwegian and Norwegian based petroleum expertise has been an important factor in Norwegian petroleum policy. (Karl 1997) Initially, there was a strong element of knowledge transfer from foreign oil companies and supply/service companies, but today Norway has a highly developed and internationally competitive petroleum industry. This applies to oil companies, the supply industry and research institutions alike. The industry provides a powerful boost for innovation and technology development to other sectors of the Norwegian economy. (Smith 2004: 234)Supply companies in Norway are active along most of the supply chain - from exploration and development to production and disposal. In a number of areas, Norwegian suppliers are among the world leaders, in particular in seismic surveying, subsea installations and floating production systems. They are present in all of the country's counties. Local and regional economies have petroleum activities that extend to a relativ ely high degree even to areas of the country not normally associated with petroleum activities. The Norwegian Directorate of Labour's latest survey, from 2003, showed that more than 75,000 people are employed in the petroleum industry in Norway. (Smith 2004: 234)Al-Moneef (1998) examines the vertical integration strategies of the national oil companies (NOC). With the changes in the market structure from an oligopolistic (international oil majors in control) to a cartel (the governments of OPEC in control) ultimately led to a separation.

Education Standards in Kentucky Essay Example | Topics and Well Written Essays - 750 words

Education Standards in Kentucky - Essay Example However, this also serves to keep the page counts low for each grade and standard, and this seems like a practical and effective way for teachers to use the page for lesson planning. The CCD puts a great deal of information on a relatively small matrix, including Big Ideas, Academic Expectations, Understandings, Skills and Concepts, and Related Core Content for Assessment. It is a logical and useful organization of the information, but it sometimes seems a bit difficult to hone in on an exact specification because there is so much "going on" in the tables (KDE, Combined Curriculum Document Reading-End of Primary, 2006). The Kentucky School Laws Annotated (Kentucky General Assembly, 2006) is a different type of resource for school employees. It is organized as a codified legal document with section numbers, paragraph indicators, and other marking utilities. It addresses school funding, breakfast programs, and teacher compensation. It also cites rules for textbook purchases, IEPs, teacher tenure and retirement, and a host of other topics. It is definitely the place to go to determine if a professional decision meets the standards of conduct expected by the state of its teachers. It lists extremely specific requirements which are easy to find in the Web version by using the handy "Search" function. The Kentucky Teacher Standards (KDE, 2007) are a well-organized, easy-to-use presentation that differentiates between novices and veterans in two-column chart. Standards are organized by area. Each states in clear, precise language exactly what each teacher is expected to do in instruction, ensuring a positive learning climate, assessment, reflection, collaboration with others in the school community, professional development, and leadership. The document is short enough to easily navigate. It lists specific ways teachers can meet each expectation (e.g., find and prioritize areas for professional growth based on peer feedback). These three documents had interesting similarities and differences. For instance, the CCD is student-directed, the Teacher Standards are teacher-directed, and the School Law is court/judge/lawyer-directed. Although each has the same ultimate goal - providing a fair, effective, high-quality educational system for Kentucky's children - each is written for a different audience and intended for different uses. Two of the three did not seem to be for direct student use. Students are not likely to read about Kentucky school law, or view the Teacher Standards. Hopefully, teachers speak enough about the CCD to make students well aware of what they are, although it seems unlikely students would read the entire set of standards on their own. All three documents had much in common. They are generally not directly used by students. Each seeks to give extremely precise instructions and guidelines for conducting educational business. Each lays out actions for which different people and parties are responsible. Each document supports the educational process in a unique way. School law must be codified and available to anyone who wishes to see it. It is critical to our educational organizations. Imagine trying to play a game of SCRABBLE without knowing or agreeing upon the rules of play. It