1.1 Historia ubezpiecze nawiecie i w Polsce
Charakterystyka ubezpieczen finansowych i podstawy prawne ich prowadzenia .1 Historia ubezpieczen na swiecie i w Polsce Poczatki ubezpieczen finansowych siegaja czasów starozytnych, gdy pojawila sie tzw. pozyczka morska (foenus nauticum)1 udzielana najczesciej przez bankierów wlascicielom statków. Zwrot pozyczki wraz z wyzszymi niz zwykle odsetkami nastepowal wówczas, gdy statek wraz z ladunkiem zawijal pomyslnie do koncowego portu. W niesprzyjajacych okolicznosciach, gdy statek ulegl uszkodzeniu czy zniszczeniu, wlasciciel statku nie zwracal pozyczki w ogóle badz jedynie w czesci. Bankier udzielajac jej byl jednoczesnie pozyczkodawca i ubezpieczycielem pozyczki, ponoszac ryzyko utraty kapitalu za cene podwyzszonych odsetek stanowiacych forme skladki ubezpieczeniowej. Na szersza skale ubezpieczenia finansowe pojawily sie w XIX wieku, w okresie szybkiego rozwoju gospodarki kapitalistycznej. Rozkwit wolnej konkurencji spowodowal z jednej strony liczne bankructwa, a z drugiej strony zapotrzebowanie na ochrone przed niewyplacalnoscia kontrahentów. Ubezpieczenia te znalazly zastosowanie w operacjach komisowych, w których wlasciciel towaru skladanego w komis otrzymywal za okreslona oplate (skladke) gwarancje, iz weksel za sprzedany na kredyt towar zostanie wykupiony w ustalonym terminie. Impulsem sprzyjajacym rozwojowi ubezpieczen finansowych byly takze decyzje
Used car prices.
Used car prices Introduction During this coursework I will be working from the form the data that has been given to me. It is established on figuring out and representing the data in different forms. The table below is the given data that is to be interpreted: Car Make Model Price when new Second hand price Age (Years) Mileage Engine Size Ford Orion 6000 7999 7000 .8 2 Mercedes A140 Classic 4425 0999 4000 .4 3 Vauxhall Vectra 8580 7999 2 20000 2.5 4 Vauxhall Astra 4325 6595 4 30000 .6 5 Nissan Micra 7995 3999 3 37000 6 Renault Megane 3610 4999 4 33000 .6 7 Mitsubishi Carisma GDI 4875 5999 2 24000 .8 8 Rover 623 Gsi 22980 6999 4 30000 2.3 9 Renault Megane 3175 6999 3 41000 .6 0 Vauxhall Tigra 3510 7499 4 27000 .4 1 Fiat Bravo 0351 3495 5 51000 .4 2 Vauxhall Vectra 8140 6499 4 49000 2.5 3 BMW 525i SE 28210 5995 8 55000 2.5 4 Vauxhall Corsa 8900 4995 2 24000 .6 5 Fiat Punto 8601 3995 4 31000 .2 6 Rover 820 SLi 21586 3795 6 51000 2 7 Mitsubishi Carisma 5800 5999 2 33000 .8 8 Fiat Cinquecento 6009 995 6 20000 0.9 9 Rover 416i 3586 3795 6 49000 .6 20 Nissan Micra 6295 795 8 47000 .2 21 Daewoo Lanos 1225 5999 3 42000 .6 22 Rover 14 Sli 8595 2495 6 33000 .4 23 Ford Escort 8785 595 7 68000 .3
Investigation: The open box problem.
Investigation: The open box problem Problem: An open box is to be made from a piece of card. Identical squares are to be cut off the four corners of the card to make the box. (As shown below) Cut off Fold lines Aim: Determine the size or the square cut which makes the volume of the box as large as possible for any given rectangular sheet of card. Plan: To start of with I will be using the trial and improvement method to experiment with different sizes of a square boxes. By doing this I will find out the size of cut off that will leave me with the largest volume inside the box. To find out the volume I will need to know the size of the cut off side and the base length. x = length off the square cut off L = original length off the square card The formula that I will use to work out the volume is: Volume = (L-2X) ²X. The different sizes of cards that I will be using are 10cm, 11cm, 12cm, 13cm and 14cm. I will determine the size of x that will give the highest volume to 2d.p. After finding the highest value of X I will prove that my answer if right by using differentiation. Finally I will try and find a rule that allows me to find the highest value of X for a piece of square card and check that it works with any size of square card. Trail and improvement Size of card - 10cm by 10cm X must be 0<X<5: This is because if X is 0 there would not be a side to fold and if
Past and Present ideas about Schizophrenia
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Liquid chromatography is a technique used to separate components of a mixture to isolate them for further use in synthesis (preparative chromatography) and for identification.
INTRODUCTION Liquid chromatography is a technique used to separate components of a mixture to isolate them for further use in synthesis (preparative chromatography) and for identification. The separation is achieved by forcing the mixture over an immobilised chemical system in a column by means of a liquid solvent stream. The individual solutes in the mixture partition differently between the moving and immobilised phases due to different chemical interactions, and travel at different rates down the column. By the time the mixture exits the column, the solutes are spatially separated and can be collected and analysed. The are two modes of chromatography: normal-phase and reverse phase chromatography. In normal-phase chromatography, the retention is governed by the interaction of the polar parts of the stationary phase and the solute. For retention to occur in normal phase, the packing must be more polar than the mobile phase with respect to the sample. Therefore, the stationary phase is usually silica and typical mobile phases for normal phase chromatography are hexane, methylene chloride, chloroform, diethyl ether, and mixtures of these. The least polar component of the sample is eluted first. In reverse phase the packing is nonpolar and the solvent is polar with respect to the sample. Retention is the result of the interaction of the nonpolar components of the solutes and
Are left-handed people more intelligent and creative than the right-handed in Mayfield High School?
:Bryan Yip 10R Maths Coursework Are left-handed people more intelligent and creative than the right-handed in Mayfield High School? In my coursework, I am going to focus on the IQ, Key Stage 2 results, favourite colour, favourite subject and height of students in Mayfield High School. Specify, I will concentrate on the Year 7,8 and 9 boys and girls because these year groups have closer relationship with the Key Stage 2 results. In the following coursework I am going to investigate: ) Do left-handed people have a higher IQ than the right-handed? 2) There is a correlation between the IQ and the Key Stage 2 results for the left-handed and the right handed. 3) Red colour always gives people the feeling of aggressive. Creative people often have new ideas and are willing to try, so more left-handed people like "red" than right-handed. 4) The subjects " Design & Technology", "Art" and "Music" always require creativity. More left-handed people like these subjects. Before selecting the data, I will stratify the data. Stratifying data can reflect all of the data in Mayfield College, Number of Boys Number of Girls Total Overall number of people in Mayfield College 414 398 812 % in school (cor. to the nearest integer) 50% 50% 00% Stratifying the number of right-handed in Year 7, 8 and 9 Number of Boys Number of Girls Total % of certain year of boys in the
opposite corners
Maths Coursework: Opposite Corners Opposite Corners: Introduction: My algebra coursework is about opposite corners in a square in a number grid. The top right and the bottom left numbers are multiplied and the same is done with the top left and bottom right numbers. The difference is calculated between the 2 products and the answer is used to find a pattern. The size of the square will be changed, 2x2, 3x3 and 4x4, to see whether the answers left will help to determine whether or not there is a pattern. 0x10 Grid: I am starting off by using a 10x10 and within this grid I will outline 2x2 squares, 3x3 squares and 4x4 squares. With these squares I will work out the opposite corners in order to see whether or not there is a pattern. 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 00 2x2 Squares: 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70
I am going to investigate how changing the number of tiles at the centre of a pattern, will affect the number of border tiles I
Contents Page 1 ~ Introduction Page 2 ~ Patterns for 2 centre tiles Page 5 ~ Patterns for 3 centre tiles Page 8 ~ Patterns for 4 centre tiles Page 11 ~ Patterns for 5 centre tiles Page 14 ~ Summary for patterns with a single row of centre tiles Page 16 ~ Patterns for 4 centre tiles Page 19 ~ Patterns for 6 centre tiles Page 22 ~ Patterns for 8 centre tiles Page 25 ~ Patterns for 10 centre tiles Page 28 ~ Summary for pattern with a double row of centre tiles Page 30 ~ Summary for single and double rows of tiles Page 31 ~ Patterns for 6 centre tiles Page 34 ~ Patterns for 9 centre tiles Page 37 ~ Patterns for 12 centre tiles Page 40 ~ Patterns for 15 centre tiles Page 43 ~ Summary for patterns with a triple row of centre tiles Page 44 ~ Conclusion Borders Coursework Introduction For my experiment I am going to investigate how changing the number of tiles at the centre of a pattern, will affect the number of border tiles I will need. I will do this to find patterns and a formula, to link back to each set of patterns. Each formula will be tested by using a larger border, but with the same number of centre tiles, this will ensure my formula is correct. I will then try to find a general formula, that will enable me to predict the border for any size centre tiles. I will also do the same for the total tiles in the pattern. Key N ~ Pattern B ~ Outer border
maths coursework-Height and Weight of Pupils and other Mayfield High School investigations
At a Mayfield High School Introduction This investigation is based upon the students of Mayfield High School, a fictitious school although the data presented is based on a real school. The total number of students in the school is 1183. Year Group Number of Boys Number of Girls Total 7 51 31 282 8 45 25 270 9 18 43 261 0 06 94 200 1 84 86 70 TOTAL 604 579 183 The line of enquiry I will choose will be the relationship between height and weight; I will use all of the students in school and begin by taking a random sample of 30 boys and 30 girls to see all the possible relationships. From the total number of students, I will choose 60 altogether. I will then analyse the sets of data I have in order to investigate the relationship between them. I will begin by taking a random sample of 60 students, 30 boys and 30 girls and record their heights and weights. I will choose 30 boys and 30 girls so that both genders are the same and the data I have chosen is fairer. The way I shall take a random sample is to use the random number button on my calculator. All the 1183 students are numbered from 1 to 1183. I will press the SHIFT button then the RAN# button in order to give a completely random number. The number displayed is between 0 and 1 and because I need a number between 1 and 1183, I will multiply the number displayed on the computer by the total
maxi products
GCSE Maths Coursework - Maxi Product Introduction In this investigation, I am going investigate the Maxi Product of numbers. I am going to find the Maxi Product for selected numbers and then work out a general rule after individual rules are worked out for each step. I am going to find the Maxi Product for double numbers, I will find two numbers which added together equal the number selected and when multiplied will equal the highest number possible that can be retrieved from two numbers multiplied together. I am also going to find the Maxi Product for triple numbers, I will find three numbers which added together equal the number selected and when multiplied will equal the highest number possible that can be retrieved from three number multiplied together. And finally, I am going to find the Maxi Product for quadruplet numbers, I will find four numbers which added together equal the number selected and when multiplied will equal the highest number possible that can be retrieved from four numbers multiplied together. After working out the individual rules for these three sectors of numbers, I will then work out the general rule for any amount of numbers it can be split into. For example, it can be split up into five numbers and I will be able to find the Maxi Product of any number given by splitting it up into five numbers. I will be using whole numbers, decimal numbers
