Cebu Province Division Essay Example for Free

Cebu Province Division Essay Introduction DAMATH, a patent-pending mathematical board-game invented by five-time national awardee Jesus L. Huenda, is coined from the popular Filipino checkerboard game of dama, (or lady in Spanish) and mathematics. It started in a Sorsogon National High School class in Sorsogon, Philippines and its popularity spread quickly and resulted in the first national DAMATH competitions held at Legaspi City in 1980. He initiated this competition with the support of the Science Foundation of the Philippines. He hopes to introduce DAMATH to secondary math teachers as part of a requirement of his work as PASMEP Fellow at Curtin University / WACAE, Western Australia. Thus if this material, or part of it, is used commercially or otherwise (except for classroom instruction purposes), permission must be secured in writing from him. By the way, DAMATH is part of the inventor’s position paper, Non-formal mathematics education: the Sorsogon National High School experience, delivered at the 1978 First Southeast Asian Conference on Mathematical Education, PICC, Manila; 1979 and 1980 MTAP national conventions at Legaspi City and Quezon City, respectively. 1981, 1983 and 1988 Philippine Expositions, PHILTRADE, Manila; conference, Mandurah, WA; Australian Association of Mathematics Teachers 13th biennial national conference, Hobart. Rationale It is becoming a growing classroom practice in many school subjects, including mathematics, to use games to promote the understanding of concepts and skills. This practice is supported by child psychologist Piaget and Inhelder (1969) and Kohlberg (1969) who are convinced that affective, cognitive, and social development strongly influence one another and develop along parallel lines. There are data to support this statement. Thus, the use of socially interactive mathematical games in learning and teaching mathematics is credible. Objectives 1. To integrate the Filipino checkerboard game of dama into the teaching of mathematical concepts and skills. 2. To encourage the utilization of recycled materials in constructing damath board set (for classroom use only). 3. To analyze damath as a possible subject of mathematical investigations. 4. To enhance wholesome interpersonal relations among learners. 5. To promote mathematical consciousness among, family members in particular and the community in general through the mathematics club’s community outreach damath competitions. 6. To promote awareness of girls in mathematics [as king is to the game of chess, so dama (or lady) is to damath ] ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 2 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ Teacher’s Notes: Any game can be trivial or worthwhile. It all depends on the players of the game and when and why. Feedback from teachers who have tried damath is encouraging because they have found it appropriate, fun, and useful in their classes. All 12 games are to be played in pairs. Students learning mathematics in this way have been found to associate mathematics with wholesome and purposeful work. These games may introduce, supplement, reinforce or refresh concepts, skills and attitudes. To get the most out of damath, read the accompanying guide sheet and list of materials needed. Determine what extra work can be assigned to pairs of students who will carry out the activity. As a follow-up activity, some mathematical investigations concerning damath may be assigned to small groups of students, or mathematics club may conduct community-outreach damath competitions highlighting awareness of girls in mathematics. In doing so, observe student’s performance and reactions and record them in a cognitive skill checklist and attitude respectively. This, together with your assessment, will provide you with significant data for future reference. The inventor welcome suggestions from teachers in the field by sending it to: Jesus L. Huenda, Curriculum Development Division, Bureau of Secondary Education, Department of Education, Culture and Sports, Palacio del Governador, Intramuros, Manila. Suggestions and input can be mailed to him using the following form: (See next page). TO THE STUDENTS In DAMATH, there are 12 games to play. All of these games are original especially designed for you to make you do and play mathematics, have fun with it in thinking, making a game plan, and using your common sense, honesty and fair play. Do them and learn mathematics. Do them and enjoy yourself, too. ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 3 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ Name of the game: ___________________________ School:____________________________ Sender’s Name (Optional):_____________________ Address:___________________________ What I like in the game Areas for improvement Guide Sheet Title Damath the Teeny Integer Countess Damath Damath-in-a-Whole Damath Over U Busy Deci Damath Damath the Old Prime Madonna Damath the Fibo Nutty Lady Byte-a-Damath Damath a la Mod Trig-a-Damath Sci-No-Damath Log-a-Damath Concept Integers Counting numbers Whole numbers Fractions decimals Prime numbers Fibonacci sequence Binary numbers Modulo 12 Trigonometric Functions Scientific Notation Logarithmic function Place in the Curriculum Review activity for Units 3 – 8 List of Materials Damath board set (See attachment A) Enrichment activity for Units 3 – 8 Enrichment activity for Unit 2 Introductory activity for Unit 5 Enrichment activity for Unit 6 ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 4 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ DAMATH: 12 games for High School Mathematics Contents Of This Package †¢ Activity sheets for students for each of the following titles: Activity Activity Activity Activity Activity Activity Activity Activity Activity Activity Activity Activity †¢ Teacher’ Manual 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Damath the Teeny Integer Countess Damath Damath-in-a-Whole Damath Over U Busy Deci Damath Damath the Odd Prime Madonna Damath the Fibo Nutty Lady Byte-a-Damath Damath a la Mod Trig-a-Damath Sci-no-Damath Log-a-Damath Rules: How to S T A R T 24 chips should be placed first on the following squares on the DAMATH board Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 5 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ How to make a move 1. Toss a coin to decide who moves first. 2. The first player moves a piece by sliding diagonally forward to an adjoining vacant square (no chip is to be placed on colored squares). Record your move in the scoresheet. Example: Red player moves â€Å"-1† to an adjoining vacant square ( 5 , 4 ), thus, to the scoresheet the player writes on the first column under the heading â€Å"Move† with [-1 (5,4) ] to mean â€Å"-1† goes to a square located 5 on its x-axis and 4 on its y-axis. 3. The two players alternately take turn in moving a piece. How to take a piece (Ka-on) 1. In the example above, Red player with piece â€Å"-1† is required (pass is not allowed) to take a piece â€Å"2† of Blue side by jumping over the piece to be taken and landing on the latter’s adjoining vacant square, which, also, determine the symbol of operation to be used. Example: â€Å"-1† takes â€Å"2† by jumping over it (player gets the piece â€Å"2†) and finally lands on a square (7,2) which has minus sign on it. Thus, on the scoresheet, the player writes on the first column with â€Å"-1 – 2†. Moreover, on the second column under the heading â€Å"Score†, the player writes the answer as â€Å"-3†. While on the third column under the heading â€Å"Total Score†, the player writes the total score by adding whatever points in it, thus, â€Å"-3†. Round off numbers, if necessary. 2. A player can take one chip or more than one chip with the required option to take the greater number of chips. 3. A Red chip is declared as â€Å"dama† if it reaches any of the following squares: ( 1, 0 ) (3,0) (5,0) (7,0) Similarly, for Blue Chip as follows: ( 0, 7 ) (2,7) (4,7) (6,7) 4. Once a piece is declared as â€Å"dama† it could slide diagonally forward or backward in any vacant square provided no opposing piece blocks it. It could take a piece or pieces and have the privilege of doubling its scores. 5. The game is ended it (a.) a player has no more piece to move; or, (b.) it is impossible for any or both players to go on because of repeated move. ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 6 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ In (a) or (b), the remaining piece or pieces are added to the total score. Finally, the player with the greater accumulated total, wins the game. How to score Shown below is a Damath Scoresheet. Initial entries on it were taken from the above examples of player’s move and in taking piece or pieces. DAMATH SCORESHEET Red Player Move -1 (5,4) -1 2 Score -3 Total 2 -3 Player Move (9,3) Score Total Blue Player’s Signature: Player’s Signature: Signature of Teacher / Parent: Signature of Teacher / Parent: Win Loss Win Loss ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 7 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ Activity 1: DAMATH the Teeny Integer A game for two players. What you need * †¢ DAMATH board ( 8 squares by 8 squares ) 24 chips in two colors: ( 12 of each color, thus, 0, -1, 2, -3, 4, -5, 6, -7, 8, -9, 10, -11 ) For illustration, see attachment A of this Package. What it is about It is a game of addition, subtraction, multiplication and division of integers, rounding off numbers, and point plotting. Aim of the Game The player with the most points wins. ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 8 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ Activity 2: Countess DAMATH A game for two players. What you need Same materials as in Activity 1, but on the reverse side of chip no. â€Å"0† write chip no. â€Å"12†. What it is about It is a game of adding, subtracting, multiplying, and dividing counting numbers; rounding off numbers, and point plotting. Aim of the Game The player with the most points wins. ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 9 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ Rules Same rules as in Activity 1,but the â€Å"0† chip is replaced by â€Å"12† [ â€Å"12† is on the reverse side of â€Å"0† chip]; and, negative signs have to be disregarded. Thus, initial positions of the chips are as follows: Chip Number 1 2 3 4 5 6 7 8 9 10 11 12 Position of Blue Chip (1,2) (3,2) (5,2) (7,2) (0,1) (2,1) (4,1) (6,1) (1,0) (3,0) (5,0) (7,0) Position of Red Chip (6,5) (4,5) (2,5) (0,5) (7,6) (5,6) (3,6) (1,6) (6,7) (4,7) (2,7) (0,7) In taking a chip or chips, addition, subtraction multiplication, and division of counting numbers are used. Round off numbers, if necessary, in making entries on the scoresheet. ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 10 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ Activity 3: DAMATH – in – a Whole A game for two players. What you need Same materials as in Activity 1 What it is about It is a game of adding, subtracting, multiplying and dividing Whole numbers ; rounding off numbers, and point plotting. Aim of the Game The player with the most points wins. ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 11 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 _____________________________________________________________________________ _ Rules Same rules as in Activity 2, but the â€Å"12† chip is replaced by â€Å"0† [ â€Å"0† is on the reverse side of â€Å"12† chip]; and, negative signs have to be disregarded. Thus, initial positions of the chips are as follows: Chip Number 0 1 2 3 4 5 6 7 8 9 10 11 Position of Blue Chip (1,2) (3,2) (5,2) (7,2) (0,1) (2,1) (4,1) (6,1) (1,0) (3,0) (5,0) (7,0) Position of Red Chip (6,5) (4,5) (2,5) (0,5) (7,6) (5,6) (3,6) (1,6) (6,7) (4,7) (2,7) (0,7) In taking a chip or chips, addition, subtraction multiplication, and division of whole numbers are used. Round off numbers, if necessary, in making entries on the Scoresheet. ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 12 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ Activity 4: DAMATH Over U A game for two players. What you need Same materials as in Activity 1, but the positive and negative numbers should have â€Å"10† as denominator (use reverse side of chips). What it is about It is a game of adding, subtracting, multiplying and dividing fractions; and point plotting. Aim of the Game The player with the most points wins. Rules Same rule as in Activity1, but adding, Subtracting, multiplying and dividing fractions are used, thus, all entries on the Scoresheet are fractions. ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 13 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ Activity 5: Busy Deci DAMATH A game for two players. What you need Same materials as in Activity 4, but decimal equivalent should take the place of fractions. What it is about It is a game of adding, subtracting, multiplying and dividing decimals; and point plotting. Aim of the Game The player with the most points wins. Rules Same rule as in Activity 4, but instead of fractions, the decimal equivalents are added, subtracted, multiplied, and divided. In taking a chip or chips, results of mathematical operations are rounded off to the nearest hundredths. ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 14 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ Activity 6: DAMATH the Odd Prime Madonna A game for two players. What you need Same materials as in Activity 1 What it is about It is a game of prime numbers; integers; squaring numbers; rounding off numbers; and point plotting. Aim of the Game The player with the most points wins. Rules Same rule as in Activity 1, but in taking a chip or chips the results of algebraic operations are squared if it is an odd prime number. ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 15 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ Activity 7: DAMATH the Fibo Nutty Lady A game for two players. What you need Same materials as in Activity 2 What it is about It is a game using the Fibonacci sequence; counting numbers; Cubing numbers; rounding off numbers; and point plotting. Aim of the Game The player with the most points wins. Rules Same rule as in Activity 2, but in taking a chip or chips the results of mathematical operations are cubed if it is a Fibonacci number. ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 16 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ Activity A game for two players. 8: Byte – a DAMATH What you need Same materials as in Activity 3, but even numbers are to be considered as â€Å"0†, while odd numbers as â€Å"1†. What it is about It is a game of adding, subtracting, multiplying and dividing binary numbers; and point plotting Aim of the Game The player with the most points wins. Rules Same rule as in Activity 3, but in taking a piece or pieces binary arithmetic is used. Thus, initial positions of blue and red chips are as follow: Chips 0 1 0 1 0 1 0 1 0 1 0 1 Position of Blue Chip Position of Red Chip (1,2) (6,5) (3,2) (4,5) (5,2) (2,5) (7,2) (0,5) (0,1) (7,6) (2,1) (5,6) (4,1) ( 3 , 6) (6,1) (1,6) (1,0) (6,7) (3,0) (4,7) (5,0) (2,7) (7,0) (0,7) ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 17 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ Activity A game for two players. 9: DAMATH a la Mod What you need Same materials as in Activity 3 What it is about It is a game of addition, subtraction, multiplication and Division in module 12; and point plotting. Aim of the Game The player with the most points wins. Rules Same rule as in Activity 3, but in taking a piece or pieces binary arithmetic is used. Thus, initial positions of blue and red chips are as follow: Chips 1 2 3 4 5 6 7 8 9 10 11 12 Position of Blue Chip Position of Red Chip (1,2) (6,5) (3,2) (4,5) (5,2) (2,5) (7,2) (0,5) (0,1) (7,6) (2,1) (5,6) (4,1) ( 3 , 6) (6,1) (1,6) (1,0) (6,7) (3,0) (4,7) (5,0) (2,7) (7,0) (0,7) ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 18 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ Activity A game for two players. 10 : Trig – a DAMATH What you need Same materials as in Activity 1, but the following integers should have the Corresponding trigonometric functions by changing them to degrees: Chips in degrees -1 and 10 -3 and 8 -5 and 6 -7 and 4 -9 and 2 11 and 0 Trigonometric Functions Sin Cos Tan Cot Sec Csc What it is about It is a game using trigonometric functions; trigonometric identities; changing degrees to radians and vice – versa; and point plotting. Aim of the Game The player with the most points wins. Rules Same rule as in Activity 1, but in taking a piece or pieces (this time, integers are expressed in degrees) trigonometric functions and identities are used. Thus, initial positions of blue and red chips are as follow: Chips in degrees Position of Blue Chip Position of Red Chip Csc 0 (5,2) (2,5) Sin –1 (3,2) (4,5) Sec 2 (7,2) (0,5) Cos -3 (1,2) (6,5) Cot 4 (4,1) (3,6) Tan –5 (2,1) (5,6) Tan 6 (6,1) ( 1 , 6) Cot –7 (0,1) (7,6) Cos 8 (5,0) (2,7) Sec –9 (3,0) (4,7) Sin 10 (7,0) (0,7) Csc -11 (1,0) (6,7) ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 19 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ Activity A game for two players. 11 : Sci – no DAMATH What you need Same materials as in Activity 2, but the integers are raised to their corresponding Powers as follows. Chips 1 2 3 4 5 6 7 8 9 10 11 12 Expressed in Scientific Notation 1.1 x 10-1 2.2 x 10 2 3.3 x 10-3 4.4 x 10 4 5.5 x 10-5 6.6 x 10 6 7.7 x 10-7 8.8 x 10 8 9.9 x 10-9 1.01 x 10 10 1.11 x 10-11 1.212 x 10 12 What it is a bout It is a game of adding, subtracting, multiplying and dividing numbers in scientific notation; and point plotting. Aim of the Game The player with the most points wins. Rules Same rule as in Activity 2, but addition, subtraction, multiplication, and division of numbers in scientific notation are used; thus, entries on the Scoresheet should be numbers expressed in scientific notation. ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 20 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ Activity 12 : Log – a DAMATH A game for two players. What you need Same materials as in Activity 11 (common logarithm) or as in Activity 10 ( for logarithms and trigonometric function), as the case maybe, depending player’s agreement. What it is about It is a game of common logarithms; logarithms of trigonometric functions; and point plotting. Aim of the Game Same as in Activity 11 or Activity 10, as the case maybe. Rules Same rules as in Activity 11 or Activity 10, as the case maybe, depending on the player’s agreement, but common logarithms and logarithms of trigonometric functions are used, respectively. Thus, entries on the Scoresheet should have common logarithms or logarithms of trigonometric functions, as the case maybe/ ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 21 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ A. GAMES FOR DAMATHS COMPETITIONS: Levels Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Grades Grades I – II Grades III – IV Grades V – VI First Year Second Year Third Year Fourth Year Contents Counting Numbers Whole Numbers Positive Fractions Integers Signed Fractions Radical Damath Polynomial Damath B. POSITIONS OF CHIPS: ( Elementary Level ) Level 1 2 3 4 5 6 7 8 9 10 11 12 CHIP NUMBERS I Level II Level III 0 1/10 1 2/10 2 3/10 3 4/10 4 5/10 5 6/10 6 7/10 7 8/10 8 9/10 9 10/10 10 11/10 11 12/10 BLUE CHIPS (1,2) (3,2) (5,2) (7,2) (0,1) (2,1) (4,1) (6,1) (1,0) (3,0) (5,0) (7,0) RED CHIPS (6,5) (4,5) (2,5) (0,5) (7,6) (5,6) (3,6) (1,6) (6,7) (4,7) (2,7) (0,7) POSITIONS OF CHIPS: ( Secondary Level ) CHIP 1st Year 0 -1 2 -3 4 -5 6 -7 8 -9 10 -11 2nd Year 0/10 -1/10 2/10 -3/10 4/10 -5/10 6/10 -7/10 8/10 -9/10 10/10 -11/10 NUMBERS 3rd Year 4√18 -√8 16√32 -9√2 36√32 -25√18 64√2 -49√8 100√2 -81√32 144√8 -121√18 4th Year 6x -xy2 10y -3x2y 28y -15x 36x2y -21xy2 66x2y -45y 78xy2 -55x For 4th Year Only, Blue Red Chips BLUE CHIPS (5,2) (3,2) (7,2) (1,2) (4,1) (2,1) (6,1) (0,1) (5,0) (3,0) (7,0) (1,0) RED CHIPS (2,5) (4,5) (0,5) (6,5) (3,6) (5,6) (1,6) (7,6) (2,7) (4,7) (0,7) (6,7) ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 22 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ POSITIONS OF CHIPS: ( Secondary Level ) Level 4 CHIP Level 5 NUMBERS Level VI Level VII -1 1.1 X 10 0 2 2.2 X 10 1 3.3 X 10-3 2 4 4.4 X 10 3 5.5 X 10-5 4 6 6.6 X 10 5 7.7 X 10-7 6 8 8.8 X 10 7 -9 9.9 X 10 8 1.01 X 10 10 9 -11 1.111 X 10 10 1.212 X 10 12 11 BLUE CHIPS (1,2) (3,2) (5,2) (7,2) (0,1) (2,1) (4,1) (6,1) (1,0) (3,0) (5,0) (7,0) RED CHIPS (6,5) (4,5) (2,5) (0,5) (7,6) (5,6) (3,6) (1,6) (6,7) (4,7) (2,7) (0,7) General Guidelines on DAMATHS Century Match 1. First player is determined by drawing lots. 2. Basically the rule in playing dama shall be used as follows: a. A â€Å"chip with numeral† moves diagonally forward to an adjoining vacant square. b. A chip takes an opponent’s chip or chips diagonally forward or backward. Mathematical operation such as addition subtraction, multiplication, or division of numerals shall be used depending on the vacant square’s operation symbol where the â€Å"taker† chip lands by jumping over the â€Å"taken† chip, â€Å"pass† is not allowed. c. On taking a chip or chips the following policy shall prevail: * â€Å"mayor dalawa† * â€Å"mayor tatlo† * â€Å"mayor dama† * â€Å"mayor dama dalawa† (x) takes 0 VS (x) takes 0 VS (x) takes 0 VS (dama) takes 0 (y) takes 1, takes 2 (y) takes 1, takes 2, and takes 3 (dama) takes 1 VS (x) takes 1, takes 2 over mayor dama. d. A player’s chip is declared as â€Å"dama† if it reaches the other player’s designated â€Å"dama† locations or squares. A dama chip can move or take a piece to any unoccupied square along the diagonal path. Moreover, when a â€Å"dama† takes a chip the score is doubled; when the â€Å"dama† is taken the score is also doubled; when a â€Å"dama† takes another â€Å"dama† the score is quadrupled. e. In taking more than one chip, the â€Å"taker† chip shall remain as the initial addend, minuend, multiplicand, or dividend as the case maybe. (This means that MDAS for multiple operations shall not apply in this case). f. A â€Å"move† is good only for one (1) minute, while the game’s duration shall not exceed 20 minutes. g. The remaining chips shall be added to the respective players. h. The game ends when any one of the following situations occur: ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 23 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ 1.) a player has no more chip to move 2.) 20-minute game duration had elapsed 3.) repetitive â€Å"moves† of any or both players. i. The player having the greater â€Å"total score† wins the game. In case of a â€Å"tie†, a 10-minute rematch follows thereafter untill a winner is declared. j. No player is allowed to compete in a level lower than the one specified for his grade level. k. In playing, the â€Å"TOUCH-MOVE SYSTEM† is used. Once a player â€Å"touches† a chip, it is imperative that he uses that chip for that particular move. l. A move is considered final once a player releases the chip, and he cannot change his move after he has released the chip. m. The use of calculator is recommended. n. All players in each level are ranked according to their respective number of games won to determine the winners. In case of a â€Å"triple tie†, the â€Å"the point-system† is used. Guidelines for Electrodamaths 1. ElectroDamaths is similar to Damath the whole numbers with certain variations as follows: a.) Odd numbers expressed in KWH b.) Even numbers expressed in Pesos, except ( 0 ) zero. 2. Sample in scoring: Chips + like Units + like Units + unlike Units like Units like Units unlike Units à · like Units à · like Units à · unlike Units Ãâ€" like Units Ãâ€" like Units Ãâ€" unlike Units Plus the remaining chips Move KWH 8 NS NS NS NS NS NS NS NS NS NS NS 18 NS 3 kwh + 5kwh P 2 + P 10 7 kwh + P 4 5 kwh – 9 kwh P6-P0 7 kwh P 4 3 kwh à · 5kwh P6à ·P2 7 kwh à · P 4 3 kwh Ãâ€" 5kwh P 2 Ãâ€" P 10 7 kwh Ãâ€" P 4 7 kwh + 11kwh P4+P8 Score fca in Pesos NS 12 NS NS 6 NS NS NS NS NS NS NS NS 12 26 kwh Ãâ€" P4/kwh = Total Score KWH fca in Pesos 8 12 8 12 8 12 8 18 8 18 8 18 8 18 8 18 8 18 8 18 8 18 26 26 18 30 Total kwh Ãâ€" prevailing rate at the venue TOTAL ELECTRIC CONSUMPTION

Nuclear Tension Within North Korea and Iraq :: Korea Iraq Weapons Essays

Nuclear Tension Within North Korea and Iraq Introduction: In recent years the issue of nuclear armament has become a growing concern in world politics. The United States has taken on the self appointed role of world bully on this issue. Believing it self the sole country with the ability to keep nuclear weapons, while belligerently are striking out against other countries that pursue nuclear weapons, or are believed to have them in their possession. Using the events of 9-11 as its cause, the United States has launched a â€Å"War on Terrorism† in which it has bombed Afghanistan in hopes of â€Å"destroying† and â€Å"finding† the terrorists that attacked the United States. Following its strike against Afghanistan the United States turned its attentions to the dictator Saddam Hussein, and his alleged secret stockpile of weapons of mass destruction. Against the will of many other countries the United States invaded Iraq in hope of â€Å"sniffing† out the secret nuclear weapons. As the war was reaching it conclusion it became evident that the United States claims were wrong pertaining to Iraq’s supposed stockpile of illegal weapons. The United States has now invaded Iraq, torn apart its government and left a Viet-Nam type war raging with no real sense of conclusion, all based on a suspicion that Iraq was secretly holding weapons of mass destruction. North Korea near the end of 2003 declared that it has been secretly pursuing uranium enrichment to create nuclear weapons. They claim the reason for this illegal action is solely the fault of the United States, and that the pursuit is only for defense in the case of a United States attack. This paper will study the United States-North Korean relations over the past fifty years, and then analyze the ways in which the issue of nuclear armament is being dealt with. The end will briefly touch on a very similar situation that is arising in Iran, and the constant pressure the United States is putting to have Iran put in violation of the Non-Proliferation Treaty it entered into. History of US and North Korea Relations: The mutual mistrust and animosity between the United States and North Korea began in 1950 during the Korean War. On June, 25 1950 the Northern communists of Korea crossed the 38th parallel and attacked the southern part of Korea. North Korea was aided by Russia, who had supplied them with weapons and tanks.

Effects of Globalisation on Brazil

Discuss the impact of globalisation on Brazil: Orientation: Globalisation refers to the integration between different countries and economies and the increased impact of international influences on all aspects of life and economic activity. Brazil is one of the fastest growing economies and superpower of South America. In the recent decade Globalisation has allowed Brazil’s economy to sustain stable economic growth, this was proven when Brazil experienced a very mild recession during the Global Financial Crisis of 2008.Due to the high levels of economic growth as well as increases in GNI per Capita Brazil’s government has also been able to implement successful macroeconomic policies that have allowed for consistent economic development. Though Brazil has benefited greatly from Globalisation they also have experienced many problems including the currency crises in the 1980-90’s which caused the country to undergo a complete economic restructure.Brazil also faces p roblems with environmental deconstruction that due to globalisation that are yet to be solved. Globalisation impact on Brazil Economically: Brazil’s failure to embrace Globalisation in the 1960’s 1970’s and 1980’s caused Brazil to be unable to fund its foreign debt and ultimately experience a currency crisis in the early 1980’s. Through the 1960’s and 1970’s successive governments sought to create a large industrial base and minimise Brazil’s dependency on imported manufactured goods.Brazil relied on foreign debt borrowing to fund this industrialisation movement but rather than increasing its economic integration the purpose of this industrialisation was for Brazil to become less heavily dependent on imports and more self sufficient; reducing reliance on the global economy and going against principals of globalisation in becoming more integrated. Due to large amount of foreign debt and Brazil’s inability to service this debt due to small amounts of export revenue Brazil’s debt servicing ratio reached 102% and, unable to service the debt Brazil’s currency depleted.For Brazil this outcome was among the most undesirable impacts of globalisation as it caused extreme volatility in Brazil’s exchange rate. From 1980 due to Brazil’s inability to repay debt, the Brazilian economy experience many exchange rate crises due to concerns that Brazil could not meet the debt repayments; this caused extreme inflation of over 1000%. Inflation was due to the rising cost of imports for Brazil as currency value fell sharply.In order to prevent/reduce the occurrence of extreme currency fluctuation and extreme inflation Brazil adopted the ‘Real Plan’ strategy in which a new currency known as the ‘real would be pegged 1 to 1 against the US dollar to control inflation. However this had to be abandoned as the currency had to once again be floated as investors pulled out of Brazi l in the wake of the East Asian financial crisis which spread to other developing nations. Brazil now continues to floats the currency relies on strong values of exports, keeping foreign debt low and consistent economic growth in order to reduce fluctuating currency.Brazil has also established a currency reserve to buy back currency and increase its price if financial speculation causes to fall to low. After embracing globalisation, Economically Brazil has greatly benefited from Globalisation as foreign direct investment (DFI) flows have allowed Brazil to become competitive in the world market. Brazil receives the highest level of FDI inflows in Latin American and the 5th highest in the world; this has led to sustained economic growth and greater economic stability.Investment by transnational corporations has helped Brazil develop telecommunications, chemical, pharmaceutical, automotive and mechanical industries. After FDI inflows falling to only 345million in 1986 due to lack of co nfidence in Brazil’s ability to repay foreign debt, Brazil’s economic situation has been consistently improving as the government strategies for industrialisation were restructured with a movement more to funding industrialisation through FDI rather than borrowing from Foreign markets. In 1996 FDI inflows had increased to 11 Billion and in 2011 FDI inflows stood at their peak of 66 Billion US dollars.Through FDI inflows employment was created as transnational corporations such as L’Oreal and FIAT group began expanding into the Brazilian market. Lowered unemployment combined with reductions in income in-equality among the people of the Brazil provided sought after government revenue. This government revenue allowed for the Brazilian government to fund national activities in the areas of transportation, industry and trade as well as energy and mining which all helped in the growth of Brazils manufacturing industry.Growth of the manufacturing industry is now the la rgest contributor to Brazil’s exports comprising of 45%. The manufacturing industry and other large industries that contribute to Brazils exports have allowed for Brazil to increase GDP levels from 385Million in 1980 to 2. 4 Trillion in 2010. Due to the efficiency of industries and economic growth, globalisation also allowed for sustained economic stability to also be achieved.This was made evident during the 2008-09 Global Financial crises where due to the integration of financial markets across the world many markets entered large recessions and therefore loss of confidence for investment Brazil only experienced a mild recession of -0. 6% growth in 2009. From this recession however growth soared to 7% the following year as market confidence was immediately restored with FDI inflows bouncing back from the reduced amount of $26 Billion to $49 Billion the following year, almost doubling.It is clear that in Brazil’s ability to embrace FDI inflows and investment by transn ational corporations have allowed Brazil to form and specialise in competitive industries such as the manufacturing industry. These industries then have the ability to sell the produced product to a world demand that has been created through improvements in technology and the breaking down of trade barriers, which are all effects of globalisation.Globalisation effect on Brazil Socially: Globalisation has also significantly affected Brazil socially. Investment into the country as well as demand for Brazil’s exported goods and services have allowed Brazil to substantially reduce income inequality and achieve economic development. As globalisation lifts economic growth rates in the Brazilian economy, it also raises the income levels of society and provides the government with greater amounts of revenue.After the Brazilian government received higher revenue due to increases in the country’s GDP, the government’s aim was to increase the quality of life among the peop le of Brazil, reducing poverty, increasing education level and increasing health and life expectancy. Programs such as the Fome Zero (zero hunger) program was widely regarded as one of the most successful government funded programs. It provided 11. 4 Million of Brazil’s poorest family’s sufficient income to be able to sustain basic needs in life.The policy was one of many that aimed or the government to reduce inequality by margining income distribution payments. Brazil has also achieved a substantial degree of progress in the economic development due to economic growth of the country through principles of globalisation. Through improvements in the government’s health care system as well as reduction in the cost of medicine as Brazilian companies begin producing pharmaceutical products of their own Brazil rank on the HDO increased from 0. 68 in 1980 to 0. 699 in 2010, mainly reflecting improvements in health care and income levels.Conversely, Brazil is still neg lecting the significant problems that globalisation has cause to the natural environment. As Brazil is still as a majority a low income country it is desperate to obtain as much foreign investment as possible in order to earn higher export revenue; because of this is engages in some economic behaviour that harms the environment. For Brazil this environment destruction occurs in the form of large scale deforestation that Brazil undertakes mainly for paper and wood chips but as well as government income received through selling rainforest/forest land.Not only does this practice allow for foreign investors to have rights to Brazils agricultural land but is also causes for many species of plants and animals to become extinct and many rainforest plants hold value due to undiscovered possible medicinal purposes. Due to the large scale deforestation that Brazil undertakes, Brazil is now the 4th largest emitter of carbon emissions in the world. The High carbon emissions add to the most seri ous environmental problem of the 21st century which is climate change.In order to reduce this environmental destruction Brazil committed in 2009 to reduce deforestation by 80% by 2020. Conclusion: It can be concluded that Brazil has become a large beneficiary of globalisation. Brazil is attracting more foreign investment, expanding its own businesses offshore, enjoying strong sustained growth in exports, in particular in the resources sector, and government policies have been effective in making sure that the macroeconomic successes of recent years are resulting in improvements in living standards for the people of Brazil.

The Black Panther Party A Decade Like The Sixties

Batoul Labban Professor Logan ENWR105_CAFA15 15 November 2015 The Black Panther Party Out of all the decades, there has never been a decade like the sixties. The sixties was filled with diversity, hope, problems, anger and even solutions. A lot of different life changing events and organizations were taken place in the sixties. One major organization that took place in the sixties was The Black Panther Party. The major goal for this organization was to protect the African Americans and provide them with equal rights and opportunities. The Black Panthers used violence to get what they want. When The Black Panthers Party was formed there was a lot going on at the time. The creation of The Black Panthers was the result of the Civil Rights†¦show more content†¦The Black Panthers were an African American rebellious party that was founded in Oakland, California in the year of 1966. Huey Percy Newton and Bobby Seale were two organizers of the Panthers. Newton â€Å"saw himself as a revolutionary in his opposition to oppression and discrimin ation.† (Blake 248) Both Newton and Seale were in prison around the time that they created The Black Panthers. They sensed that violence was the only choice they had to get what they want. The Panthers usually set guards in the black communities to look out for police brutality and protected the people living there. The larger culture that the Black Panthers stood against is that of political and social domination. The Black Panthers wanted equal rights and opportunities. â€Å"Working class people of all colors must unite against the exploitative, oppressive ruling class. Let me emphasize again — we believe our fight is a class struggle, not a race struggle.† stated Bobby Seale. Bobby Seale felt like the issue was not about the race but more about the level they were at, at that time. Many people had many different ideas about the Black Panthers. Some pictured them as violent hate groups while others thought they were defending themselves and their rights. This all has do with how the organization acted towards society and how they were portrayed in the media or newspaper. The media saw the Panthers as the violent group who used violence against everyone. The Black Panthers had their own newspaper