This document outlines a verbal counting model proposed to help children develop a deeper understanding of numbers and math concepts rather than relying on rote memorization. The model uses letters to represent numbers and demonstrates counting, addition, subtraction, and other operations by building word problems using the letters. It also shows how this model could be applied to calendar math and comparing it to state math standards. The goal is to promote a more conceptual approach to early number sense over a procedural focus on counting and calculations.
The document discusses the limitations of a traditional verbal counting model for teaching mathematics to children. It notes that verbal counting is not natural, takes years of practice, provides a poor concept of quantity, ignores place value, is error prone, tedious and inefficient for mastering facts. An alternative approach using letters to represent numbers is presented as a more intuitive method for children.
IMF: Visualizing and Montessori Math PART 1rightstartmath
The document discusses how visualization enhances Montessori mathematics education. It provides examples of how Montessori uses concrete materials to teach counting and arithmetic concepts to children. These include number rods, bead frames, and calendar activities. The focus is on a verbal counting model that uses letters instead of numbers to demonstrate addition, subtraction, and multiplication facts to children in a visual way. Calendar math activities are also described, showing how children can develop ordinal counting and pattern recognition skills.
The document discusses the limitations of using verbal counting and calendars to teach early mathematics concepts. It notes that verbal counting is unnatural, provides a poor concept of quantity, ignores place value, is error-prone, tedious, and does not efficiently teach number facts. Regarding calendars, it states that calendars are not number lines as numbers appear in spaces rather than along lines, they provide an ordinal rather than cardinal view of numbers, and give a narrow view of patterning that does not generalize beyond the days in a month.
This document summarizes Joan Cotter's presentation on teaching arithmetic facts using strategies and games. It discusses that counting-based and rote memorization approaches have limited success. Instead, it promotes using subitizing to identify quantities without counting, and incorporating manipulatives and mental work through enjoyable games. An example game called "Go to the Dump" is described, which aims to teach adding facts that total 10 through collecting number pairs.
The document discusses issues with traditional counting models and introduces an alternative counting model based on letters to represent quantities. It describes how the counting model provides a foundation for understanding place value and efficiently learning math facts. The document also cautions against using calendars for counting, noting that calendars involve ordinal rather than cardinal numbering and do not accurately represent quantities.
The document summarizes a presentation on developing a deeper understanding of primary math concepts through less rote counting and memorization. It discusses current counting models that rely heavily on memorization and proposes alternative approaches focusing on visualization and conceptual understanding. These include using subitizing to recognize small quantities, teaching number names in a way that reflects place value, and place value cards to build understanding of our base-ten number system. The presenters argue this will lead to longer retention and a stronger math foundation compared to traditional counting models.
The document discusses several key aspects of long-term memory including its large but limited capacity, the different mechanisms of encoding and retaining information, and how forgetting and retrieval of memories occurs. It covers seminal studies that explored how memories are encoded semantically or visually and can be retrieved based on environmental or mood context cues. Theories of memory discussed include levels of processing and elaboration likelihood model.
The document discusses different approaches to teaching lessons, including traditional, liberal/progressive, and transformative methods, with the transformative approach focusing on generating "thick descriptions" of social, cultural, and ecological relationships through deep explorations of community and power relationships, rather than focusing solely on facts. Key aspects of a transformative lesson plan are discussed such as essential questions, objectives, assessment, and ensuring activities are rooted in community involvement.
The document discusses the limitations of a traditional verbal counting model for teaching mathematics to children. It notes that verbal counting is not natural, takes years of practice, provides a poor concept of quantity, ignores place value, is error prone, tedious and inefficient for mastering facts. An alternative approach using letters to represent numbers is presented as a more intuitive method for children.
IMF: Visualizing and Montessori Math PART 1rightstartmath
The document discusses how visualization enhances Montessori mathematics education. It provides examples of how Montessori uses concrete materials to teach counting and arithmetic concepts to children. These include number rods, bead frames, and calendar activities. The focus is on a verbal counting model that uses letters instead of numbers to demonstrate addition, subtraction, and multiplication facts to children in a visual way. Calendar math activities are also described, showing how children can develop ordinal counting and pattern recognition skills.
The document discusses the limitations of using verbal counting and calendars to teach early mathematics concepts. It notes that verbal counting is unnatural, provides a poor concept of quantity, ignores place value, is error-prone, tedious, and does not efficiently teach number facts. Regarding calendars, it states that calendars are not number lines as numbers appear in spaces rather than along lines, they provide an ordinal rather than cardinal view of numbers, and give a narrow view of patterning that does not generalize beyond the days in a month.
This document summarizes Joan Cotter's presentation on teaching arithmetic facts using strategies and games. It discusses that counting-based and rote memorization approaches have limited success. Instead, it promotes using subitizing to identify quantities without counting, and incorporating manipulatives and mental work through enjoyable games. An example game called "Go to the Dump" is described, which aims to teach adding facts that total 10 through collecting number pairs.
The document discusses issues with traditional counting models and introduces an alternative counting model based on letters to represent quantities. It describes how the counting model provides a foundation for understanding place value and efficiently learning math facts. The document also cautions against using calendars for counting, noting that calendars involve ordinal rather than cardinal numbering and do not accurately represent quantities.
The document summarizes a presentation on developing a deeper understanding of primary math concepts through less rote counting and memorization. It discusses current counting models that rely heavily on memorization and proposes alternative approaches focusing on visualization and conceptual understanding. These include using subitizing to recognize small quantities, teaching number names in a way that reflects place value, and place value cards to build understanding of our base-ten number system. The presenters argue this will lead to longer retention and a stronger math foundation compared to traditional counting models.
The document discusses several key aspects of long-term memory including its large but limited capacity, the different mechanisms of encoding and retaining information, and how forgetting and retrieval of memories occurs. It covers seminal studies that explored how memories are encoded semantically or visually and can be retrieved based on environmental or mood context cues. Theories of memory discussed include levels of processing and elaboration likelihood model.
The document discusses different approaches to teaching lessons, including traditional, liberal/progressive, and transformative methods, with the transformative approach focusing on generating "thick descriptions" of social, cultural, and ecological relationships through deep explorations of community and power relationships, rather than focusing solely on facts. Key aspects of a transformative lesson plan are discussed such as essential questions, objectives, assessment, and ensuring activities are rooted in community involvement.
- The document is from a presentation on fractions given on April 27, 2013 by Joan Cotter.
- It discusses why fractions are important to learn, such as for sharing pizza, cooking, reading rulers, and preparing for algebra.
- It includes examples of using fractions in comics and charts showing fraction relationships. Games are presented to help students understand unit fractions and that combinations of fractions can make a whole.
Learning Disabilities Mass HOPE April 2013rightstartmath
This document summarizes a presentation on teaching math to children with special needs. It discusses the characteristics of children with learning disabilities, myths about learning disabilities, problems occurring in math like dyscalculia, and effective teaching strategies like teaching for understanding versus rules and procedures. It also covers topics like memorization, flash cards, counting strategies, and visualizing mathematics concepts.
This document outlines Joan Cotter's presentation on teaching primary mathematics with less counting. The presentation objectives are to: review the traditional counting model; experience traditional counting as a child; introduce grouping in 5s and 10s as an alternative to counting; and meet Common Core standards without counting. The traditional counting model is described as difficult and tedious for children. Grouping in 5s and 10s is presented as a more intuitive approach that leverages children's innate ability to subitize small quantities. Research supports subitizing as important for mathematical understanding and performance.
Personalized Learning Bridges Middle School Math with a Geometric Approachrightstartmath
The document discusses a geometric approach to teaching middle school math. It notes that most middle school students are visual learners and that 90% of math topics can be explored geometrically. It then presents various drawing tools like T-squares, 30-60 triangles, and examples of how to draw geometric shapes like equilateral triangles to teach math concepts visually.
The document is a presentation on math puzzles and brain teasers by Kathleen Cotter Lawler. It covers topics such as patterns, squares, guided discovery, fractals, Asian cultures' relationship with math, math balancing, puzzle numbers, magic squares, and understanding place value. The presentation provides visual examples and explanations for each topic to illustrate different math concepts and puzzles in an engaging way.
This document discusses using card games to help students master basic math facts. It introduces two addition games called "Go to the Dump" and "Rows and Columns" that are designed to help students learn facts that total 10 and 15 respectively. The document provides explanations of the games' purposes and goals as well as examples of gameplay.
The document discusses how Joan Cotter, an engineer and educator with a PhD in math education, developed innovative ways to teach fractions. It describes several fraction models she created, including linear charts, colored bars, and missing parts charts, that make fraction comparisons and concepts easier to understand compared to traditional fraction circles or "fish tank" models. The document advocates teaching fractions using these types of linear representations rather than area models like pie charts that can be more difficult for students to interpret.
This document summarizes a presentation about overcoming math obstacles through visualizing with the AL Abacus. The presentation was given by Tracy Mittleider and was based on the work of Joan A. Cotter. It discusses Dr. Cotter's background and the development of the AL Abacus, a visual and tactile manipulative that helps develop mental images of quantities, strategies, and mathematical operations. It also provides examples of how the abacus can be used to help visualize quantities and perform simple addition.
IMF: Visualizing and Montessori Math PART 2rightstartmath
The document is a presentation on how visualization enhances Montessori mathematics instruction. It discusses strategies for teaching basic multiplication facts using visual tools like the abacus, multiplication board, and charts showing multiples patterns. Strategies include showing how to break down larger multiplication problems into "tens" and "ones" places on the abacus. Charts are used to visualize repeating patterns in multiples of numbers and how they relate to specific multiplication facts.
The document discusses a counting model for teaching mathematics to children. It describes how counting is not natural and takes years of practice, provides a poor concept of quantity, and ignores place value. The model shown uses letters instead of numbers to represent quantities in order to demonstrate counting, addition, subtraction, and other math concepts in a more concrete way for children. Montessori materials are also noted as being helpful for reinforcing counting concepts through hands-on experience.
The document provides strategies for teaching addition and subtraction to students. Some key strategies include:
- Using visual tools like an abacus to teach strategies like "making 10" and "two 5s" for addition. Counting should be discouraged.
- Part-whole circles can help students see the relationship between addition and subtraction and solve word problems.
- Strategies for subtraction include subtracting 1 or 2 from even/odd numbers, subtracting from 10, and a "going up" strategy to find the difference between numbers.
- Games like "Go to the Dump" can make subtraction strategies engaging for students to practice facts involving 10.
The AL abacus provides a hands-on tool to help children understand quantities and math operations like addition and multiplication. It uses beads on wires to represent numbers up to 100. Children first learn to represent quantities 1-10 using their fingers and then on the abacus. They can then add by entering both numbers and seeing the sum without counting. Tens are entered as whole rows of beads. Multiplication can be modeled by repeatedly entering a number. The abacus also demonstrates trading or carrying for multi-digit addition and place value on its second side.
The document describes how to use drawing tools like a T-square, 30-60 triangle, 45 triangle, and pencil to divide an equilateral triangle into halves, thirds, fourths, sixths, and eighths. It shows how to draw parallel, perpendicular, and intersecting lines. The document also discusses classifying shapes like rhombuses, trapezoids, and triangles formed within the divisions. Finally, it demonstrates how to construct a tetrahedron by folding the equilateral triangle divisions.
This document provides an overview and review of the RightStartTM Mathematics: A Hands-On Geometric Approach curriculum. The curriculum teaches middle school mathematics concepts like perimeter, area, volume, and ratios through hands-on geometric activities using tools like a drawing board and goniometer. Students learn traditional geometric concepts as well as modern topics like fractals. The curriculum incorporates other areas of math and encourages good study habits. The goal is for students to enjoy mathematics and gain a strong foundation.
This document discusses differences in how Asian and American students learn place value concepts in first grade. It summarizes research showing that Asian students develop place value understanding earlier due to cultural practices like using a base-10 number naming system and visualizing quantities rather than counting. The study tested implementing these Asian approaches in an experimental American classroom, including using an abacus, place value cards, and focusing on visualization over counting. Students in the experimental class performed significantly better on place value tasks compared to a control class taught traditionally.
Babies can distinguish small quantities like 1-3 objects without counting. Counting is not the best way for young children to learn numbers and can undermine their understanding of quantity. Instead, children should learn to visualize and recognize quantities in groups of fives and tens through using their fingers, tally sticks, songs, and a number naming system that reflects place value like the traditional Chinese system.
The document describes several math games that can be used to help students learn math facts and skills in an engaging way. It discusses games like "Go to the Dump" which helps students master addition facts that total to 10 by having them search a pile of cards to find number pairs that add up to a target number. The document advocates for using math games because they provide interesting repetition and a context for applying new math information.
1) The document discusses alternative methods for teaching math concepts like addition, subtraction, and place value using visual tools like abacuses and place value cards. These methods aim to help students develop a deeper understanding of mathematical concepts and relationships rather than relying on rote memorization.
2) Specific strategies described include using abacuses to represent quantities and operations, place value cards to demonstrate the base-10 number system, and games to practice math facts in a motivating way. Skip counting is also presented as an important skill for building number sense.
3) The document argues these visual and understanding-based methods can help students learn math more efficiently and apply concepts to solve real problems compared to traditional counting-based methods alone
This document discusses strategies for teaching children math concepts like addition, subtraction, and multiplication in a more visual and conceptual way rather than relying on rote memorization and flash cards. It recommends strategies like using part-whole circles to show the relationship between addition and subtraction, visualizing quantities with objects or fingers, and strategies for addition and subtraction facts like "making 10" or "going up" from the number being subtracted. The document emphasizes that understanding concepts is more important than memorization alone for building long-term retention and motivation to learn math.
Enriching Montessori Math with Visualizationrightstartmath
The document discusses the national math crisis in the United States and ways to improve math education. It notes that only 42% of students taking the ACT test are ready for college algebra, and shares other statistics about unprepared students. It also discusses how math education is changing, with a greater focus on problem solving, reasoning and visualization over rote memorization and procedures. The document presents several materials that can be used to help students visualize mathematical concepts, such as number rods and spindle boxes.
“Amidst Tempered Optimism” Main economic trends in May 2024 based on the results of the New Monthly Enterprises Survey, #NRES
On 12 June 2024 the Institute for Economic Research and Policy Consulting (IER) held an online event “Economic Trends from a Business Perspective (May 2024)”.
During the event, the results of the 25-th monthly survey of business executives “Ukrainian Business during the war”, which was conducted in May 2024, were presented.
The field stage of the 25-th wave lasted from May 20 to May 31, 2024. In May, 532 companies were surveyed.
The enterprise managers compared the work results in May 2024 with April, assessed the indicators at the time of the survey (May 2024), and gave forecasts for the next two, three, or six months, depending on the question. In certain issues (where indicated), the work results were compared with the pre-war period (before February 24, 2022).
✅ More survey results in the presentation.
✅ Video presentation: https://youtu.be/4ZvsSKd1MzE
13 Jun 24 ILC Retirement Income Summit - slides.pptxILC- UK
ILC's Retirement Income Summit was hosted by M&G and supported by Canada Life. The event brought together key policymakers, influencers and experts to help identify policy priorities for the next Government and ensure more of us have access to a decent income in retirement.
Contributors included:
Jo Blanden, Professor in Economics, University of Surrey
Clive Bolton, CEO, Life Insurance M&G Plc
Jim Boyd, CEO, Equity Release Council
Molly Broome, Economist, Resolution Foundation
Nida Broughton, Co-Director of Economic Policy, Behavioural Insights Team
Jonathan Cribb, Associate Director and Head of Retirement, Savings, and Ageing, Institute for Fiscal Studies
Joanna Elson CBE, Chief Executive Officer, Independent Age
Tom Evans, Managing Director of Retirement, Canada Life
Steve Groves, Chair, Key Retirement Group
Tish Hanifan, Founder and Joint Chair of the Society of Later life Advisers
Sue Lewis, ILC Trustee
Siobhan Lough, Senior Consultant, Hymans Robertson
Mick McAteer, Co-Director, The Financial Inclusion Centre
Stuart McDonald MBE, Head of Longevity and Democratic Insights, LCP
Anusha Mittal, Managing Director, Individual Life and Pensions, M&G Life
Shelley Morris, Senior Project Manager, Living Pension, Living Wage Foundation
Sarah O'Grady, Journalist
Will Sherlock, Head of External Relations, M&G Plc
Daniela Silcock, Head of Policy Research, Pensions Policy Institute
David Sinclair, Chief Executive, ILC
Jordi Skilbeck, Senior Policy Advisor, Pensions and Lifetime Savings Association
Rt Hon Sir Stephen Timms, former Chair, Work & Pensions Committee
Nigel Waterson, ILC Trustee
Jackie Wells, Strategy and Policy Consultant, ILC Strategic Advisory Board
- The document is from a presentation on fractions given on April 27, 2013 by Joan Cotter.
- It discusses why fractions are important to learn, such as for sharing pizza, cooking, reading rulers, and preparing for algebra.
- It includes examples of using fractions in comics and charts showing fraction relationships. Games are presented to help students understand unit fractions and that combinations of fractions can make a whole.
Learning Disabilities Mass HOPE April 2013rightstartmath
This document summarizes a presentation on teaching math to children with special needs. It discusses the characteristics of children with learning disabilities, myths about learning disabilities, problems occurring in math like dyscalculia, and effective teaching strategies like teaching for understanding versus rules and procedures. It also covers topics like memorization, flash cards, counting strategies, and visualizing mathematics concepts.
This document outlines Joan Cotter's presentation on teaching primary mathematics with less counting. The presentation objectives are to: review the traditional counting model; experience traditional counting as a child; introduce grouping in 5s and 10s as an alternative to counting; and meet Common Core standards without counting. The traditional counting model is described as difficult and tedious for children. Grouping in 5s and 10s is presented as a more intuitive approach that leverages children's innate ability to subitize small quantities. Research supports subitizing as important for mathematical understanding and performance.
Personalized Learning Bridges Middle School Math with a Geometric Approachrightstartmath
The document discusses a geometric approach to teaching middle school math. It notes that most middle school students are visual learners and that 90% of math topics can be explored geometrically. It then presents various drawing tools like T-squares, 30-60 triangles, and examples of how to draw geometric shapes like equilateral triangles to teach math concepts visually.
The document is a presentation on math puzzles and brain teasers by Kathleen Cotter Lawler. It covers topics such as patterns, squares, guided discovery, fractals, Asian cultures' relationship with math, math balancing, puzzle numbers, magic squares, and understanding place value. The presentation provides visual examples and explanations for each topic to illustrate different math concepts and puzzles in an engaging way.
This document discusses using card games to help students master basic math facts. It introduces two addition games called "Go to the Dump" and "Rows and Columns" that are designed to help students learn facts that total 10 and 15 respectively. The document provides explanations of the games' purposes and goals as well as examples of gameplay.
The document discusses how Joan Cotter, an engineer and educator with a PhD in math education, developed innovative ways to teach fractions. It describes several fraction models she created, including linear charts, colored bars, and missing parts charts, that make fraction comparisons and concepts easier to understand compared to traditional fraction circles or "fish tank" models. The document advocates teaching fractions using these types of linear representations rather than area models like pie charts that can be more difficult for students to interpret.
This document summarizes a presentation about overcoming math obstacles through visualizing with the AL Abacus. The presentation was given by Tracy Mittleider and was based on the work of Joan A. Cotter. It discusses Dr. Cotter's background and the development of the AL Abacus, a visual and tactile manipulative that helps develop mental images of quantities, strategies, and mathematical operations. It also provides examples of how the abacus can be used to help visualize quantities and perform simple addition.
IMF: Visualizing and Montessori Math PART 2rightstartmath
The document is a presentation on how visualization enhances Montessori mathematics instruction. It discusses strategies for teaching basic multiplication facts using visual tools like the abacus, multiplication board, and charts showing multiples patterns. Strategies include showing how to break down larger multiplication problems into "tens" and "ones" places on the abacus. Charts are used to visualize repeating patterns in multiples of numbers and how they relate to specific multiplication facts.
The document discusses a counting model for teaching mathematics to children. It describes how counting is not natural and takes years of practice, provides a poor concept of quantity, and ignores place value. The model shown uses letters instead of numbers to represent quantities in order to demonstrate counting, addition, subtraction, and other math concepts in a more concrete way for children. Montessori materials are also noted as being helpful for reinforcing counting concepts through hands-on experience.
The document provides strategies for teaching addition and subtraction to students. Some key strategies include:
- Using visual tools like an abacus to teach strategies like "making 10" and "two 5s" for addition. Counting should be discouraged.
- Part-whole circles can help students see the relationship between addition and subtraction and solve word problems.
- Strategies for subtraction include subtracting 1 or 2 from even/odd numbers, subtracting from 10, and a "going up" strategy to find the difference between numbers.
- Games like "Go to the Dump" can make subtraction strategies engaging for students to practice facts involving 10.
The AL abacus provides a hands-on tool to help children understand quantities and math operations like addition and multiplication. It uses beads on wires to represent numbers up to 100. Children first learn to represent quantities 1-10 using their fingers and then on the abacus. They can then add by entering both numbers and seeing the sum without counting. Tens are entered as whole rows of beads. Multiplication can be modeled by repeatedly entering a number. The abacus also demonstrates trading or carrying for multi-digit addition and place value on its second side.
The document describes how to use drawing tools like a T-square, 30-60 triangle, 45 triangle, and pencil to divide an equilateral triangle into halves, thirds, fourths, sixths, and eighths. It shows how to draw parallel, perpendicular, and intersecting lines. The document also discusses classifying shapes like rhombuses, trapezoids, and triangles formed within the divisions. Finally, it demonstrates how to construct a tetrahedron by folding the equilateral triangle divisions.
This document provides an overview and review of the RightStartTM Mathematics: A Hands-On Geometric Approach curriculum. The curriculum teaches middle school mathematics concepts like perimeter, area, volume, and ratios through hands-on geometric activities using tools like a drawing board and goniometer. Students learn traditional geometric concepts as well as modern topics like fractals. The curriculum incorporates other areas of math and encourages good study habits. The goal is for students to enjoy mathematics and gain a strong foundation.
This document discusses differences in how Asian and American students learn place value concepts in first grade. It summarizes research showing that Asian students develop place value understanding earlier due to cultural practices like using a base-10 number naming system and visualizing quantities rather than counting. The study tested implementing these Asian approaches in an experimental American classroom, including using an abacus, place value cards, and focusing on visualization over counting. Students in the experimental class performed significantly better on place value tasks compared to a control class taught traditionally.
Babies can distinguish small quantities like 1-3 objects without counting. Counting is not the best way for young children to learn numbers and can undermine their understanding of quantity. Instead, children should learn to visualize and recognize quantities in groups of fives and tens through using their fingers, tally sticks, songs, and a number naming system that reflects place value like the traditional Chinese system.
The document describes several math games that can be used to help students learn math facts and skills in an engaging way. It discusses games like "Go to the Dump" which helps students master addition facts that total to 10 by having them search a pile of cards to find number pairs that add up to a target number. The document advocates for using math games because they provide interesting repetition and a context for applying new math information.
1) The document discusses alternative methods for teaching math concepts like addition, subtraction, and place value using visual tools like abacuses and place value cards. These methods aim to help students develop a deeper understanding of mathematical concepts and relationships rather than relying on rote memorization.
2) Specific strategies described include using abacuses to represent quantities and operations, place value cards to demonstrate the base-10 number system, and games to practice math facts in a motivating way. Skip counting is also presented as an important skill for building number sense.
3) The document argues these visual and understanding-based methods can help students learn math more efficiently and apply concepts to solve real problems compared to traditional counting-based methods alone
This document discusses strategies for teaching children math concepts like addition, subtraction, and multiplication in a more visual and conceptual way rather than relying on rote memorization and flash cards. It recommends strategies like using part-whole circles to show the relationship between addition and subtraction, visualizing quantities with objects or fingers, and strategies for addition and subtraction facts like "making 10" or "going up" from the number being subtracted. The document emphasizes that understanding concepts is more important than memorization alone for building long-term retention and motivation to learn math.
Enriching Montessori Math with Visualizationrightstartmath
The document discusses the national math crisis in the United States and ways to improve math education. It notes that only 42% of students taking the ACT test are ready for college algebra, and shares other statistics about unprepared students. It also discusses how math education is changing, with a greater focus on problem solving, reasoning and visualization over rote memorization and procedures. The document presents several materials that can be used to help students visualize mathematical concepts, such as number rods and spindle boxes.
“Amidst Tempered Optimism” Main economic trends in May 2024 based on the results of the New Monthly Enterprises Survey, #NRES
On 12 June 2024 the Institute for Economic Research and Policy Consulting (IER) held an online event “Economic Trends from a Business Perspective (May 2024)”.
During the event, the results of the 25-th monthly survey of business executives “Ukrainian Business during the war”, which was conducted in May 2024, were presented.
The field stage of the 25-th wave lasted from May 20 to May 31, 2024. In May, 532 companies were surveyed.
The enterprise managers compared the work results in May 2024 with April, assessed the indicators at the time of the survey (May 2024), and gave forecasts for the next two, three, or six months, depending on the question. In certain issues (where indicated), the work results were compared with the pre-war period (before February 24, 2022).
✅ More survey results in the presentation.
✅ Video presentation: https://youtu.be/4ZvsSKd1MzE
13 Jun 24 ILC Retirement Income Summit - slides.pptxILC- UK
ILC's Retirement Income Summit was hosted by M&G and supported by Canada Life. The event brought together key policymakers, influencers and experts to help identify policy priorities for the next Government and ensure more of us have access to a decent income in retirement.
Contributors included:
Jo Blanden, Professor in Economics, University of Surrey
Clive Bolton, CEO, Life Insurance M&G Plc
Jim Boyd, CEO, Equity Release Council
Molly Broome, Economist, Resolution Foundation
Nida Broughton, Co-Director of Economic Policy, Behavioural Insights Team
Jonathan Cribb, Associate Director and Head of Retirement, Savings, and Ageing, Institute for Fiscal Studies
Joanna Elson CBE, Chief Executive Officer, Independent Age
Tom Evans, Managing Director of Retirement, Canada Life
Steve Groves, Chair, Key Retirement Group
Tish Hanifan, Founder and Joint Chair of the Society of Later life Advisers
Sue Lewis, ILC Trustee
Siobhan Lough, Senior Consultant, Hymans Robertson
Mick McAteer, Co-Director, The Financial Inclusion Centre
Stuart McDonald MBE, Head of Longevity and Democratic Insights, LCP
Anusha Mittal, Managing Director, Individual Life and Pensions, M&G Life
Shelley Morris, Senior Project Manager, Living Pension, Living Wage Foundation
Sarah O'Grady, Journalist
Will Sherlock, Head of External Relations, M&G Plc
Daniela Silcock, Head of Policy Research, Pensions Policy Institute
David Sinclair, Chief Executive, ILC
Jordi Skilbeck, Senior Policy Advisor, Pensions and Lifetime Savings Association
Rt Hon Sir Stephen Timms, former Chair, Work & Pensions Committee
Nigel Waterson, ILC Trustee
Jackie Wells, Strategy and Policy Consultant, ILC Strategic Advisory Board
Dr. Alyce Su Cover Story - China's Investment Leadermsthrill
In World Expo 2010 Shanghai – the most visited Expo in the World History
https://www.britannica.com/event/Expo-Shanghai-2010
China’s official organizer of the Expo, CCPIT (China Council for the Promotion of International Trade https://en.ccpit.org/) has chosen Dr. Alyce Su as the Cover Person with Cover Story, in the Expo’s official magazine distributed throughout the Expo, showcasing China’s New Generation of Leaders to the World.
Confirmation of Payee (CoP) is a vital security measure adopted by financial institutions and payment service providers. Its core purpose is to confirm that the recipient’s name matches the information provided by the sender during a banking transaction, ensuring that funds are transferred to the correct payment account.
Confirmation of Payee was built to tackle the increasing numbers of APP Fraud and in the landscape of UK banking, the spectre of APP fraud looms large. In 2022, over £1.2 billion was stolen by fraudsters through authorised and unauthorised fraud, equivalent to more than £2,300 every minute. This statistic emphasises the urgent need for robust security measures like CoP. While over £1.2 billion was stolen through fraud in 2022, there was an eight per cent reduction compared to 2021 which highlights the positive outcomes obtained from the implementation of Confirmation of Payee. The number of fraud cases across the UK also decreased by four per cent to nearly three million cases during the same period; latest statistics from UK Finance.
In essence, Confirmation of Payee plays a pivotal role in digital banking, guaranteeing the flawless execution of banking transactions. It stands as a guardian against fraud and misallocation, demonstrating the commitment of financial institutions to safeguard their clients’ assets. The next time you engage in a banking transaction, remember the invaluable role of CoP in ensuring the security of your financial interests.
For more details, you can visit https://technoxander.com.
Calculation of compliance cost: Veterinary and sanitary control of aquatic bi...Alexander Belyaev
Calculation of compliance cost in the fishing industry of Russia after extended SCM model (Veterinary and sanitary control of aquatic biological resources (ABR) - Preparation of documents, passing expertise)
Monthly Market Risk Update: June 2024 [SlideShare]Commonwealth
Markets rallied in May, with all three major U.S. equity indices up for the month, said Sam Millette, director of fixed income, in his latest Market Risk Update.
For more market updates, subscribe to The Independent Market Observer at https://blog.commonwealth.com/independent-market-observer.
In World Expo 2010 Shanghai – the most visited Expo in the World History
https://www.britannica.com/event/Expo-Shanghai-2010
China’s official organizer of the Expo, CCPIT (China Council for the Promotion of International Trade https://en.ccpit.org/) has chosen Dr. Alyce Su as the Cover Person with Cover Story, in the Expo’s official magazine distributed throughout the Expo, showcasing China’s New Generation of Leaders to the World.
What Lessons Can New Investors Learn from Newman Leech’s Success?Newman Leech
Newman Leech's success in the real estate industry is based on key lessons and principles, offering practical advice for new investors and serving as a blueprint for building a successful career.