Parametric and Nonparametric Methods in Statistics

Parametric and Nonparametric Methods in Statistics There are a few divisions of topics in statistics. One division that quickly comes to mind is the differentiation between descriptive and inferential statistics. There are other ways that we can separate out the discipline of statistics. One of these ways is to classify statistical methods as either parametric or nonparametric. We will find out what the difference is between parametric methods and nonparametric methods.  The way that we will do this is to compare different instances of these types of methods. Parametric Methods Methods are classified by what we know about the population we are studying.  Parametric methods are typically the first methods studied in an introductory statistics course. The basic idea is that there is a set of fixed parameters that determine a probability model. Parametric methods are often those for which we know that the population is approximately normal, or we can approximate using a normal distribution after we invoke the central limit theorem.  There are two parameters for a normal distribution: the mean and the standard deviation. Ultimately the classification of a method as parametric depends upon the assumptions that are made about a population. A few parametric methods include: Confidence interval for a population mean, with known standard deviation.Confidence interval for a population mean, with unknown standard deviation.Confidence interval for a population variance.Confidence interval for the difference of two means, with unknown standard deviation. Nonparametric Methods To contrast with parametric methods, we will define nonparametric methods. These are statistical techniques for which we do not have to make any assumption of parameters for the population we are studying. Indeed, the methods do not have any dependence on the population of interest. The set of parameters is no longer fixed, and neither is the distribution that we use.  It is for this reason that nonparametric methods are also referred to as distribution-free methods. Nonparametric methods are growing in popularity and influence for a number of reasons. The main reason is that we are not constrained as much as when we use a parametric method.  We do not need to make as many assumptions about the population that we are working with as what we have to make with a parametric method. Many of these nonparametric methods are easy to apply and to understand. A few nonparametric methods include: Sign test for population meanBootstrapping techniquesU test for two independent meansSpearman correlation test Comparison There are multiple ways to use statistics to find a confidence interval about a mean.  A parametric method would involve the calculation of a margin of error with a formula, and the estimation of the population mean with a sample mean.  A nonparametric method to calculate a confidence mean would involve the use of bootstrapping. Why do we need both parametric and nonparametric methods for this type of problem? Many times parametric methods are more efficient than the corresponding nonparametric methods. Although this difference in efficiency is typically not that much of an issue, there are instances where we do need to consider which method is more efficient.

Maos Hundred Flowers Campaign in China

Mao's Hundred Flowers Campaign in China In late 1956, just seven years after the Red Army prevailed in Chinas Civil War, Chairman of the Communist Party Mao Zedong announced that the government wanted to hear citizens true opinions about the regime. He  sought to promote the development of a new Chinese culture, and said in a speech that Criticism of the bureaucracy is pushing the government towards the better. This was a shock to the Chinese people since the Communist Party had always previously cracked down on any citizen bold enough to criticize the party or its officials. The Liberalization Movement Mao named this liberalization movement the Hundred Flowers Campaign, after a traditional poem: Let a hundred flowers bloom/Let a hundred schools of thought contend. Despite, the Chairmans urging, however, the response among the Chinese people was muted. They did not truly believe that they could criticize the government without repercussions. Premier Zhou Enlai had received only a handful of letters from prominent intellectuals,  containing very minor and cautious critiques of the government. By the spring of 1957, communist officials changed their tone.  Mao announced that criticism of the government was not just allowed but preferred, and began to directly pressure some leading intellectuals to send in their constructive criticism. Reassured that the government truly wanted to hear the truth, by May and early June  of that year,  university professors and other scholars were sending in millions of letters containing increasingly assertive suggestions and criticisms.  Students and other citizens also held criticism meetings and rallies, put up posters, and published articles in magazines calling for reform. Lack of Intellectual Freedom Among the issues targeted by the people during the Hundred Flowers Campaign were the lack of intellectual freedom, the harshness of previous crack-downs on  opposition leaders,  the close adherence to Soviet ideas, and the much higher standard of living enjoyed by Party leaders versus the ordinary citizens.  This flood of vociferous criticism seems to have taken Mao and Zhou by surprise. Mao, in particular, saw it as a threat to the regime; he felt that the opinions being voiced were no longer constructive criticism, but were harmful and uncontrollable. Halt to the Campaign On June 8, 1957, Chairman Mao called a halt to the Hundred Flowers Campaign.  He announced that it was time to pluck the poisonous weeds from the bed of flowers. Hundreds of intellectuals and students were rounded up, including pro-democracy activists Luo Longqi and Zhang Bojun, and were forced to publicly confess that they had organized a secret conspiracy against socialism. The crackdown sent hundreds of leading Chinese thinkers to labor camps for re-education or to prison. The brief experiment with freedom of speech was  over. The Debate Historians continue to debate whether Mao genuinely wanted to hear suggestions on governance, in the beginning, or whether the Hundred Flowers Campaign was a trap all along.  Certainly, Mao had been shocked and appalled by Soviet Premier Nikita Khrushchevs speech, publicized on March 18, 1956, in which Khrushchev denounced former Soviet leader Joseph Stalin for building a cult of personality, and ruling through suspicion, fear, and terror. Mao may have wanted to gauge whether intellectuals in his own country viewed him the same way. It is also possible, however, that Mao and more particularly Zhou were truly seeking new  paths for developing Chinas culture and arts under the communist model. Whatever the case, in the aftermath of the Hundred Flowers Campaign, Mao stated that he had flushed the snakes out of their caves.  The rest of 1957 was devoted to an Anti-Rightest Campaign, in which the government ruthlessly crushed all dissent.

Major Educational Issues in Further Education Essay

Major Educational Issues in Further Education - Essay Example All these issues are current concern to further education. Further Education has, therefore, become not only a national but also an international movement in view of its widespread global application. From among all above mentioned issues of further education, more important one appears to be specially the context of retention and achievement - its ever dynamic enhancement and persistent maintenance of higher standards. This is not possible without pupil-teachers -- at City & Guilds Certificate on Further Education Teaching Stage 2 - perfecting their teaching-learning skills. Two questions arise while writing about this matter: According to Learning and Skills Council (LSC), overall level of retention and achievement generally varies between 66 to 87 per cent among youth of 16 to 19 years (Government of United Kingdom, LSC) after due training. What is more important here is maintaining a consistent performance on the higher side of teaching and learning through dynamic and skilful efforts towards an excellent retention and achievement levels. How it is to be done S. Wallace has an interesting and revealing perspective in this matter. This author writes quite analytically: For a student teacher, or a teacher at the beginning of his or her career, it is usually (and understandably) the case that the focus of his or her anxieties, and therefore his or her planning, is upon the performance of teaching rather than upon the achievement of learning. I use the word 'performance' here advisedly, because the inexperienced or student teacher tends to envisage a lesson as a time to be filled by his or her own activity. They have to be 'teaching' all the time - which can mistakenly be taken to mean doing all the talking, making themselves the constant focus of the class, having to fill any potential silence with words. This, ironically, may mean the students have less opportunity to learn and that the teacher has no time to focus on whether they are doing so. If we remember, however, that the primary objective is about students' learning and that this, after all, is what all the teaching is for, we can begin to adjust our focus and to recognise that the careful pl anning, implementation and recording of assessment are central to what the lesson is about. It's not just about teaching; it's about learning. The teaching is only a means to that end (Wallace 64). Retention and achievement are clearly related to teaching and learning skills and maintaining quantitative alongwith qualitative levels of excellence through further education, continued and periodic updating of skills, and use of every possible tool for obtaining information, knowledge, experience and continuous self-assessment. How to impart information and knowledge is

Autobiographical Paper Assignment Example | Topics and Well Written Essays - 750 words

Autobiographical Paper - Assignment Example The 1939 movie has its basis on Margaret Mitchell’s novel of a similar name published in 1936. Among the different movies that I have watched, Gone with the Wind remains the most outstanding. The impact, which the film made in my perception of life and all its challenges continue to last. Fleming’s Gone with the Wind’s most appealing aspect is its thematic approach. Despite being old and produced in 1939, the film remains influential in my life to date. It expresses the need for courage as the best way of surviving through times of crises in life. The movie’s approach to life is that it is characteristic of conflicts. In the movie, Fleming depicts conflicts in life through characters’ experience during the American Civil War period. Despite all the challenges of life, there is a need that people hold on by never giving up. The movie, therefore, emphasizes hope as a virtue that can keep people going. Fleming’s expression of the virtue of hope in life renders the movie influential in life. Based on the characters’ conduct, it is clear that determination is a sure way achieve every goal that an individual desires. Based on the movie’s themes, I established a fundamental life principle of endurance in the face of challenges after watching Fleming’s Gone with the Wind movie. The principles are invaluable to everyone regardless of gender, age, religion, or orientation in life. The movie, therefore, exceeds the limitations of time and lives on to represent the past and the present. The film explores essential characteristics of successful people by highlighting that there are always challenges along the path of all successful people. Perhaps an individual could be unaware that great leaders must learn to endure challenges that emanate from experiences. It is unprecedented that there will be a movie to remain relevant through history and inspirational to viewers in the same way as Fleming’s

The Cold War between 1945 and 1991 Essay Example for Free

The Cold War between 1945 and 1991 Essay Show how and why the different historiographies relating to the start of the Cold War have changed between 1945 and 1991 Throughout 1945 to 1991 different approaches and schools of thought had been adopted in pinpointing who was responsible for starting the Cold War. Ranging from the Orthodox school of thought, which identifies Stalin and the USSR as the main perpetrator in starting the Cold War, to the Revisionist viewpoint which blames Truman and the USA for doing so. The Post Revisionist school believes both the USSR and the USA are to blame. This comes full circle resulting with the Post Post Revisionist school which links back to the belief that the USSR are to blame. These historiographies feature primarily in certain time periods and express the views of certain peoples. The changes sparked in these viewpoints are often due to the declassification of certain information as well as social changes. The Traditionalist School, prevalent form +/- 1945 to 1960 consisting mainly of Western historians believed that the Stalin and the USSR were fully to blame for the outbreak of the Cold War. This school ultimately held the belief that Stalin had a master plan and that his foreign policy was expansionist with the aims of spreading a world revolution. The orthodox school felt Stalin’s contribution as a leader in the outbreak of the Cold War was extremely apparent due to his Marxist beliefs and therefore anti-capitalist, expansionist way of rule. Stalin’s ulterior motives could be perceived as evident at an early stage with his refusal to withdraw his troops from Germany. Furthermore, his expansionist ways were clearly displayed through his constant need to take hold of territory and establish communist governments within them for the sake of Russian ‘safety’. The traditionalists doubted the validity of this argument and believed it simply to be an excuse, as the proximity of countries Russia tried to attain were beyond that of buffer states, such as Russia’s invasion of Czechoslovakia in addition to this, the same excuse of ‘safety’ had been used shortly in the past by Hitler. Russia had too set up policies and organisations to aid and support communism such as the World Wide Workers Revolution, the Cominform and Comercon, which would inspire growth, strength and ultimately a breeding ground for communism. The broken promises of Potsdam and Yalta further paid tribute to the USSR’s role in promoting and developing the Cold War as these broken promises were seen as for expansionist purposes and caused irked the American people. As the USSR did not keep to their promise of holding free elections, they thereby yet again made sure their neighbour states were ‘friendly’ communist states, the USSR too breached Potsdam by setting up Russian-controlled coalition parties and manipulating Germany into thinking Russia was working in her favour. This can be viewed by the USA as another means to promote the spread of communism and increase the power of the USSR This historiography came in to being as the only source of information available came from the West and therefore held extreme bias against the Soviets, the existing secrecy and suspicion rendered interaction with communist states impossible. The Revisionist School, prevalent from+/- 1960-1970 comprised of mainly the Eastern bloc but too consisted of many Western historians. However, this school believed that the USA accompanied by Truman held responsibility for the start of the Cold War. They held the belief that the main contributor to the conflict was the American president Harry S. Truman. Truman’s inexperience with the sort of conflict that arose in Germany and his hard line approach often resulted in America making decisions of an extremely aggressive nature, fuelling the Cold War and rivalry between the USA and the USSR. The decisions made by the USA were bound to be reacted to badly by the USSR as they were extremely provocative and of a threatening nature. For example, Truman’s decision to stop lend lease in 1945 was perceived by Stalin and the USSR as an extremely unfriendly act and marked a definite change in the relationship between the USA and the USSR. The hard-line actions adopted by the USA and encouraged by the Keenan Long Telegram contributed to the Cold War as they acted as a declaration stating that the USSR and the USA could not work together or even coincide peacefully, this approach too offered more reason for an opposing Soviet reaction. A main factor stemming from Truman’s hatred of communism that contributed greatly to the Cold War was his policy of containment. Truman’s outward opposition of communism and his idea of containing and eliminating communism were therefore extremely threatening to the communists and would of course inspire a reaction amongst the USSR of a defensive nature. The proposal of the Truman Doctrine and Marshall Plan whilst promoting Dollar Imperialism would therefore increase the rivalry between the USA and the USSR as it marked their complete opposition to communism, to the extent whereby they would take action to actively defeat it. The Revisionists too highlight that Stalin did have a legitimate need for safety after being devastated by the Germans not long before and did have reason to annex Poland as it was a traditional invasion route, and could be used to safeguard Russia from attack. The change of analysis from Orthodox to Revisionist was a direct result of the social reform present during that timeframe, with more shocking information emerging about the Vietnam War the American people felt betrayed by their country as they were personally able to view the massacre taking place, this sparked a surge of human right movements and hippiedom etc. Accompanied by this social change, pre-existing information started to be interpreted in a new light. However the ideals of The Post Revisionist School, prevalent from approximately 1962 to 1973, made up of mainly Western historians has to be taken into account as they held the belief that both the USA as well as the USSR were to blame for outbreak of the Cold War as it was clearly not mono causal. One cannot analyse the actions of each superpower individually and lay blame on one certain party due the complexity of the matter. It has to be considered that rivalry is the result of two parties; in this case, both the USA and the USSR committing actions deemed by the other as threatening or in opposition to their own policy such as Stalin’s need for security interpreted as expansionist. The blame has to be placed on both the USA and the USSR as there was mutual mistrust between them; this mistrust did not arise specifically due to one event with one party being in the wrong but was cultivated for many years between each party and exacerbated by their opposing ideologies and added fuel to by both their opposing participation in the Cuban Missile Crisis and in Afghanistan. Therefore the vacuum left by Germany was bound to inspire conflict, as with any two major superpowers the problem of power and power struggles were bound to be introduced. The misunderstanding of motives, stemming from the mistrust of each party too played a main role in the development of the Cold War as actions often of defensive purposes were seen as in favour of their own regime and threatening to the other. The joint responsibility is supported by the fact that both the German Federal Republic and the German Democratic Republic mutually refused to acknowledge the other as a proper government. This change in interpretation comes about as a result of Stalin’s death, the period of dà ©tente and the reinterpretation of old information as more archives are opened and information is declassified.

My Teaching Philosophy Essay -- Education Educational Essays

My Teaching Philosophy Education. What is Education? What does it mean to be an educator? Education is a field of study dealing with methods of teaching and learning. I feel that education goes far beyond the teaching aspect. It is my job as a teacher to make sure that every student has a better understanding and knowledge towards helping others. In doing this I plan on teaching them strict morals such as how to be respectful, considerate, and appreciative of themselves and others throughout their life. In this paper, I plan to describe to you my personal beliefs on being a successful teacher, my goals and aspirations, and my philosophies on how I plan to teach each of my students and help them feel more confident about learning and themselves. Approximately two years ago I really started thinking about my life and where I was going with it. During that summer, I decided that my life wasn't up to me, but it was about what God wants for me. I went to a church camp that summer and decided that it was my turn to be the educator. Joshua 1:9 says, "Have not I commanded thee? Be strong and of a good courage; be not afraid, neither be thou dismayed: for the Lord thy God is with thee withersoever thou goest." I know that God is with me throughout all of my decisions. I also know that if I am doing his will for my life, he will grant me the wisdom and knowledge that I need to become the best educator possible. I believe that showing my students my Christian beliefs and morals, will help reflect upon their lives. Knowing that I have been a lasting impact on someone will bring, to me, the largest amount of joy possible. Teaching good morals and ethics will be important in my classroom. Some parents believe that... ...I plan on seeking a job in West Virginia, and gradually working on my master's. Having an impact on all the students I have is my goal. It may be outrageous, but I have the desire to achieve that goal. I want every student that I have to jump out of bed every morning and rush to school ready and willing to learn. Being an educator is not about myself, it is about each and every one of the students I will come across in my lifetime as a teacher. I am not entering this profession for the money or the holidays off, but for each of those young children that want to learn. Will I have a lasting impact on each of the students? Will they remember me when they are twenty years old sitting behind the computer typing their philosophy paper? Will I influence their life? That is my goal. As I said earlier, being an educator is not about me, it is about the children.

Is It Better for People to Stop Trying When They Feel Certain They Will Not Succeed?

Assignment: Is it better for people to stop trying when they feel certain they will not succeed? Although there is the notion held by some people that we should give up some tasks in our life which â€Å"seem† not to be successful forever, I really consider that we should insist on everything we want to do. For, the consistency and the durability of the certain thing will lead us to splendid success. Due to Continuation, Mathew Emmons, a famous sport shooter, and Alfred Nobel, known for his invention of dynamite, earn themselves irreplaceable fame in their respective fields.Matthew Emmons, though missed the Olympics Games champ in shooting all the time, still impresses us with his fortitude. As a famous American shooter, Matthew attended Olympics Games for three times separately during the past twelve years; he missed the first place unchangeably. Nevertheless, he always appeared at the great games, chasing after his dream to become the champ in shooting. During the Olympics o f Athens, he let his champ go by bombing in the last shoot. Matthew, though frustrated, still collected enough courage to participate in the following games in Beijing and London.Unfortunately, misfortune happened on him again; He implausibly scored only few points in the last shoot in the final of his games, narrowly escaping the champ. Afterwards, interviewed by journalists, Matthew said that he would assiduously prepare for Rio de Janeiro. Undeniably, he might feel distressed when he failed in so many great games; he never gives up. Instead, he insists on training and hopes to attend the Game in Rio de Janeiro, 2016. At the same time, the unstopped experiment made by Alfred Nobel can illustrate my idea.Alfred Nobel owes his irreplaceable fame as an inventor of dynamite. Alfred Nobel cultivated great interest in science, especially in explosive, since very young under the influence of his father. Alfred Nobel engaged himself into experiments to find a more powerful and stable subs tance after his graduation from the college. The procedure proved to be tough, even frustrated. On 3 September 1864 a shed, used for the preparation of nitroglycerin, exploded at his factory, killing 5 people including Nobel's brother.Nobel was not obsessed with the bitterness of such accident; instead, he became more strengthened about his goal to find new chemical substance to replace nitroglycerin. Nobel was eventually rewarded when he successfully invented dynamite in 1867. We had to admit that Nobel suffered a lot during the experiment: lose his brother, lose many friends, and lose the trust from the family. However, he had no idea to give up the research on the Dynamite. Through our constant efforts, we can best demonstrate our ability and pursue our dreams. Maybe, the result may change miraculously towards direction desired by us.

Primary Source Analysis: the French Revolution and Human Rights

Perhaps one of the most unique eras in world history was the Enlightenment, a time period in which intellectuals like Voltaire, Adam Smith and Denis Diderot â€Å"Observed with unprecedented acuity the evils and flaws of human society in their day† (Tignor, Adelman, Aron, Kotkin, March and, and, 621) and sought to change the worldview of their generation both socially and politically. Those intellectuals believed that by sharing an aspiration to spread knowledge, human judgments could resist ignorance. Today, the ideals of those Enlightenment thinkers have become the foundation of many, if not all human societies. The Enlightenment had a great impact on the world, especially on Europeans who were customary to old practices of fixed social hierarchies, in which the king held absolute power. The knowledge gained from this intellectual movement brought about many changes in society. Minority groups such as women â€Å"gained confidence in their own worthiness—to create art, to write books, to observe the world accurately, and perhaps even rule their states† (Tignor, Adelman, Aron, Kotkin, Marchand, and, 619). The Enlightenment also paved the way for a newer approach towards the concept of human rights. Human beings were granted certain individual rights known as their â€Å"natural rights† that was always convenient by law. Before the French Revolution, European cultures were restricted by â€Å"two major institutions: the Catholic and Protestant churches and the dynastic court systems† (Tignor, Adelman, Aron, Kotkin, Marchand, 617) where individual rights were given based on social ranks. The Enlightenment influenced the concept of human rights in France in that society had a better awareness of their world, which contributed to the emergence of cultural ambitions such as women forming political clubs to debate for social and political equality. Traditional governing ideas were gradually replaced by new governing visions to protect the natural rights of citizens over the king’s authority. For instance, prior â€Å"traditional Christian belief in original sin and God’s mysterious tamperings with natural forces and human events† (Tignor, Adelman, Aron, Kotkin, Marchand, 617) were abandoned. The Declaration of the Rights of Man and Citizens was also established, which helped changed the social and political structure of the country. Additionally, and perhaps the most influence the Enlightenment had on the concept of human rights in France was that it provided â€Å"freedom of religion, freedom of the press, no taxation without representation, elimination of excessive punishments, and various safeguards against arbitrary administration† (Hunt, 77). Having been greatly influenced by the American War of Independence, â€Å"French officers who served in North America arrived home fired by the ideals of liberty that they saw in action in the New World† (Hunt, 13). French deputies met in 1789 with constitutional ideals adopted from Americans like Thomas Jefferson and George Mason, establishing the Declaration of the Rights of Man and Citizens in an effort to drive the â€Å"ideas of rights and liberties in a more universalistic direction† (Hunt, 13). A more Universalistic direction basically meant replacing ideals of the old order with knowledge gained from the Enlightenment. The Declaration of the Rights of Man and Citizens empowered all French citizens with protected liberties and granted all men equality under the law. It also declared that the basis of all sovereignty rests most importantly in the nation. Additionally, the Declaration of the Rights of Man and Citizens not only grant these rights, but â€Å"trumpeted individual rights, the principle of equality and connected more closely the concept of the people with the nation† (Tignor, Adelman, Aron, Kotkin, Marchand, 647). It is obvious that the document had great significance. Prior to the declaration, political and social situations raised questions that were often left unanswered, usually sparking tensions between government and society. France’s government was based on the old order, a monarchy system in which feudalism was practiced and aristocratic values were vital. Under such system, â€Å"legitimacy depended on the king’s will and maintenance of a historic order that granted privileges according to ranks and status† (Hunt, 15). The Declaration of the Rights of Man and Citizens granted all people of the French society equality under the law, yet the content of those â€Å"true, inalienable natural rights of humanity† remained undefined (Hunt, 6). Several national assemblies were held, but not one of them acknowledged women’s political rights. Rather, all of those assemblies dodged granting women equal political rights. Women were still forbidden â€Å"the rights to meet as a group, draft grievances, or vote† (Hunt, 60). As a result, women, influenced by the declaration, debated for specific rights when â€Å"they saw the opening created by the convocation of the Estates General and hoped to make their claims for inclusion in the promised reform† (Hunt, 60). Between 1790 and 1791, members of a group called Cercle Social, formed by agitated omen, campaigned for equal political rights. Their campaign exposed discrimination against women that denied them equal rights in marriage and education. In that same year (1791), female activist Marie Olympe De Gouges issued the Declaration of the Rights of women in an effort to prove that women had been excluded from the promises of the Declaration of the Rights of Man and Citizens. In her declaration, she requested that â€Å"The law should be the general will. All citizenesses and citizens should take part†¦in its formation. It must be the same for everyone. All citizenesses and citizens, being equal in its eyes, should be equally admissible to all public dignities, offices and employments† (Hunt, 27). She argued that women and men were born equal in rights. Therefore, women should have all those rights that a man enjoys such as holding public offices. However, all of these actions of the Parisian women soon increased the National Convention’s negativity towards women and their rights. From October 29-30, 1793, the National Convention held a discussion about women’s political clubs and abolished all women’s clubs. They claimed that women were â€Å"hardly capable of lofty conceptions and cogitations† because â€Å"their body and social role made them unsuited for public affairs† (Hunt, 29). Yet, they felt threatened by women’s organized political activities. The Age of Enlightenment significantly changed the fundamentals of European cultures, and French society during the eighteenth century. It took them away from their rituals of the old regime where government was dominated by monarchy. It formulated ideas on how the churches and the dynastic court systems could be reformed. The Enlightenment also influenced the establishment of the Declaration of the Rights of Man and Citizens. However, fundamental questions about rights especially that of women, remained unanswered. The declaration did little to change the inferior status of women. â€Å"None of the national assemblies ever considered legislation granting political rights to women (who could neither vote nor hold office), and on a few occasions on which the possibility arose, however tentatively, the deputies greeted it with widespread derision and incredulity† (Hunt, 27).

Simulation Paper Leadership

Simulation Paper Leadership Simulation Paper Leadership Leadership and Decision Making Harpreet Kaur Dhillon 1310315 Diana Alvarez Valencia 1310200 University Canada West Professor: Dr. Michele Vincenti MGMT 660 February 22, 2015 Leadership and Decision Making Introduction As Project Directors we have worked closely with one of our teams for several years. Their work is excellent and the team gets along well together. Recognizing their abilities, you feel they can now work more on their own. You have begun this year to redirect your energies to other projects and teams, and they have continued to work effectively. You must now ask them to accept additional tasks and responsibilities. WE WOULD . . . a) Background The Company â€Å"X† (this is a fictitious name) is a company that sells candies for almost 50 years in Mexico. This company have been working in different projects to improve and increase their productivity and also to increase the revenues in the company. This company is a world-class company that had been growing in a fast pace. The processes that this company has been working with were not competitive to fulfill the market needs. For that reason, an alternative that the company chose to fulfill the market needs was the implementation of an ERP system that can create a global way of working within the organization. In this case the company chose the SAP ERP. The implementation of this new system in the company required a group of teams that will comprise the information of each area and carry out with the implementation of SAP. The team members were part of different areas of the organization. Each team member has different skills and background that completes the right set of assets to create the proper environment for the project implementation. The team members where selected from each department of the company, this selection was made with the purpose to have someone that can represent each department in the implementation One of the most important things in creating a successful team according to McClay (2009) is to build strong and effective relationships within the team members, as a result of this; we create an environment of trust and commitment of all the members to fulfill the goal. Moreover, a good relationship within the team members is part of the motivation of the group resulting engagement and a good performance in their tasks. As part of their satisfaction and motivation because of the good relationship within the team members, each of them were totally engage to the project and also to the company. Blessing White (2013) points out that the engaged employees are the ones who have a high contribution and high satisfaction in the workplace, in other words, the personal and professional /organizational interests are align. Furthermore, Blessing White (2013) suggest to take care about these type of employees because they may tent to feel discourage and for that reason fall into the disengageme nt. We have been working together for 6 months, from the planning stage and now to the implementation stage. All the members had the same vision, mission and goals to fulfill all of them. Each team member has defined each of their tasks and was trained to get specific skills that drive to the objective. As project managers we have created a good relationship with few of the team members. We can trust them and the other team members trust them too. In this way, we have leaders in the teamwork that can help us to â€Å"move† all the team to the right direction, even if we are not there all the time leading the group. The leadership exchange theory points out that there are a few team members that are more engage to the project and are likely to eager for more responsibilities, thus, we can call them supervisors or part of the IN- GROUP. On the other hand, there is a part of members of a team that are in the ON-GROUP, these team members are always just doing what they are required t o do, there is any further contribution from them to the team. Lynden et al (1997) As

3 Job Search Mistakes That Are Killing Your Chances

3 Job Search Mistakes That Are Killing Your Chances Looking for a job can feel like throwing pasta at the wall to see what sticks. Conventional wisdom tells us to keep doing everything we can until something does stick. But is that actually helpful? Here are some common job search mistakes that you should  be careful to avoid  while you’re on a job hunt. 1.  You apply for jobs that you aren’t qualified forThere’s definitely an aspirational part of job hunting, especially if you’re looking to move up. That can be dangerous, though, if it means you’re applying for jobs where you know you don’t quite fit the experience level the company is seeking. On a basic level, it could mean that your resume gets skipped altogether. If your resume makes the cut and you make it to the next point (an interview of some kind), falling short in experience could get your hopes up for an inevitable disappointment when they go with someone who better fits the job description.Similarly, using phrases like †Å"fast learner† and â€Å"adapts to any new role† in your cover letter or resume may sound like a good way to spin if you’re reaching a bit, but you could just be setting yourself up for disappointment and an even longer hunt. . The reach-for-the-stars attitude is admirable, but it might not match up with reality.2.  You don’t network or grow your influenceBack in the old days, people would find out about job openings in the newspaper, send in a resume by mail (with a stamp, no less), and wait patiently to hear back. The internet has accelerated this process greatly, making it easier than ever to find and identify opportunities. But you know how else people found jobs in the old days? Good old-fashioned word of mouth and recommendations. That part isn’t as outdated as the snail mail application process.Job openings are still often filled by candidates who have an â€Å"in† somehow with the hiring company, and search engines just can’ t replicate that personal touch. So if you want to be the one with an in, you need to look for a better way into a company. Try to connect via LinkedIn- do you have any first- or second-degree contacts who work at your target company? If so, finagle that into an introduction and you can be the candidate with a personal introduction and a leg up.3. You’re too proactiveBeing proactive is great. Being proactive can show you’re a go-getter. However, being proactive does not mean constantly reaching out to the HR department for status updates once you’ve applied or interviewed. I know how frustrating it can be to wait and wait and wait and wait when you’re anxious to hear what’s going on. Pace your floor if you have to, but don’t reach out to HR unless it’s been more than a week of radio silence. For starters, HR might be in a holding pattern while the hiring manager sees all of the candidates or is simply too busy to wrap up the process. Whatever the reason, haunting HR once a day is not going to endear you to the people you’re hoping will hire you.If any of these sound familiar, you shouldn’t feel badly. We’re all guilty of these things at one time or another. Just know that they can slow down your job search and even hurt your chances for getting into the right position. So be patient, be realistic, and be sure that your efforts will pay off in the long run.

LAW Essay Example | Topics and Well Written Essays - 1750 words

LAW - Essay Example Trademarks could be any combination of words, names or symbols that are used in commerce as brand names, tag lines, slogans, non-functional and distinctive packaging and labeling designs, etc. to indicate the source of a product or service. Only non-functional elements are protected by law as trademark rights Functional aspects of a product or service are covered under patent law with a limited term of protection whereas trademarks are not limited in term (except by nonuse) (Trademarks Basics, n.d.). The law that protects registered trademarks and trademarks registration in the UK is the Trademark Acts of 1994 as amended (Intellectual, n.d). In addition, the European Union has implemented regulations to harmonize the laws of trademarks among its member states, including the United Kingdom (The trademarks, n.d). If a trademark is not registered, the original creator does not necessarily lose all rights to his works. Under UK common law, it is possible to take civil action. To make a s uccessful claim, the owner must prove that the mark belongs to him, that the alleged owner has built a reputation using this mark and that he has suffered some damage because of the unauthorized use (Ibid). Trade marks can also be protected in the United Kingdom via common law rights established under what is called "passing off." The "passing off rights are established by the use of a brand and the establishment of goodwill (Registering, 2008). However, it is preferable to register a mark, as opposed to relying on common law passing off rights, as you have to prove that you have established goodwill to succeed in a passing off action. Also, passing off rights can be limited to a local area, whereas a UK Trade Mark registration automatically covers the whole of the UK (Ibid). The doctrine of Common law â€Å"passing off† works in a way that the owner of a mark can acquire some rights without registering his mark. A trader who uses a mark acquires â€Å"goodwill† in ass ociation with that mark. â€Å"Goodwill† has been defined as the quality, which causes a customer to go to one particular trader rather than any other (Ibid). The owner of a trademark can sue another trader who uses that mark in such a way as to confuse the public into believing that his goods are those of the owner of the mark. This is a â€Å"passing-off† action (The Basics, n.d.). At common law, a trademark is obtained by adopting and using the trademark, in association with goods or services offered for commerce ( Larson, 2003).. The mark must be placed in actual use before protection is available. Once the mark becomes associated in the mind of the public with the particular good or service, the common law trademark is established. Ordinarily, the geographic scope of the common law trademark is limited to the area of use. The three fundamental elements to passing off are reputation, misrepresentation, and damage to goodwill, which are sometimes known as the classi cal trinity, as restated by the English House of Lords in the case of Reckitt & Colman Ltd v Borden Inc [1990] 1 RPC1 341 1 (the Jif Lemon case) (Passing n.d). Passing off does not recognize them as property in its own right, but prevents one person from misrepresenting his or her goods or services as being the goods and services of another person or the plaintiff in infringement proceedings. The law of passing off is designed to prevent misrepresentation to the public