Critical Response of the Jordanian Government Published a Code of Essay

Critical Response of the Jordanian Government Published a Code of Conduct Regulating Relations between the Media and the Governm - Essay Example If the spirit of text is to be followed, it clearly makes a demarcation between media and the government so that the media is guaranteed with a freedom of expression as stipulated in the Constitution of Jordan. It even went into details as to prohibit government in providing â€Å"the provision of financial incentives or in-kind designed to influence the journalists or the media and work on the subject of any practice inconsistent with the laws and the Charter of the press approved by the JPA†. This meant that government and its agencies are prohibited to give bribes to media in any form or kind that will influence its function as a press agency out of fear of black mail or to pursue its own popularity by influencing media through incentives. The text also circumscribed the state’s power of the purse to ensure that it does not influence media by the leverage of its ad placement. To prevent this, it directs its â€Å"departments and institutions through a direct purchas e from the market† to ensure that it will not meddle with the media that would compromise its independence. Meaning, government and its agencies will buy its subscriptions from the market and not through the free subscription given by the media. The guideline also prohibits government institution from employing any entity from the media to prevent it from having a close relation with the press which might induce it to influence the press. It ensures the objectivity of the media by guaranteeing, through the guidelines, that the media as an institution is separate and apart from the government and thus independent. Again, if the spirit of these guidelines is to be strictly followed, it can be considered as revolutionary in terms of upholding press freedom in Jordan because government is distancing itself from the media to ensure its independence and objectivity that can be likened to the code of regulations that govern the press in non-Arab countries. The text might have been th e original draft of the National Agenda Committee which was a response of the government to prevent any similar uprising in Jordan that happened in its neighbouring countries. It is important to note that in March 7, 2011 hundreds of Jordanian journalists emboldened by the wave of Arab uprisings in Egypt and Tunisia demanded an end to government’s curtailment of media freedom in Jordan (al-Khalidi 2011). There is a big probability that the draft was just a political move of the government to quell a possible uprising in Jordan and did not necessarily mean it. The draft was obviously not final because a month after the publication of such guidelines, Daoud Kuttab, a prominent journalist from Al Arabiya was called by the National Agenda Committee headed by Marwan Muasher in April of 2011 to consult his opinion in the government’s initiative â€Å"to design a strategic media plan† (Kuttab a 2011). Series of meetings happened after the initial meeting where a sugges tion to adopt a media council and ending the mandatory membership in journalist association were adopted. â€Å"The new strategy also recommended revision of a dozen or so laws related to the media† (Kuttab a 2011). The progressive initiative to uphold media independence and freedom was however temporary as a draft of Press and Publications Law was also forced through the Cabinet in parallel to the strategic media plan. The draft of the Press and Publica

University Thrust Essay Example for Free

University Thrust Essay A Thrust is a broad statement of intended strategic actions. The statement should provide a â€Å"compelling theme that knits together otherwise independent activities and focuses the energies of functional groups on things that matter in the market. † A thrust is intended to create a broad, sharedunderstanding of what strategic actions are intended in planning. Universities around the world must maintain their focus in providing quality education. The institutions’ programs and activities are embedded in its thrust to achieve their vision- mission and objective. A Thrust, when referred to an institution, means as the powerful force in leading the institution in its desired disposition. According to Prof. Edwin L. Apawan, a faculty of College of Education in Notre Dame University, University Thrust is embedded in its philosophy translated to its vision-mission and articulated in its goals and paradigms. In an educational institution, Thrust is very much important for it is the reason why it runs. Everything that the institution does is anchored from its thrust. In Notre Dame University, being an educational institution has cited its University Thrust namely: Formation, Instruction, Research and Extension (FIRE). The focus of the study is to know the Thrust specifically in the field of Instruction and Extension and whether if it is running in the Teachers Education Program in Notre Dame University. Instruction is defined by Saylor and his colleagues as â€Å"the actual engagements of learners with planned learning opportunities; thus, instruction can be thought as the implementation of the curriculum plan† cited by Aquino, 1986. The higher education institution must exhibit a continuing quest for excellence in instruction through the quality of its educational programs, outstanding achievements of its students, and above national average performance in the majority of the programs offered requiring government instructions. While each constituent units may have its own thrust in extension that responds to their service area, it may institute mechanisms for the coordination and integration of these activities for more effective use of resource and in order to achieve bigger goals (Sarmiento III, 2009). The University, being a storage, generator, and disseminator of knowledge, should make an impact on the community within its reach. Although its graduates will naturally be involved in the development of the community where they work and live, there are a lot more people who were not able to have formal university training, and the need outside help to make them productive members of the community. The higher education institution must have credible outreach programs which may take the form of continuing education, application of the research results community services, and many others. The study aims to assess the operation of the Notre Dame University Thrust if it is being worked out in the Teachers Education Program of the said institution among its students. Statement of the Problem The study aims to determine if the University Thrust, particularly in the field of Instruction and Extension are really working in the Teachers Education Program as assessed by the third and fourth year students of the College of Education, Notre Dame University in the School Year 2012- 2013. Specifically, this aims to answer the following questions: 1. What is the profile of the students as to their age, sex and year level? 2. How will the respondents assess if the University Thrust, particularly Instruction and Extension arein reality operating in the Teachers Education Program in terms of: a. ) Instruction delivery by the College Faculty; b. ) Community extension Programs initiated by the College; and c. ) Involvement of the College to community exposures? 3. How is University Thrust been able to run in Teachers Education Program? Significance of the Study The study will tell if the University Thrust is working in the College. The assessment of the University Thrust in the Teachers Education Program is important among the Administrator, Faculty, and the Students of theCollege of Education. Administrator Knowing the Thrust runs in the college or not, may help the Administrators become aware of the college’s needs and problems regarding the implementation of the programs and activities that fulfill the operations of the University Thrust especially in the field of Instruction and Extension. As a result, the Administrators will be able to plan programs and activities for the College that will be anchored from the two specific University Thrusts. Faculty The result of the study will help the teaching staff be aware if their instruction is anchored to the desired criteria suggested by the University Thrust in the area of Instruction. This would help them whetherthey will espouse, amend, and seek new ways in delivering their instruction that would fit and reach the expected outcome attached from the criteria. The study will also help the teaching staff in incorporating and integrating Community Extension related activitiesin their teaching approach, strategy, method, and technique. This will help them achieve the criteria recommended by the Community Extension. Students The students’ assessment will indicate certain strengths and weaknesses in the variables considered in the study. This would help in the improvement of the programs and activities in developing them accordingly, especially driven by the University Thrust. Scope and Limitation The study is concerned with the assessment of the University Thrust, FORMATION, INSTRUCTION, RESEARCH, and EXTENSION (FIRE), if it is conveyed in the Teachers Education Program in Notre Dame University. Its focus is specifically in the field of INSTRUCTION and EXTENSION. This would tell if these two Thrusts are actively operating in the College: if students are aware of the University Thrust (FIRE); if the programs and activities conducted in the College are attached with these specific Thrusts (FIRE); and if the teaching staff’s delivery of their instruction, as perceived by the students, is anchored in the desired outcome suggested by the Thrust. Furthermore, the respondents are limited only among the third and fourth year students enrolled in the College of Education for the School Year 2012-2013. Definition of Terms To process the understanding of discussion in this study, the following terms are herewith defined operationally: University refers to Notre Dame University as an educational institution. University Thrust refers to the FIRE (Formation, Instruction, Research, Extension); the driving force of Notre Dame University as an educational institution which is embedded from its objectives and paradigms; it intends to create a broad, shared understanding of what strategic actions are intended in planning; it is where the university’s programs and activities are inclined. Administration refers to those who organizes and operates activities, programs, educational planning and curriculum in the Teachers Education Program. Faculty refers to the teaching staff who implements and supervises the University Thrust, specifically the Instruction and Extension. Students refers to the third and fourth year students of the College of Education; the ones who will simplify the realization and utilization of the University Thrust that was being translated by the Administrators and Faculty. Instruction refers as one of the University Thrust which is focused on the Curriculum and other learning opportunities involved; as the word itself defines, it is the programs of studies done. Extension refers also as one of the University Thrust which is concerned with the activities held outside the Institution; also refers to the community involvement and community service. Chapter II Review on Related Literature This chapter contains the summary of relevant concepts, ideas, and research findings as well as conceptual framework. Related Literature. Topics discussed include the following: Thrust as the driving force of an institution; Instruction and Extension as Thrust of an educational institution; Administration and Faculty’s role in the operation of Thrust in the Teachers Education Program. Thrust as the driving force of an institution Business, government, educational, and many other institutions run because of a driving force that enables to do. In an interview, Dr. Joel Genzon of Notre Dame of Cotabato, Inc. , said that â€Å"Thrust is a driving force that provides the meaning why an institution carries out a certain action or   work. This action or work is commonly known as the one that strengthens its foundation that enables an institution fulfill its Vision-Mission. † In an interview with Prof. Elsa C. Tamse, the Executive Assistant to the President of Notre Dame University, she defined Thrust as the direction and guide of the school for a particular school year that will help in the attainment of the vision of the school. It is anchored with the vision and mission of the school or university. This is being reviewed and changed to meet the particular vision the school wants to attain. It is also in the Thrust that the strategies are crafted so that the mission will operate to achieve the school’s vision for the year. Instruction Instruction is defined by Saylor and his colleagues as â€Å"the actual engagements of learners with planned learning opportunities; thus, instruction can be thought as the implementation of the curriculum plan (Aquino, 1986). The program of studies required and implemented by the university should have well defined and clearly stated objectives and learning outcomes and should meet prescribed standards. The teaching and learning process used in instruction should be appropriate, varied, and should facilitate the wholistic development of the students. The process should reflect to the institutions’ teaching learning framework. Learning should be available inside and outside the classroom. Variety of teaching-learning strategies should be used. For an effective instruction the teaching-learning environment should be conducive. It should be well-equipped and can offer comfort and can accommodate a number of students per session. The learning outcomes of the academic program should be well-defined. Instructional supervision program should exist that includes practical measures: requirement of syllabi, informal dialogues with students and faculty, class visitations, and evaluation of text examinations. Faculty should encourage students to join activities such seminars and educational associations that would help them in developing their instruction. Students should be oriented on the availability of academic guidance and counseling. This is for them to be guided by their instructors if there are some difficulties they are encountering with the delivery of instruction by their teachers (PAASCU). Extension One of the important functions of a higher education institution is to have an Extension program. Vis-a-vis instruction and in light of recent technology advancement, extension complements and fills in the gaps left by instruction especially for those who, for multifarious reasons, cannot access formal instruction to gain individual information (Wakat, 2010). The university being storage, generator, and disseminator of knowledge, should make an impact on the community within its reach. Although its graduates will naturally be involved in the development of the community where they work and live, there are a lot more people who were not able to have formal university training, and the need outside help to make them productive members of the community. It is in this light that the university has the Community Involvement. This acts as the university’s arm in directly reaching out to the people in the community who need help – technical, financial and moral- to improve their living conditions. This mandate is carried out by means of programs like: training and non-formal education. This is done through non-degree training programs, extending financial assistance, if possible. Through Extension the university shall contribute to the development of empowered citizenry capable of making the rational decisions pertaining to the improvement of their livelihood, work productively and efficiently, and be confident part of the mainstream society in their community. Generally, Extension service is the process by which technology and innovation are transferred to an identified clientele with ultimate objective of improving the way of life of the people. Then Senate President Marcelo B. Fernan defined extension service as a concept that encompasses people empowerment and human resource development geared towards human capital enhancement, and technology and facilities diffusion among the â€Å"masang† Pilipino, if not, the poorest of the poor. (www. mseuf. edu. ph, 2012) Community involvement should be one of the basic aspects of the University. This is accurate and true, most especially in a progressing country like the Philippines, where community involvement may be matched to the total effort whereby the university relates itself to national, regional and local imperatives of development. The university, in educating citizenship, should implement not just through academic and professional programs through the pursuit of the fundamental objective of total human formation. It should also include a necessary social aspect. In so applying, it should maintain the focus on the academic, the professional and the personal development. A university that is exposed to community involvement actually enhances pride, dignity, and integrity, extends its identity and achieves greater and larger goal. In the attainment of this goal, such services will take place in the community through programs conducted in the expansion of the university. The community involvement of the university must consist not only about building community awareness and producing graduates in the professions or vocations where they can serve their communities competently and they may achieve personal upliftment. It must also include guiding and motivating students, faculty and staff towards community service and give them chance to be exposed to the community and actual service and to make them more sensitive to extension as an integral part of instruction and research; to establish the structure that will ensure coordination, communication, planning, linkages and monitoring of extension programs; To establish necessary infrastructure to sustain the extension program of the University; to integrate extension into both curricular and co-curricular activities; to formulate clear-cut policies on extension among the various sectors/colleges in the University: and to strengthen coordination and cooperation between and among sectors. The university’s commitment to community service and development should be carried out through projects and activities, which are well planned, organized, implemented, evaluated and supported by the school (PAASCU). Community involvement is an institutional community extension program whose commitment is towards community service and development. It works hard to the conscientization of men and women, equitable distribution of benefits and provision of equal access to opportunities through the optimal use of resources and human expertise in organized cooperative effort. It achieves such through giving of technical assistance in the form of functional education, community organizing, health programs, cooperative formation, capability building, women in development, income generating project and technical assistance. The role of Administrators and Faculty in the operation of Thrust in the Teachers Education Program Administration The Administration of a certain institution plays a very important and has specific roles. It undertakes to be accountable to be efficient and effective when it comes in managing and facilitating the institution especially in administering the instruction and extension as the two of the University Thrust, to its constituents. For an administration shall: * Develop and maintain a school atmosphere conducive to the promotion and preservation of academic freedom and effective teaching and learning to harmonious and progressive school-personnel relationship; * Assume and maintain professional behavior in his work and in his dealings with students, teachers, academic non-teaching personnel and administrative staff; * Render adequate report to teachers, academic non-teaching personnel, and non-academic staff on their actual performance in relation to their expected performance and counsel them on ways to improve the same; * Understand the curriculum and instructional processes of the institution (Aquino, 1986); * And conduct public services where it can be the training ground for young men and women to develop leadership qualities, civic involvement, community participation, training in management and other non- academic areas (Franco, 1994). The following are stated as the expected roles and responsibilities that the Administration should execute in order to pertain and deliver ‘what is due to them’. Litchfield (1956) has identified three broad, functional areas of administration: (1) policy, (2) resources, and (3) execution. These functional areas are applicable to the three fields of administration, including educational administration. A policy is defined as a statement of those objectives that guide the actions of a substantial portion of the total organization. The resources of administration are composed of people, money authority, and materials. Execution is a function of integration and synthesis of resources and policies that are intended to achieve a purposeful organization (Aquino, 1986). Faculty The roles and responsibilities of a faculty member are closely confined to the main functions of higher education. Their roles as an individual supports to the vision-mission of the University. Faculty members, however have similarities on their responsibilities to commit themselves fully to their teaching obligations, to participate in the development of the programs imparted by the institution as a whole, to engage scholarly activities, and as appropriate to support the University in its goal to render public services. One aboriginal formal description of these functions was pertained in the 1915 â€Å"Declaration of Principles† produced by the American Association of University Professors (AAUP). According to the declaration, the colleges’ and universities’ functions are â€Å"to promote inquiry and advance the sum of human knowledge, to provide general instructions to the students, and to develop experts for various branches of the public service† (Joughin, pp. 163-164) cited by Aquino, 1986. A faculty member shall also play the role of facilitating and processing of influencing their students towards setting and achieving goals. They should help the group to decide on its goal, able to tolerate uncertainty without anxiety or angry, reconciles conflicts and turns confusion into order, exhibits good judgment and conviction, able to create a climate for creativity and innovation and emphasizes productivity and promotes the growth of students. Theoretical Consideration Social psychologist Douglas McGregor of MIT expounded two contrasting theories on human motivation and management in the 1960s: The X Theory and the Y Theory. (Theory X and Theory Y- Leadership Training from MindTools. com, 2013) The Theory Y behavioral pattern states that: * Employees under this pattern believe that expenditure of physical and mental effort in work is natural as play or rest. * Workers will exercise self-direction and self control in the service of attaining goals and objectives. * They believe that rewards are associated with individual achievements and contribution to group goals. * The average human being learns under proper condition. They seek responsibility to grow and develop as responsible person. The work groups have different values that influence the managerial pattern of leadership. A work group that value independence and unilateral decision making can influence the managers style to be one involvement and participation. On the other hand, the manager should adjust his style when the employee displays an opposite value. The Manager, therefore, must know when to ring the bell to change his course of action. (Pereda, 2011) On our study which focuses on the Notre Dame University Thrust as seen in the teacher education program of the College of Education, the Theory Y Behavioral Pattern visualizes the pattern in which the board of administration processes the crafting and developing of the strategic plans and they have the capability and talents to increase production and develop better services by means of making a direction to reach a particular vision the school wants to attain for a particular school year. This will be translated among the lower sectors/department heads (colleges) that will translate it among the students to see the effectiveness of the developed thrust if it supported the mission in attaining the vision of the school. Chapter III METHODOLOGY This chapter contains research design, respondents, research instruments, sampling design, and data gathering procedure. Research Design The researcher employs the descriptive research design. It describes the perceived effectiveness of the Notre Dame University Thrust, especially in the field of Instruction and Extension, as operated in the College of Education; profile of the College of Education Third and Fourth Year students; and programs and activities being conducted in the College anchored in the University Thrust. Respondents There are 105 third year students, composed of 17 males and 88 females, and 91 fourth year students, composed of 27 males and 64 females who are the respondents of the study with the total number of 196 students. The respondents came from the Notre Dame University College of Education, enrolled during the School Year 2012- 2013. Research Instrument The researchers will use a Key Informant Interview questionnaire and a survey questionnaire instruments in order to gather the data needed in the study. The Key Informant Interview is conducted to the Notre Dame University College of Education Dean and Program Head. The interview is composed of questions that intend to get further information about the programs and activities that the College is conducting. The information is compared to the result of the survey to see if it will coincide with each other making the result of the study reliable. The survey questionnaire will cover two (2) parts: Part I, it’s the profile of the students, specifically the name, gender, and age; Part II are the questions regarding the programs and activities operating in the College of Education that are anchored from the Notre Dame University Thrust (Instruction and Extension). Sampling Design Using the census method, the data will be collected from every member of the total population of the respondents. The respondents will be identified by getting the whole number of population of the Third and Fourth Year students enrolled in the College of Education during the Second Semester of the School Year 2012-2013. Data Gathering Procedure. The activities to be undertaken in the process of gathering relevant data which the study requires: The instruments ready, researchers’ sent letters of permission to the Dean of the College of Education to administer the survey questionnaire. Upon the approval of the letters, the researchers will personally distribute the questionnaire to the respondents. APPENDIX October 18, 2012 DR. MA. CORAZON C. NATANO Dean. College of Education Notre Dame University Cotabato City Dear Dr. Natano: Greetings of peace and love! We, the students of Notre Dame University taking up Bachelor in Secondary Education major in English are currently enrolled in Educ 314B with the descriptive title Thesis Writing. In line with this, may we ask permission from your good office to get a list and conduct a survey for our thesis entitled â€Å"An Assessment of the University Thrust as Translated in the Teacher Education Program in Notre Dame University†. The data will be helpful to us in the completion of our study. We are hoping for your positive response towards our humble request. Very truly yours, MA. CHARIS ELLA AMANDO BUTCH PASCUAL RACHEL ANNE NUNEZ ResearcherResearcherResearcher Noted by: CHARLITO K. CORTEL, JR. Research Adviser January 16, 2013 DR. MA. CORAZON C. NATANO Dean, College of Education Notre Dame University Cotabato City Dear Dr. Natano: Greetings of peace! We are in the process of formulating our survey questionnaire in relation to the study â€Å"An Assessment of the University Thrusts as Translated in the Teacher Education Program of Notre Dame University†. We thought of looking into the Annual Programs and Services of the College of Education as one of the vital documents related to the implementation of the University Thrusts. Hence, we would like to ask permission to have a copy of such documents with the assurance to keep it confidential. Our sincerest thanks for being a helping factor to our research. Respectfully yours, MA. CHARIS ELLA AMANDO BUTCH PASCUAL RACHEL ANNE NUNEZ ResearcherResearcherResearcher Noted by: CHARLITO K. CORTEL, JR. Adviser January 9, 2013 DR. DOLORES S. DAGUINO Vice President for Academic Affairs Notre Dame University Dear Dr. Daguino: Greetings of peace and love. We are third year students of the College of Education and working on a research trying to assess whether the University Thrust (Formation, Instruction, Research, and Extension) are evident/functional in the programs and services in the Teacher Education Program in our own department. We feel that we need help from people who can best enlighten us about it. Hence, we seek your help. We would like appreciate much it you can lend us some documents that will lead us to better understanding of the NDU Thrust. Thank you very much for your kindness. Respectfully yours, MA. CHARIS ELLA AMANDO BUTCH PASCUAL RACHEL ANNE NUNEZ ResearcherResearcherResearcher Noted by: CHARLITO K. CORTEL, JR. Adviser DR. MA. CORAZON C. NATANO Dean, College of Education January 9, 2013 PROF. ELSA C. TAMSE. Executive Assistant to the President Notre Dame University Dear Prof. Tamse: Greetings of peace and love. We are third year students of the College of Education and working on a research trying to assess whether the University Thrust (Formation, Instruction, Research, and Extension) are evident/functional in the programs and services in the Teacher Education Program in our own department. We feel that we need help from people who can best enlighten us about it. Hence, we seek your help. We would like appreciate much it you can lend us some documents that will lead us to better understanding of the NDU Thrust. Thank you very much for your kindness. Respectfully yours, MA. CHARIS ELLA AMANDO BUTCH PASCUAL RACHEL ANNE NUNEZ ResearcherResearcherResearcher Noted by: CHARLITO K. CORTEL, JR. Adviser DR. MA. CORAZON C. NATANO Dean, College of Education Key Informant Interview Questionnaire: 1. What is University Thrust? 2. How important it is especially to be run in the College of Education? 3. How is this University Thrust being translated to the college and to the students? 4. What are the specific programs and activities conducted in the College of Education that are anchored in the University Thrust? 5. Why it is those activities/programs are done? For what reason/s? 6. Are those activities/programs enough? Is it appropriate? 7. Do the activities/programs conducted for the students really helpful? And meet the prescribed standards? 8. What are the efforts done by the faculty and staff of the College of Education for these activities/programs to be successfully implemented? 9. Are those efforts enough? Why? And why not? 10. Are those activities/ programs enough to tell if the university Thrust is really operating in the college? 11. Do you think the college already met the prescribed standards of the University Thrust? Survey Questionnaire: Part I: Students’ Profile Name: _________________________________Sex: ________ Age: ________Year Level: _________ Part II: Survey questions Instruction: Rate the following questions according to what you have observed in the College. Scale:4- Strongly Agree (SA)2- Disagree (D) 3- Agree (A)1- Strongly Disagree (SD) Instruction: 1. The objectives and learning1234 outcomes are well-defined and clearly stated. 2. The given objectives meet1234 the prescribed standards. 3. The learning objectives reflect 1234 to the institution’s teaching learning framework. 4. The teaching and learning1234 process used in the class is appropriate and varied. 5. The teaching- learning strategies 1234 used by the teachers varied depending of students’ learning styles and multiple intelligences. 6. The strategies used in1234 the class facilitate the holistic development of the students. 7. The use of Learning Teams are being1234 facilitated well in the class 8. The instructions used1234 in the class are useful inside and outside the classroom. 9. The teachers practice research-oriented1234 Instruction. 10. The teachers require students with 1234 research-based assignments, projects and assessment tasks. 11. The teachers provide for1234 Collaborative activities that encourage Students to work with learning teams. 12. The teachers provide for 1234 individual tasks that develop students communication skills and promote students HOTS and critical thinking. 13. The teachers conduct activities 1234 that develop students to become problem solvers, creative thinkers and independent learners. 14. The teachers integrate current issues1234 in the course to develop students to become sensitive and responsible of their roles in social transformation in Mindanao. 15. The teachers integrate multi-cultural1234 issues in the course to develop among students respect of diverse culture and faith. 16. The teachers design academic tasks1234 that requires students to develop their ICT skills and utilize technology resources. 17. The faculty in the college1234 encourages the students to join activities such as seminars and educational associations. 18. The teacher is using seat plan1234 and checks the attendance. 19. The learning environment1234 is conducive for the students. 20. The learning environment1234 is well- equipped and offers comfort and accommodates a number of students per session. 21. The learning outcomes1234 of every academic program held in the College are well- defined. 22. The students are well- oriented 1234 on the availability of academic guidance and counseling. 23. The Academic Support Programs in the College are wellconducted and facilitated: * Enhancement program in English1234 * Tutorial Class in Mathematics1234 * Faculty-Student Consultation1234 (eg. tutorial, thesis consultation). Extension: 1. The college has an adopted community. 1234 2. The college has programs involving 1234 Community extension. 3. The students in the College of Education are1234 exposed to community. 4. The college is developing students by 1234 allowing them to be exposed in the community to achievecommunity awareness and personal upliftment. 5. The teachers in the college give activities1234 whereincommunity extension involved. Specify what kind of activity/ies: __________ 6. The college also gives technical assistance1234 in formof functional education, community organizing, health programs and other community programs. 7. The college includes: a.Guiding and motivating students, 1234 Faculty and staff toward community service andgives them chance to be exposed to the community and actual service to make them more sensitive to extension as an integral part of instruction and research. b. Establishes the structure that 1234 will ensure coordination, communication, planning, linkages and monitoring of extension programs. c. Establishes necessary infrastructure1234 To sustain the extension program of theUniversity. d. Integrates extension into both 1234 curricularand co- curricular activities. e. Strengthens coordination and 1234 cooperation between and among students. 8. The college’s commitment to1234 co.

The Social Arrangements Made By Organisations Commerce Essay

The Social Arrangements Made By Organisations Commerce Essay An Organisation is social arrangements for achieving controlled performance in pursuit of collective goals (Buchanan Huczynski 1997). The organization can also be defined as, social element developed by humans to serve some purpose. An organization usually consists of more than one people. According to Rollinson, the organizations are goals directed i.e. they are created to serve some purpose. However, this does not mean that everyone in the particular organization has the common goals and neither does it follow that everybody is aware of the goals pursued by the organization. Achieving the purpose or the goals for the organisation normally requires that human activity be deliberately structured and coordinated in some way, thus there will be identifiable parts or activities (Rollinson, 2008). For example, let us take our University as an organisation. The students, teaching staffs, non-teaching staffs, top management, workers, buildings and other resources available in the university form the organisation. The purpose of the university is to provide the quality education to the students. There is a culture being followed up in this organisation. The culture plays a major role in the organisation. But this culture is different from one organisation to another. What is Organisational Behaviour? It is the study of human behavior in organisational contexts, with a focus on individual and group processes and actions. Hence, it involves an exploration of organizational and managerial processes in the dynamic context of the organisation and is primarily concerned with the human implications of such activities (Brooks, 2009). So it is essential to understand the human behaviour and the organisational behaviour. Each and every person in their lives is inevitably involved in some sort of organizations. So it is important to analyse the organisation in which we are involved. The following are about the paradigms, organizational structure and the role of culture in the organisation. 2. PARADIGMS: Paradigm is the name given to the conceptual frameworks within which the knowledge is produced. A paradigm is constituted, in part, by the rules which are generally accepted as necessary to follow in order to produce good knowledge (Jackson and carter, 2007). More significantly, a paradigm consists of the shared beliefs and assumptions of knowledge producers about what knowledge is, which shared beliefs and assumptions are institutionalised through support structure, such as universities, and through training (Corlett and Forster, 2004). The paradigm contains a model for solving the problems faced but it is not a real structure. The concept of knowledge paradigm was introduced by Thomas Kuhn in the year 1962. The schemes are about how people view the reality, what school of thought these people belong to, what kind of scientific tolls their use to carry out the science and what kind of metaphors can describe their way of thinking. In the year 1979, Burrell and Morgan developed this concept as Social paradigm which has been widely accepted by most scientists. A paradigm can be used as a lens through which we can view the world. According to Burrell and Morgan there are four types of paradigm by which the organization can be viewed. They are Functionalist paradigm Interpretative paradigm Radical Humanist paradigm Radical structuralist paradigm. They identified two fundamental core principles that divide researchers in two groups: the Objective dimension and the Subjective dimension. According to Jackson and Carter, the functionalist are the ones which see the organisation in an objective way and beliefs on more a structural and control type in the organisation. Most conventional theories of organisational analysis and organisational behavior will fall under this paradigm. The functionalist beliefs the managerial interests as a hierarchy were the rules and regulations and power in an organisation is an important factor in their organisation. (Jackson and Carter, 2007) http://www.ncjrs.gov/policing/mitar2_1.gif Radical structuralists are the ones which share the view of the functionalist were the organisational power and structure is the important factor where this paradigm concentrate in a structural relationship in an organisation (Jackson and Carter, 2007). Radical humanists are the far opposite of the functionalist. According to Jackson and Carter, this paradigm shares the interpretivist view of organisations as social construction but also shares the radical structuralist view of the organisations as instruments of power and domination. Radical humanist believe in change and structural way of communication in an organisation and more subjective in decision making. Interpretivist paradigms are the ones which are concerned with regulation but understand the real world situation. Interpretivist paradigms are more realistic and believe relationship within the organisation with some rules and regulation is the best work place to work referred from (Jackson and Carter, 2007). I identified my paradigm as an Interpretivist by using the questionnaire model to understand the types of paradigm and their views in radical change and subjective or objective interpretation of an organisation. According to Collins understanding a persons paradigm from a questionnaire cannot give the person the right view of which paradigm we fall in as it is just simple exercise and the mood of the person gives a huge impact when he answers the questionnaire. So, it is subjected to change from one organisation to another. (Collins, 1996) 3. METHODOLOGY OF DATA GATHERING: The name of the organization which we are going to see in this study is Santha Textiles. I have chosen this organization because it is my fathers company. So, it will easy for me to gather the information and analyse the organization to the core. And another reason for choosing this organization is that I will be in the company every weekend while doing my undergraduate studies in India. So, I know what is the culture and the structure followed up in the company. I mainly visit the company to know how well the business is going, what are the techniques involved and to develop my managerial capabilities. These previous experiences will be helpful to bring out my thoughts regarding culture at Santha Textiles when we proceed further. 4. BACKGROUND INFORMATION ABOUT THE ORGANIZATION: Santha Textiles is a textile fabric manufacturing company situated in South India. The company is manufacturing the textile products for more than 30 years. During the years the company has grown steadily and started marketing its product throughout India. The company has a strong reputation in its field. This strong reputation and market share is only due to its quality products. The company employs more than 350 employees and uses latest machines in its state of art factories to manufacture its product right away from raw materials to the finished goods. The company mainly manufactures cotton fabrics which are used for shirts, bed spreads and some Indian traditional wears. The company follows all the rules and regulations which are stated by the Indian Government. The following is my assessment of the structure and the culture in Santha textiles. This mainly elaborates about the structure and the culture followed in the company throughout their business periods. 5. ANALYSING DATA WITH LITERATURE REVIEW: 5.1. DEFINITION OF CULTURE AND CULTURE IN SANTHA TEXTILES: Organisational culture remains a controversial concept. The concept of culture is in itself a social concept. Therefore it follows that the concept of organizational culture should be viewed as the social concept of an organization and is an interpretation of the way how the organization behaves. Basically culture is a very diverse subject as it varies from country to country and from organisation to organisation. Organisational culture is defined as the collection of relatively uniform and enduring values, beliefs, customs, traditions and practices that are shared by an organisations member, learned by new recruits, and transmitted from one generation of employees to the next (Buchanan and Huczynski, 2004). According to this definition culture in one organisation is different from other organisation. Each and every organisation has their own tradition, beliefs, values and practices in them. However, organizational culture is a scientifically accepted concept used to define and descr ibe the collective individual behavior within the organisation. The culture has a significant impact to achieve the organisations aims and on the development of the organisation. Lundbergs seven points make it clear that culture is a soft aspect of an organisation, in which the details are carried in peoples mind, even though these people may not be aware of doing so they use this information to interpret what surrounds them, for example to judge whether something is right or wrong, suitable or unsuitable (Rollinson, 2008). So, people use this information to judge the decision whether it will go right or wrong in the organisation. Each and every organisation has their own unique culture even though they have not tried to create consciously. These cultures would have been created by the top management or by the founders who build that organisation. But in some organisation the top level management tries to change the culture of the organisation based on the location and condition in which the organisation is located. This change of culture will be more useful in decision making, managing and to bring out the success of their organisation. Culture allows for similarity and agreement on some matters but also rely upon differences and in some cases make it safe to disagree (Hatch, 2006). Organisational cultures have complex relationships with the environments in which they operate and from which they recruit their members. When an organisation is created it becomes its own world and the culture in the organisation becomes its foundation. Peoples actions and the work in the organisation are not always their own but are largely influenced by the socialization processes of specific culture to which they belong. According to Schein, organizational culture is the key to organizational excellence and the function of leadership is the creation and management of culture. Hence culture is very difficult to change unless one changes the people in the group. There are many theorists who describes about the culture in the organisation. We are going to see about the Scheins theory of oranisational culture in this assessment. Relating with the Scheins theory we can compare the culture in Santha textiles. 5.2. RELATING SCHEINS MODEL WITH THE ORGANISATION: Edgar Scheins model of culture is among most widely discussed. According to Buchanan and Huczynski, it considers organizational culture in terms of three levels, each distinguished by its visibility to and accessibility by individuals. Organisational culture is the pattern of basic assumption which a group has invented, discovered or developed in learning to cope with its problems of external adaptation and integration, which have worked well enough to be considered valid, and therefore to be taught to new members as the correct way to perceive, think and feel in relation to the problems (Schein, 1985). Scheins fundamental view is that culture is the sharing of meaning and the sharing of basic assumptions among organisational employees (Buchanan and Huczynski, 1997). According to Scheins theory of organisational culture there are three levels of culture described. The three levels of cultures are Artifacts, Values and Basic assumptions. 6. LEVELS OF CULTURE: 6.1. Artefacts: This is the first level of culture. Artefacts are considered to be the only visible factor in a culture. Artefacts are manifestations or expressions of the same culture core that produces and maintains the values and norms however, their future distance from the core can make it even more difficult to interpret their cultural significance unambiguously (Hatch, 2006). One of the main Artefact of Santha textiles is, the way in which the production is set up in the factories. The logo of the company can also be considered as an artifact because the logo remains the same from the starting of the company till now and it is a visible factor. The artefacts in the company can be easily visualized and seen. The symbols and the captions used in the company can also be considered as artefacts. The caption used by Santha textiles influences the culture and the type of product they produce. There have been many ritual ceremonies which are being held in Santha textiles. These ritual ceremonies show the culture in the company and how well the company gives importance to the culture that is followed. In Santha textiles, it is believed to act as a positive force in the working of the company. Language is also considered to be one artefact. In Santha textiles, the local language called Tamil is spoken in all the departments and by all the employees. We can see tha t there is a respect shown from one employee to another inside the company. The older employees share their knowledge and experiences with the new comer and they are treated well. The history of an organisation inevitably has a huge impact on its culture and that some cultural elements can be traced back to the values and ideologies of the firms founder. Most of the ideologies followed in Santha textiles are formed by the founder of the company. 6.2. Values: The next level in Scheins layered conceptualization of culture is the values and beliefs. Values are the social principles, goals and standards that cultural members believe have intrinsic worth (Hatch, 2006). Organisational values are those things that have personal or organizational worth or meaning to the founders or senior management. Values are typically based on moral, societal or religious precepts that are learned in childhood and modified through experience (Buchanan and Huczynski, 1997). Where do these values come from? Values are the views of the original founder, as modified by the companys current management (Schein, 2004). The culture in Santha textiles is influenced only by the founder of the company The company is working towards its goal which is the predominant factor in the business. Mostly all the employees in the company were honest and trustworthy. But some of the employees were not honest to their job. This affects the companys production. So, the trust on these employees fails in this condition in the company. Effort is also one of the prevailing factors which influenced the company to grow such an extent for years. Mostly all the employees put their full effort to make the company to reach its goal. So, for their efforts Santha textiles gives a good salary and seasonal bonus. Some tours have also been arranged for the employees twice in a year to relax themselves. The founder feels that this will encourage the employees and it will be better for the company. 6.3. Basic assumptions: Basic Assumption is the third level in Scheins layered conceptualization of culture. In Scheins view they are fundamental beliefs that are so taken for granted that most people in a cultural unit subscribe to them but not in a conscious way (Rollinson, 2008). These assumptions are formed inside the company when it is created. Assumptions which are formed in the beginning dont change often. These assumptions are not seen when the oraganisation is viewed as such. In Santha textiles, we can see a sense of mutual respect between the employees, no matter in what positions are and in what department they are in. As everyone know that the textile market is a competitive one in India. So, there is always a feel of competition between the firms. Santha textile takes more interest in protecting the society around which it operates. They ensure that their factories do not harm the environment and the atmosphere. There has never been an employees strike since beginning of the company as the rela tionship between the employees and the management is good in the company. This indicates that all the employees are satisfied with their work and the salary they get. Employee welfare is a factor that has been prevailing in Santha textiles since it started its operation in the late 1970s. 7. CONCLUSION: This is all about the culture that is prevailing in Santha textiles relating with Scheins layered conceptualization of culture. It was a challenge for me to analyse the culture of Santha textiles relating with the literature review and Scheins layered conceptualization of culture. However, comparing my experiences with Santha textiles and the literatures has brought so much sense. Me being an Interpretivist, I shared the views of both the intrepretivist paradigm and the Radical humanist paradigm. Both these paradigm care for the human values but understands the real world situations. Based on this study I understood that culture in Santha textile is a mixture of value, human welfare, environmental care and local culture in which the company is held. Finally, these analyses tell me that I very much fall in Interpretivist paradigm but also share the views of radical humanist paradigm.

Custom Written Term Papers: Othello’s Involved Imagery :: Othello essays

Othello’s Involved Imagery  Ã‚        Ã‚  Ã‚   The intricate imagery peppering the language of the characters in Shakespeare’s drama Othello is deserving of our detailed consideration in this paper. It has significant meaning, and nearly expresses a life of its own.    The play’s imagery is oftentimes reflective of the fortunes of the protagonist. As the Moor’s status declines, the quality of the imagery in the play declines. In The Riverside Shakespeare Frank Kermode explains the relationship between imagery and Othello’s jealousy:    It is very important to see that Othello’s self-estimate – â€Å"one not easily jealious, but, being wrought, / Perplexed in the extreme† (V.ii.345-46) – is, as Bradley says, â€Å"perfectly just,† and perfectly consistent with the release of unsuspected grossness of language and imagery under the shock of discovering infidelity in the loved one. The peculiar pain of sexual jealousy is deeply involved with the excremental aspect of the sexual organs, and the emotion in betrayal in a supremely intimate trust is involved with agonizing associations of filth and animality. (1200)    A surprising, zoo-like variety of animal injury occur throughout the play. Kenneth Muir, in the Introduction to William Shakespeare: Othello,   explains the conversion of Othello through his increased use of animal imagery:    Those who have written on the imagery of the play have shown how the hold Iago has over Othello is illustrated by the language Shakespeare puts into their mouths. Both characters use a great deal of animal imagery, and it is interesting to note its distribution. Iago’s occurs mostly in the first three Acts of the play: he mentions, for example, ass, daws, flies, ram, jennet, guinea-hen, baboon, wild-cat, snipe, goats, monkeys, monster and wolves. Othello, on the other hand, who makes no use of animal imagery in the first two Acts of the play, catches the trick from Iago in Acts III and IV. The fondness of both characters for mentioning repulsive animals and insects is one way by which Shakespeare shows the corruption of the Moor’s mind by his subordinate. (21-22)    Just how strong a force is the imagery in this drama? Is it more powerful than the chorus in ancient Greek tragedy? H. S. Wilson in his book of literary criticism, On the Design of Shakespearean Tragedy, discusses the influence of the imagery of the play:    It has indeed been suggested that the logic of events in the play and of Othello’s relation to them implies Othello’s damnation, and that the implication is pressed home with particular power in the imagery.

Review of The Drunkard’s Walk †How Randomness Rules Our Lives by Mlodinow Essay

Read the book â€Å"The Drunkard’s Walk – How Randomness Rules Our Lives† by Mlodinow and pay special attend to the following questions. Some of these questions may appear on quizzes and exams. Chapter 1 Peering through the Eyepiece of Randomness 1. Explain the phenomenon â€Å"regression toward the mean.† In any series of random events an extraordinary event is most likely to be followed, due purely to chance, by a more ordinary one. 2. What factors determine whether a person will be successful in career, investment, etc.? Success in our careers, in our investments, and in our life decisions, both major and minor—is as much the result of random factors as the result of skill, preparedness, and hard work. 3. Was Paramount’s firing of Lansing the correct decision? After she was fired, Paramount films market share rebounded. No, Lansing was fired because of industry’s misunderstanding of randomness and not because of her own flawed decision making. Lansing had good luck at the beginning and bad luck at the end. Chapter 2 The Laws of Truths and Half-Truths 1. What coined the term probability, or probabilis? (Latin: probabilis credible) Cicero’s principal legacy in the field of randomness is the term he used, probabilis, which is the origin of the term we employ today. But it is one part of the Roman code of law, the Digest, compiled by Emperor Justinian in the sixth century, that is the first document in which probability appears as an everyday term of art 2. What is the rule for compounding probabilities? How to compute probability that one event and another event both happening? According to the correct manner of compounding probabilities, not only do two half proofs yield less than a whole certainty, but no finite number of partial proofs will ever add up to a certainty because to compound probabilities, you don’t  add them; you multiply. That brings us to our next law, the rule for compounding probabilities: If two possible events, A and B, are independent, then the probability that both A and B will occur is equal to the product of their individual probabilities. 3. Is the Roman rule of half proofs: two half proofs constitute a whole proof, correct? What do two half proofs constitute by the rule of compounding probabilities? 4. Suppose an airline has 1 seat left on a flight and 2 passengers have yet to show up. If there is a 2 in 3 chance a passenger who books a seat will arrive to claim it, what is the probability that the airline will have to deal with an unhappy customer? What is the probability that neither customer will show up? What is the assumption? What is the probability that either both passengers or neither passenger will show up? 5. In DNA testing for legal trial, there is 1 in 1 billion accidental match and 1 in 100 laberror match. What is the probability that there is both an accidental match and a lab error? What is the probability that one error or the other occurred? Which probability is more relevant? Chapter 3 Finding Your Way through a Space of Possibilities 1. What is â€Å"sample space†? 2. What is Cardano’s law of the sample space? (P. 62) 3. In the Monty Hall problem, why should the player switch after the host’s intervention? Chapter 4 Tracking the Pathways to Success 1. The grand duke of Tuscany’s problem: what is the probability of obtaining 10 when you throw three dice? What about 9? 2. What is Cardano’s law of the sample space? 3. What is the application of Pascal’s triangle? 4. For the Yankees-Braves World Series example, for the remaining 5 games, what is the probability that the Yankees win 2 games? 1 game? 5. What is mathematical expectation? 6. Explain why a state lottery is equivalent to: Of all those who pay the dollar or two to enter, most will receive nothing, one person will receive a fortune, and one person will be put to death in a violent manner? Chapter 5 The Dueling Laws of Large and Small Numbers? 1. What is Benford’s law? Discuss some applications in business. 2. Explain the difference between the frequency interpretation and the subjective interpretation of randomness. 3. Do psychics exist? 4. What is tolerance of error, tolerance of uncertainty, statistical significance? 5. Describe some applications from the book of the law of large numbers and the law of small numbers. Chapter 6 Bayes’s Theory 1. Two-daughter problem In a family with two children, what are the chances that both children are girls? Ans: 25% In a family with two children, what are the chances, if one of the children is a girl, that both children are girls? Ans 33% In a family with two children, what are the chances, if one of the children is a girl named Florida, that both children are girls? Ans: 50% 2. How to apply Bayes’s Theory to determine car insurance rates? Ans : Models employed to determine car insurance rates include a mathematical function describing, per unit of driving time, your personal probability of having zero, one, or more accidents. Consider, for our purposes, a simplified model that places everyone in one of two categories: high risk, which includes drivers who average at least one accident each year, and low risk, which includes drivers who average less than one. If, when you apply for insurance, you have a driving record that stretches back twenty years without an accident or one that goes back twenty years with thirty-seven accidents, the insurance company can be pretty sure which category to place you in. But if you are a new driver, should you be classified as low risk (a kid who obeys the speed limit and volunteers to be the designated driver) or high risk (a kid who races down Main Street swigging from a half-empty $2 bottle of Boone’s Farm apple wine)? Since the company has no data on you—no idea of the â€Å"position of the first ball†Ã¢â‚¬â€it might assign you an equal prior  probability of being in either group, or it might use what it knows about the general population of new drivers and start you off by guessing that the chances you are a high risk are, say, 1 in 3. In that case the company would model you as a hybrid—one-third high risk and two-thirds low risk—and charge you one-third the price it charges high-risk drivers plus two-thirds the price it charges low risk drivers. Then, after a year of observation—that is, after one of Bayes’s second balls has been thrown—the company can employ the new datum to reevaluat e its model, adjust the one-third and two-third proportions it previously assigned, and recalculate what it ought to charge. If you have had no accidents, the proportion of low risk and low price it assigns you will increase; if you have had two accidents, it will decrease. The precise size of the adjustment is given by Bayes’s theory. In the same manner the insurance company can periodically adjust its assessments in later years to reflect the fact that you were accident-free or that you twice had an accident while driving the wrong way down a one way street, holding a cell phone with your left hand and a doughnut with your right. That is why insurance companies can give out â€Å"good driver† discounts: the absence of accidents elevates the posterior probability that a driver belongs in a low-risk group. 3. Probability of correct diagnosis Suppose in 1989, statistics from the Centers for Disease Control and Prevention show about 1 in 10,000 heterosexual non-IV-drug-abusing white male Americans who got tested were infected with HIV. Also suppose about 1 person out of every 10,000 will test positive due to the presence of the infection. Suppose 1 in 1,000 will test positive even if not infected with HIV (false positive). What is the probability that a patient who tested positive is in fact healthy? Ans: So if you test 10 000 people you will have 11 positives – 1 who is really infected, 10 are false positives. Of the 11 positive testees, only 1 has HIV, that is, 1/11. Therefore the probability that a positive testee is healthy = 10 / 11 = 90.9% 4. O. J. Simpson trial According to FBI statistics, 4 million women are battered annually by husbands and boyfriends in U.S. and in 1992 1,432 or 1 in 2500 were killed by their husbands or boyfriends. The probability that a man who batters his wife will go on to kill her is 1 in 2500. The probability that a battered wife who was murdered was murdered by her abuser is 90%. Which probability is relevant to the O. J. trial? What is the fundamental difference between probability and statistics? Ans: 1) Relevant one is the probability that a battered wife who was murdered was murdered by her abuser = 90%. 2)the fundamental difference between probability and statistics: the former concerns predictions based on fixed probabilities; the latter concerns the inference of those probabilities based on observed data. Chapter 7 Measurement and the Law of Errors 1. Election Why did the author argue that â€Å"when elections come out extremely close, perhaps we ought to accept them as is, or flip a coin, rather than conducting recount after recount?† Ans: (pg= 127 and 128) Elections, like all measurements, are imprecise, and so are the recounts, so when elections come out extremely close, perhaps we ought to accept them as is, or flip a coin, rather than conducting recount after recount. 2. What is mathematical statistics? Ans: Mathematical statistics, provides a set of tools for the interpretation of the data that arise from observation and experimentation. Statisticians sometimes view the growth of modern science as revolving around that development, the creation of a theory of measurement. But statistics also provides tools to address real-world issues, such as the effectiveness of drugs or the popularity of politicians, so a proper understanding of statistical reasoning is as useful in everyday life as it is in science. 3. Wine tasting Should we believe in wine ratings from those â€Å"wine experts†? Why or why not? Two groups wine tasting experts produce the following results: (a) 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 (b) 80 81 82 87 89 89 90 90 90 91 91 94 97 99 100 Compare the two groups of data. (pg 134) From the theoretical viewpoint, there are many reasons to question the significance of wine ratings. For one thing, taste perception depends on a complex interaction between taste and olfactory stimulation. Strictly speaking, the sense of taste comes from five types of receptor cells on the tongue: salty, sweet, sour, bitter, and umami. The last responds to certain amino acid compounds (prevalent, for example, in soy sauce). But if that were all there was to taste perception, you could mimic everything—your favorite steak, baked potato, and apple pie feast or a nice spaghetti Bolognese—employing only table salt, sugar, vinegar, quinine, and monosodium glutamate. Fortunately there is more to gluttony than that, and that is where the sense of smell comes in. The sense of smell explains why, if you take two identical solutions of sugar water and add to one a (sugar-free) essence of strawberry, it will taste sweeter than the other.15 The perceived taste of wine arises from the effects of a stew of between 600 and 800 volatile organic compounds on both the tongue and the nose.16 That’s a problem, given that studies have shown that even flavor-trained professionals can rarely reliably identify more than three or four components in a mixture 4. Can professional mutual fund managers (stock pickers) beat students who pick stocks by tossing coins? 5. What is the margin of error in a poll? Should variation within the margin of error be ignored in a poll? Ans: < 5% (or 3.5%). Yes, any variation within the margin of error should be ignored in a poll 6. What is the central limit theorem? Ans: The probability that the sum of a large number of independent random factors will take on any given value is distributed according to the normal distribution. Chapter 8 The Order in Chaos 1. Who are the founders of statistics? Graunt and his friend William Petty have been called the founders of statistics, a field sometimes considered lowbrow by those in pure mathematics owing to its focus on mundane practical issues, and in that sense John Graunt in particular makes a fitting founder. 2. How did Graunt estimate the population of London in 1662? What is Graunt’s legacy? From the bills of mortality, Graunt knew the number of births. Since he had a rough idea of the fertility rate, he could infer how many women were of childbearing age. That datum allowed him to guess the total number of families and, using his own observations of the mean size of a London family, thereby estimate the city’s population. He came up with 384,000— previously it was believed to be 2 million. Graunt’s legacy was to demonstrate that inferences about a population as a whole could be made by carefully examining a limited sample of data. But though Graunt and others made valiant efforts to learn from the data through the application of simple logic, most of the data’s secrets awaited the development of the tools created by Gauss, Laplace, and others in the nineteenth and early twentieth centuries. 3. How did Poincare show the baker was shortchanging customers? French mathematician Jules-Henri Poincarà © employed Quà ©telet’s method to nab a baker who was shortchanging his customers. At first, Poincarà ©, who made a habit of picking up a loaf of bread each day, noticed after weighing his loaves that they averaged about 950 grams instead of the 1,000 grams advertised. He complained to the authorities and afterward received bigger loaves. Still he had a hunch that something about his bread wasn’t kosher. And so with the patience only a famous—or at least tenured—scholar can afford, he carefully weighed his bread every day for the next year. Though his bread now averaged closer to 1,000 grams, if the baker had been honestly handing him random loaves, the number of loaves heavier and lighter than the mean should have  diminished following the bellshaped pattern of the error law. Instead, Poincarà © found that there were too few light loaves and a surplus of heavy ones. He concluded that the baker had not ceased baking underweight loaves but instead was seeking to placate him by always giving him the largest loaf he had on hand. 4. Are all data in society such as financial realm normal? (Yes) Are film revenue data normal? (No) For one thing, not all that happens in society, especially in the financial realm, is governed by the normal distribution. For example, if film revenue were normally distributed, most films would earn near some average amount, and two-thirds of all film revenue would fall within a standard deviation of that number. But in the film business, 20 percent of the movies bring in 80 percent of the revenue. Such hit-driven businesses, though thoroughly unpredictable, follow a far different distribution, one for which the concepts of mean and standard deviation have no meaning because there is no â€Å"typical† performance, and megahit outliers, which in an ordinary business might occur only once every few centuries, happen every few years. 5. Who dubbed the phenomenon â€Å"regression toward the mean†? Explain its meaning. Galton dubbed the phenomenon—that in linked measurements, if one measured quantity is far from its mean, the other will be closer to its mean—regression toward the mean. 6. Who coined the term â€Å"the coefficient of correlation†? Explain its meaning. Galton coined the term â€Å"the coefficient of correlation â€Å".The coefficient of correlation is a number between −1 and 1; if it is near  ±1, it indicates that two variables are linearly related; a coefficient of 0 means there is no relation. 7. Discuss the applications of the chi-square test?(Pg 165 166 167) Pearson invented a method, called the chi-square test, by which you can determine whether a set of data actually conforms to the distribution you believe it conforms to. 8. What is statistical physics? James Clerk Maxwell and Ludwig Boltzmann, two of the founders of statistical physics. Statistical physics was aimed at explaining a phenomenon called Brownian motion. Statistical physics is the branch of physics that uses methods of probability theory and statistics, and particularly the mathematical tools for dealing with large populations and approximations, in solving physical problems. 9. What is a drunkard’s walk or random walk? The random motion of molecules in a fluid can be viewed, as a metaphor for our own paths through life, and so it is worthwhile to take a little time to give Einstein’s work a closer look. According to the atomic picture, the fundamental motion of water molecules is chaotic. The molecules fly first this way, then that, moving in a straight line only until deflected by an encounter with one of their sisters. As mentioned in the Prologue, this type of path—in which at various points the direction changes randomly—is often called a drunkard’s walk, for reasons obvious to anyone who has ever enjoyed a few too many martinis (more sober mathematicians and scientists sometimes call it a random walk). Chapter 9 Illusions of Patterns and Patterns of Illusion 1. What caused the table to move, spirit? not a direct consequence of reality but rather an act of imagination. 2. What is significance testing? Significance testing, was developed in the 1920s by R. A. Fisher, one of the greatest statistician for scientific research. It is a formal procedure for calculating the probability of our having observed what we observed if the hypothesis we are testing is true. If the probability is low, we reject the hypothesis. If it is high, we accept it. 3. Why did Apple founder Steve Jobs made the ipod’s shuffling feature â€Å"less random to make it feel more random†? Spencer-Brown’s point was that there is a difference between a process being random and the product of that process appearing to be random. Apple ran into that issue with the random shuffling method it initially employed in its iPod music players: true randomness sometimes produces repetition, but when users heard the same song or songs by the same artist played back-to-back, they believed the shuffling wasn’t random. And so the company made the feature â€Å"less random to make it feel more random,† said Apple founder Steve Jobs. 4. Suppose there are 1000 mutual fund managers picking stock for 15 consecutive years by each tossing a coin once a year. If a head is obtained, he/she beats the market (a fund manager either beats the market average or not). What is the probability that someone among the 1000 who would toss a head in each of the 15 years? From Nobel Prize-winning economist Merton Miller: â€Å"If there are 10,000 people looking at the stocks and trying to pick winners, one in 10,000 is going score, by chance alone, and that’s all that’s going on. It’s a game, it’s a chance operation, and people think they are doing something purposeful but they’re really not.† Ans: The chances that, after fifteen years, a particular coin tosser would have tossed all heads are then 1 in 32,768. But the chances that someone among the 1,000 who had started tossing coins in 1991 would have tossed all heads are much higher, about 3 percent. 5. What is confirmation bias? When we are in the grasp of an illusion—or, for that matter, whenever we have a new idea—instead of searching for ways to prove our ideas wrong, we usually attempt to prove them correct. Psychologists call this the confirmation bias, and it presents a major impediment to our ability to break free from the misinterpretation of randomness. Chapter 10 The Drunkard’s Walk 1. What is the butterfly effect? The butterfly effect, based on the implication that atmospheric changes so small they could have been caused by a butterfly flapping its wings can have a large effect on subsequent global weather patterns. 2. Can past performance of mutual fund managers predict future performance? No.

7 Strategies for Your Side Hustle

7 Strategies for Your Side Hustle In a perfect world, we’d all get paid handsomely to do what we’re most talented at doing, or what we’re most passionate about doing. In our world, however, we often end up choosing jobs and career paths for a more complicated set of reasons: some skills are more marketable than others; bills need to be paid; or maybe there just aren’t enough full-time job openings for someone who makes custom jewelry for hamsters. Whatever the reason, your day job might not be your ideal passion. If there’s something you’re yearning to do, or just want to make some extra money on the side, you have options for creating a fun and profitable â€Å"side hustle† for yourself.Think about what you already have going for yourself.Are you crafty? Do all of your friends come to you for proofreading or grammar advice? Have you developed monster design skills over the years, even though you’re an accountant? You may have skills or interests with earning po tential, even if you don’t realize it yet.Don’t forget that if you have a skill or interest that isn’t fully developed, you can take classes or spend some time honing them into business-ready shape. You don’t need to be ready to launch overnight.Make sure it fits.If you have a skill that might be profitable but you don’t love doing it, then you may be better off not pursuing it. Remember that you’ll likely be doing this in your spare time. If you can’t face the idea of going home after a long day at work and spending three more hours editing the huge batch of photos you were hired to take at your cousin’s friend’s bar mitzvah last weekend, then maybe you’re not ready to start a second career as a photographer.Take a look at your life overall. You’ll need to devote a lot of time to your new side gig: producing goods or performing services, selling and marketing yourself, developing your brand, and dealing wi th the logistics of getting your stuff out there. If you’re already crunched for time for basics like meals, sleep, or family time, chances are you just won’t have enough time for your fledgling business.Check out your potential market.If there are already 18,000 freelance designers in your city looking for jobs on sites like Elance.com, you might want to think twice about entering that fray. Before you start any kind of side business venture for yourself, research the heck out of it! Know what kind of online sales and marketing channels are available to you and what kind of audience you would be serving. Make sure you understand who would be buying from you and what kind of quality they expect.This research is also essential to help you figure out pricing for your business, based on what’s out there You want to make sure you’re not undercharging and costing yourself potential profits or overcharging and scaring away potential customers. See what’s working for other people in your field, and come up with a pricing game plan.Get expert advice.Reach out to other professionals in your chosen area. Ask questions about what’s worked for them and what didn’t, and try to get a sense of what the obstacles are for someone embarking on this- especially part-time. Their advice can not only show you a path forward (or at least let you know where the potholes are on the road), but also give you a sense of how you should package yourself.Don’t let lack of cash deter you from getting started.If you have a brilliant idea and a plan for implementing it but you need money to pay for materials or development, consider crowdfunding it. Sites like GoFundMe or Kickstarter can not only help you raise funds, but also build a network of potential allies and customers to help you bring your vision to the masses.Build your brand.There are so many free online tools you can use to promote your business, there’s no excuse not t o take advantage. This is especially key when you’re just starting out. If you’re not sure yet whether you want to invest your full attention and resources into your new business, start with basics like Twitter, Facebook, and Instagram before you invest in creating and maintaining your own website.Develop your business sense.In addition to getting your skills and plan in order, make sure you also know about any legal or financial implications. It can’t be a surprise that Uncle Sam will expect you to pay taxes on your awesome new enterprise, so make sure you’ve done your research about how your taxes will be affected by your status as an independent vendor or contractor. If you want to develop your basic business skills, you can do your own research or take classes online through Coursera or Lynda.com.The hustle is real. As long as you’re doing something that’s fun and stimulating for you (and legal!), there’s no reason you shouldnâ₠¬â„¢t have a mini-career on the side. And who knows? It could turn into your full-time gig somewhere down the line.