Ardagh Group International Management Trainee Programme. Essay Example

Ardagh Group International Management Trainee Programme. Essay Have you got global ambition? Explore our world on the Ardagh Group International Management Trainee Programme. Ardagh Group is one of the largest rigid packaging manufacturers in the world. We operate 100 facilities in 26 countries, specialising in research, development and production of metal and glass containers for the world’s biggest brands, manufacturing  32 billion containers a year. We’re looking for proactive, ambitious, dynamic new talent to join our other 18,000 employees to become future leaders of our company. The challenge: gt; Spend 30 months working in our business across multiple specialities (Corporate and plant operations,   commercial, IT, HR, procurement) Tackle various strategic business assignments Maximise your opportunity to develop a long-term career at Ardagh The requirements: Graduate with a Masters or Bachelor degree Maximum of three years’ working experience Essential: English-speaking and able to travel Willing to learn ad ditional languages Ideally an engineering, economic, business or financial background Flexible, results-driven team player gt; Be prepared to regularly re-locate and work in multiple countries The reward: Intensive leadership and management development International travel and all-round global business experience Work in a technical, challenging operational environment Clear career paths and future opportunities after programme Professional development programme Competitive benefit package All you have to ask yourself is:   ‘Am I ready to take on the world? ’ Application You must answer every question for your application to be considered. Please answer each of the following questions in 150 words of less: . Why do you want to be an Ardagh Group International Trainee? 2. Think of a goal that you have achieved and are proud of. Tell us what the goal was, describe how you achieved it, and explain why you are proud of it. 3. Think about an individual or a team th at you have helped achieve a goal. Tell us whether you led of supported the effort, and describe what you did. 4. Describe how you ensure that you communicate effectively with others. 5. Think about a team that you belong to. Briefly describe your role within that team and tell us what you like about it. 6. Describe how you have tackled a problem to deliver a successful project or action. 7. Give one example of a mistake you have made, including what you have learned from it. 8. Describe what ‘TRUST’ means to you and tell us how you build trust with others. We look forward to receiving your application including the answers of the questions above, motivation and c. v. Please send it to: Astrid. [emailprotected] com Closing date: 15 April 2013 More information and applications: Internet:  www. ardaghgroup. com HR:Astrid Portegies: +31 13 579 2911 / Astrid. [emailprotected] com We will write a custom essay sample on Ardagh Group International Management Trainee Programme. specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Ardagh Group International Management Trainee Programme. specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Ardagh Group International Management Trainee Programme. specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

The Levels of Measurement in Statistics

The Levels of Measurement in Statistics Not all data is created equally. It is helpful to classify data sets by different criteria. Some is quantitative, and some are qualitative. Some data sets are continuous and some are discrete. Another way to separate data is to classify it into four levels of measurement: nominal, ordinal, interval and ratio. Different levels of measurement call for different statistical techniques. We will look at each of these levels of measurement.​ Nominal Level of Measurement The nominal level of measurement is the lowest of the four ways to characterize data. Nominal means in name only and that should help to remember what this level is all about. Nominal data deals with names, categories, or labels. Data at the nominal level is qualitative. Colors of eyes, yes or no responses to a survey, and favorite breakfast cereal all deal with the nominal level of measurement. Even some things with numbers associated with them, such as a number on the back of a football jersey, are nominal since it is used to name an individual player on the field. Data at this level cant be ordered in a meaningful way, and it makes no sense to calculate things such as means and standard deviations. Ordinal Level of Measurement The next level is called the ordinal level of measurement. Data at this level can be ordered, but no differences between the data can be taken that are meaningful. Here you should think of things like a list of the top ten cities to live. The data, here ten cities, are ranked from one to ten, but differences between the cities dont make much sense. Theres no way from looking at just the rankings to know how much better life is in city number 1 than city number 2. Another example of this are letter grades. You can order things so that A is higher than a B, but without any other information, there is no way of knowing how much better an A is from a B. As with the nominal level, data at the ordinal level should not be used in calculations. Interval Level of Measurement The interval level of measurement deals with data that can be ordered, and in which differences between the data does make sense. Data at this level does not have a starting point. The Fahrenheit and Celsius scales of temperatures are both examples of data at the interval level of measurement. You can talk about 30 degrees being 60 degrees less than 90 degrees, so differences do make sense. However, 0 degrees (in both scales) cold as it may be does not represent the total absence of temperature. Data at the interval level can be used in calculations. However, data at this level does lack one type of comparison. Even though 3 x 30 90, it is not correct to say that 90 degrees Celsius is three times as hot as 30 degrees Celsius. Ratio Level of Measurement The fourth and highest level of measurement is the ratio level. Data at the ratio level possess all of the features of the interval level, in addition to a zero value. Due to the presence of a zero, it now makes sense to compare the ratios of measurements. Phrases such as four times and twice are meaningful at the ratio level. Distances, in any system of measurement, give us data at the ratio level. A measurement such as 0 feet does make sense, as it represents no length. Furthermore, 2 feet is twice as long as 1 foot. So ratios can be formed between the data. At the ratio level of measurement, not only can sums and differences be calculated, but also ratios. One measurement can be divided by any nonzero measurement, and a meaningful number will result. Think Before You Calculate Given a list of Social Security numbers, its possible to do all sorts of calculations with them, but none of these calculations give anything meaningful. Whats one Social Security number divided by another one? A complete waste of your time, since Social Security numbers are at the nominal level of measurement. When you are given some data, think before you calculate. The level of measurement youre working with will determine what it makes sense to do.

Examining the Role of Parents in Supporting Their Child with Autism in Assignment

Examining the Role of Parents in Supporting Their Child with Autism in Mainstream Education - Assignment Example Thus, it is essential that the children and young individuals diagnosed with autism are provided with necessary supports by their parents, teachers or any other individuals associated with them. This paper deals with examining the role of parents in supporting their child with autism in mainstream education. Explaining Autism Autism can be related with behaviourally defined condition that is caused by various known and unknown biologically centred brain disorders which severely affect the development of brains’ ability to effectively handle information. In other terms, autism is considered as a neurodevelopmental disorder (Zander, 2004). According to the National Institute of Mental Health, â€Å"Autism is a group of developmental brain disorders, collectively called autism spectrum disorder (ASD). The term "spectrum" refers to the wide range of symptoms, skills, and levels of impairment, or disability, that children with ASD can have† (National Institute of Mental Heal th, 2011). The intensity of its symptoms is perceived to be varying on children. Some children are moderately impaired while others may be severely impaired by its symptoms (Fombonne, 2003). The people with autism have been identified to share certain similar symptoms such as highly focused interests, problems with communication, social interaction and repetitive activities (King & Bearman, 2011). Furthermore, it is recognised that there has been a rapid increase in the number of children diagnosed with autism. It has been ascertained that autism has emerged to be more common than it was perceived previously. The recent publications dealing with Autism... This paper stresses that autism is firmly related with collective brain disorder which is known as autism spectrum disorder. Children and young people diagnosed with autism face severe lifelong impacts due to this medical condition. However, the intensity of autism symptoms may vary from one individual to the other. Usually, autism can be related with impairment in communication, imagination and social interaction. In general, it has been identified that autistic children suffer from mental retardation. In this relation, Morton has illustrated three models namely biological, behavioral and cognitive under which autism can be associated and defined. It has been stated that over the last few decades, autism prevalence has dramatically increased in the UK. This report makes a conclusion that the role of parents’ involvement for autistic children in their mainstream educational environment has been perceived to be of great importance. It has been identified that parents in partnership with schools can act effectively in changing the behavior of autistic children and thereby they can assist in improving the life of autistic children and young people. In the recent times, the UK government has initiated several policies in order to seek significant engagement of parents towards the mainstream educational environment of autistic children and young people. The author declares that there have been significant parental support strategies that are taken in order to mitigate the problems and issues related with learning and development of disabled children.