Max and Inflection Points of Chi-Square Distribution

Mathematical statistics uses techniques from various branches of math to prove definitively that statements regarding statistics are true. We will see how to use calculus to determine the values mentioned above of both the maximum value of the chi-square distribution, which corresponds to its mode, as well as find the inflection points of the distribution.   Before doing this, we will discuss the features of maxima and inflection points in general. We will also examine a method to calculate a maximum the inflection points. How to Calculate a Mode with Calculus For a discrete set of data, the mode is the most frequently occurring value. On a histogram of the data, this would be represented by the highest bar. Once we know the highest bar, we look at the data value that corresponds to the base for this bar. This is the mode for our data set.   The same idea is used in working with a continuous distribution. This time to find the mode, we look for the highest peak in the distribution. For a graph of this distribution, the height of the peak is a y value. This y value is called a maximum for our graph because the value is greater than any other y value. The mode is the value along the horizontal axis that corresponds to this maximum y-value.   Although we can simply look at a graph of a distribution to find the mode, there are some problems with this method. Our accuracy is only as good as our graph, and we are likely to have to estimate. Also, there may be difficulties in graphing our function. An alternate method that requires no graphing is to use calculus. The method we will use is as follows: Start with the probability density function f (x) for our distribution.  Calculate the first and second derivatives of this function: f (x) and f (x)Set this first derivative equal to zero f (x) 0.Solve for x.Plug the value(s) from the previous step into the second derivative and evaluate. If the result is negative, then we have a local maximum at the value x.Evaluate our function f (x) at all of the points x from the previous step.  Evaluate the probability density function on any endpoints of its support. So if the function has domain given by the closed interval [a,b], then evaluate the function at the endpoints a and b.The largest value in steps 6 and 7 will be the absolute maximum of the function. The x value where this maximum occurs is the mode of the distribution. Mode of the Chi-Square Distribution Now we go through the steps above to calculate the mode of the chi-square distribution with r degrees of freedom. We start with the probability density function f(x) that is displayed in the image in this article. f (x) K xr/2-1e-x/2 Here K is a constant that involves the gamma function and a power of 2. We do not need to know the specifics (however we can refer to the formula in the image for these). The first derivative of this function is given by using the product rule as well as the chain rule: f ( x ) K (r/2 - 1)xr/2-2e-x/2 - (K / 2) xr/2-1e-x/2 We set this derivative equal to zero, and factor the expression on the right-hand side: 0 K  xr/2-1e-x/2  [(r/2 - 1)x-1 - 1/2] Since the constant K, the exponential function and xr/2-1   are all nonzero, we can divide both sides of the equation by these expressions.   We then have: 0 (r/2 - 1)x-1 - 1/2 Multiply both sides of the equation by 2: 0 (r - 2)x-1 - 1 Thus 1 (r - 2)x-1 and we conclude by having x r - 2. This is the point along the horizontal axis where the mode occurs.   It indicates the x value of the peak of our chi-square distribution. How to Find an Inflection Point with Calculus Another feature of a curve deals with the way that it curves. Portions of a curve can be concave up, like an upper case U. Curves can also be concave down, and shaped like an   intersection symbol ∠©. Where the curve changes from concave down to concave up, or vice versa we have an inflection point. The second derivative of a function detects the concavity of the graph of the function. If the second derivative is positive, then the curve is concave up. If the second derivative is negative, then the curve is concave down. When the second derivative is equal to zero and the graph of the function changes concavity, we have an inflection point. In order to find the inflection points of a graph we: Calculate the second derivative of our function f (x).Set this second derivative equal to zero.Solve the equation from the previous step for x. Inflection Points for the Chi-Square Distribution Now we see how to work through the above steps for the chi-square distribution. We begin by differentiating. From the above work, we saw that the first derivative for our function is: f (x) K (r / 2 - 1) xr/2-2e-x/2 - (K / 2) xr/2-1e-x/2 We differentiate again, using the product rule twice. We have: f ( x ) K (r / 2 - 1) (r / 2 - 2)xr/2-3e-x/2 - (K / 2)(r / 2 - 1)xr/2-2e-x/2 (K / 4) xr/2-1e-x/2 - (K / 2)(r / 2 - 1) xr/2-2e-x/2 We set this equal to zero and divide both sides by Ke-x/2 0 (r/2 - 1)(r/2 - 2)xr/2-3 - (1 / 2)(r/2 - 1)xr/2-2 (1/ 4) xr/2-1 - (1/ 2)(r/2 - 1) xr/2-2 By combining like terms we have: (r/2 - 1)(r/2 - 2)xr/2-3 - (r/2 - 1)xr/2-2 (1/ 4) xr/2-1 Multiply both sides by 4x3 - r/2, this gives us: 0 (r - 2)(r - 4) - (2r - 4)x x2. The quadratic formula can now be used to solve for x. x [(2r - 4) /- [(2r - 4)2 - 4  (r - 2)(r - 4) ]1/2]/2 We expand the terms that are taken to the 1/2 power and see the following: (4r2 -16r 16) - 4 (r2 -6r 8) 8r - 16 4(2r - 4) This means that: x [(2r - 4) /- [(4(2r - 4) ]1/2]/2 (r - 2) /- [2r - 4]1/2 From this we see that there are two inflection points. Moreover, these points are symmetric about the mode of the distribution as (r - 2) is halfway between the two inflection points. Conclusion We see how both of these features are related to the number of degrees of freedom. We can use this information to help in the sketching of a chi-square distribution. We can also compare this distribution with others, such as the normal distribution. We can see that the inflection points for a chi-square distribution occur in different places than the inflection points for the normal distribution.

The Indian Removal Act Of 1830 - 1299 Words

Throughout all of early American history, there has been a constant battle between Native Americans and the earliest European settlers. There were many diverse, and complex views when approaching this subject matter; however, in 1830 President Andrew Jackson passed the Indian Removal Act, which forced Indians to relocate from their homelands in south east to land west of the Mississippi river. This granted the U.S. a large portion of new rich land, unfortunately it was at the expense of the Native Americans. When passing the Indian Removal Act of 1830, President Jackson relied on teleological utilitarianism ethnic views, in that he focused on the advancement of the majority rather the good of the minority. The great land dispute between Native Americans and the European settlers first began when our founding fathers began claiming land that was already Indian Territory. As the population of new settlers in America increased, the population of Native American decreased. Native Am ericans were exposed to many European diseases for the first time, not to mention the advancement in warfare the Europeans had. Very few tribes survived the deadly early years of American history, but of the surviving tribes, Choctaw, Chicksaw, Cherokee, and Creek became known as the â€Å"Five Civilized Tribes†. (Gale, 2014) In 1813, there was a dispute amongst the Creek Indian known as the â€Å"Creek War† the Creek Indians divided into two sides after Americans threatened to secede their land, thoseShow MoreRelatedThe Removal Of The Indian Removal Act Of 18301820 Words   |  8 Pagespolicy of the Government, steadily pursued for nearly thirty years, in relation to the removal of the Indians beyond the white settlements is approaching to a happy consummation. Two important tribes have accepted the provision made for their removal at the last session of Congress, and it is believed that their example will induce the remaining tribes also to seek the same obvious ad vantages.† (Jackson, 1830) This quote from President Andrew Jackson showed the happiness of the â€Å"white settlers† ofRead MoreIndian Removal Act Of 18301155 Words   |  5 Pages2015 Indian Removal Act of 1830 The Indian Removal Act of 1830 was an act that helped aid the expansion of the United States population into the southernmost states, occupied mainly by Native Americans. The act was a long time coming, especially with President Andrew Jackson, a long-time proponent of Native American removal, at the helm. This paper explores the history leading up to the law, the introduction and passage, as well as the sometimes-tragic implementation of the Indian Removal Act of 1830Read MoreIndian Removal Act Of 1830868 Words   |  4 PagesIndian Removal Act of 1830 The Indian Removal Act was signed into law on May 28th 1930 during the presidency of Andrew Jackson. Perhaps best known as the black eye of the administration and overshadowing his presidency’s accomplishments, the Indian Removal Act was passed into law to allow the president to negotiate with Indians to purchase land they occupied and offer them lands west of the Mississippi. The Indian Removal Act of 1830 could also amount to pure greed and racism, the beginning of theRead MoreThe Indian Removal Act Of 1830940 Words   |  4 PagesThe American’s desire for expansion of their nation and economic growth has always been their main interest and goal. The Indian Removal in the 1830’s was a great example of America’s efforts to expand through North America and their motivation to economically improve through profitable opportunities. When comparing the Indian Removal and the events that followed the Treaty of Paris, a similarity in the expansion of America i s discovered. Labor, politics, and economics of America during the two erasRead MoreThe Indian Removal Act Of 18301083 Words   |  5 Pages The Indian Removal Act of 1830 was a law passed by President Andrew Jackson that provided the funds for the removal of the Indian tribes found in South. These tribes were the Cherokee, Chickasaw, Choctaw, Creek, and Seminole. Slave states, following the lead of Missouri who in the 1820s forced its Indian population to leave, saw the opportunity to expand their industry in the fielding of cotton by â€Å"converting Indian soil into slave soil.† That along with the finding of gold and simply the desireRead MoreThe Indian Removal Act Of 1830892 Words   |  4 Pagesstudents are analyzing is; what are the major effects of the Indian Removal Act of 1830? The students will be given several data sets of events that occurred after the act was initiated and draw conclusions and revise their thesis statement as they go. The big idea of this lesson to have students understand the importance of the Indian Removal Act and it is essentially only the beginning of the journey that Indian tribes had to face after the act was initiated. It led to many heartbreaking events thatRead MoreIndian Removal Act Of 1830923 Words   |  4 PagesIt gives me pleasure to announce to Congress . . . the removal of the Indians beyond the white settlements is approaching to a happy consummation† (Jackson, 1830, para.1). With promises of new lands, protection, and monies, President Andrew Jackson portrays the Indian Removal Act of 1830 as beneficial to Indians, wherein governmental financial gain is incidental. However, when considering land transactions and gold discoveries, the true beneficiaries are revealed. While strengthening the States’Read MoreThe Indian Removal Act of 18301123 Words   |  5 PagesTHE INDIAN REMOVAL ACT OF 1830 Migdalia Tuero HIST101: American History to 1877 Professor Kathleen Davis February 13, 2014 There are several historical events and issues that have impacted the contemporary political development among American history. In the history of America one of these groups are the Native Americans. The white man throughout the South called for a removal of the Indian peoples. They wanted the Native Indians to be resettled to the west because their presence createdRead MoreIndian Removal Act Of 1830923 Words   |  4 Pagesbut the Cherokee removal was the cruelest work I ever knew†, remarked a Georgia soldier who had participated in the removal of Indian Natives during the mid-1800’s. As a result of the Indian Removal Act, Indian natives have been perceived as mistreated and cheated throughout history. The Indian Removal Act was passed during the presidency of Andrew Jackson on May 28, 1830. This act granted authorization to the president to exchange unsettled lands west of Mississippi for Indian lands residing inRead MoreThe Indian Removal Act Of 1830865 Words   |à ‚  4 PagesWhen the Indian Removal act of 1830 was enacted, the Cherokee Nation panicked. The Cherokee, specifically the romanticized Tsali, did their best to preserve their culture in the mountains of North Carolina, but what really saved them from their harsh fate that so many other Cherokee faced, was there white chief, William Holland Thomas. The Cherokee were â€Å"disagreeable and dangerous neighbors,† but they had a powerful ally in Raleigh, who saved the Eastern Band from a much harsher fate. The Eastern

Education Psychology for Humanist Approaches- myassignmenthelp

Question: Discuss about theEducation Psychology for Humanist Approaches. Answer: Humanist Approaches to Education and Psychology Published research on rewards Rewarding is regarded as an effective behaviour modification technique that helps to motivate students to achieve success in their academics. Intrinsic and extrinsic rewards are being employed in classroom for the promotion of appropriate behaviour and motivate them to complete their homework and projects. One identifying advantage of rewards in learning and teaching is that it promotes motivation among students for full effort on homework and classroom tasks (Hidi, 2016). Rewards drive intrinsic motivation where it arises from within the individual and satisfying for the students. In psychology, internal and external rewards are defined where a person just enjoys the task or activity and view them as an opportunity for the exploration, learning and actualization of their inner potentials. The offering of rewards or reinforcements is a way to motivate learning and teachers develop learning environments where students could give full effort for attempting the class assignments, projec ts and tasks. Through this rewarding system in learning and teaching, students show enhanced interests and greater participation in the classroom tasks. Students are also motivated to understand their roles and responsibilities and give their best efforts in achieving them. Teachers and instructors find it difficult to make students learn the teaching content and so, rewards as a behaviour modifying mechanism to motivate the students to learn and take up challenges that teachers assign them. When students receive rewards from teachers, they give more effort in their learning process (Petty, 2014). Therefore, from the psychological perspective, rewards act as motivating factors in learning and teaching. One identified disadvantage of rewards in learning and teachings is that they are short-term goals that deviate students from actual learning or understanding of the subject. These rewards are not consistent and do not increase in certain types of work. Rewards lack consistency and teachers often find that when rewards are removed from the system, students start losing their interests and motivation to perform the work. This rewarding system requires time to develop as each student is different and finding methods that intrinsically motivate him or her can be different as well as tricky. This involves knowing the interests of the students and figuring out how this connects to the material and this acts as the limiting factor in the learning and teaching process (Csikszentmihalyi, 2014). From the above discussion involving the pros and cons of rewarding system, I think that rewards are necessary for the students as it helps them to achieve their goals, however, it should be consistent, correct and effective. This rewards system could be beneficial for the teachers if they understand them as short-term goal and students would not be interested in some temporary motivating technique. I think rewards make students happy and they are encouraged to become productive in their learning process and better accomplishment of the academic goals. It also creates a sense of pride and achievement and makes them more productive in their academics. Therefore, it can be concluded that rewards acts as positive reinforcement that help students to perform better and understand that they deserve praise in their learning. References Csikszentmihalyi, M. (2014). Intrinsic motivation and effective teaching. InApplications of flow in human development and education(pp. 173-187). Springer Netherlands. Hidi, S. (2016). Revisiting the role of rewards in motivation and learning: implications of neuroscientific research.Educational Psychology Review,28(1), 61-93. Petty, T. (2014). Motivating first-generation students to academic success and college completion.College Student Journal,48(2), 257-264. Behaviourist Approaches of learning Comments not grades Professor, Dylan Wiliam is a reputed educator in United Kingdom and his ideas are consistently being mentioned in the reform of education circles. The Classroom Experiment by Dylan illustrates that teacher is the most essential factor in student learning and it can be improved with continuous persistence and willingness to work better. After watching the videos of the experiments 1 and 2, I believe that this experiment increase engagement of students and advancement in the learning process. The video features that teachers should embrace change, however, honest reflection, hard work, adaptation and teamwork are also needed for the growth and productivity. This experiment is not an intervention for the students to enhance learning; however, it is about helping teachers in decision-making that is based on the understanding level of all students. He explains that in this way the achievement gap is closed promoting excellence. Among the innovation techniques, the comment not grades experiment by Dylan explains how grades and marks affect a students motivation to engage in learning. He demonstrates that a big gap exists between the top and bottom graders and students who get bottom grades starts losing motivation and give up learning. The comments made by the tutors are important in this context and not the grades. The feedback from the teachers is of paramount importance as compared to the grades that students receive (bbc.co.uk, 2017). If the feedback received by the student evokes emotional reaction, I think the half battle is lost. Students hook on their and feeling demotivated to engage in learning. According to Dylan, feedback (positive and constructive) is important rather than grades or marks. Intoxicated grades affect students and this interferes with their ability and motivation to be engaged in learning process. I think teachers should make comments on the work and suggest strategies so that they are engaged in learning. Comments should also provide them opportunity for improvement and in this way, student transit towards self-evaluation, peer-review and reflection. Grades and marks have implications in the teaching and learning process. When students receive constructive grades, it aid in motivating them and encourage them to get engaged in learning process. Constructive and descriptive feedback works for the individual students that act as a critical factor to improvement. Positive feedback conveys the information on the performance of the student and details suggestions that help them to overcome difficulties and be engaged in effective learning. It also affects learning in a way that detailed comments received by students channelize their attention towards specific and relevant information, stimulate their mental elaboration and finally, boost performance (Van den Bergh, Ros Beijaard, 2014). Similarly, comments have implications on teaching as when teachers make positive comments, it encourage students to become engaged in continuous learning by being focused on the specific areas that need improvement. As a result, teachers can promote bet ter classroom practice when they support constructive and positive feedback. In this way, comments from teachers can strengthen student learning by providing ample support acting as facilitator as well a direct transmitter of education and knowledge (Freeman et al., 2014). References Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics.Proceedings of the National Academy of Sciences,111(23), 8410-8415. https://www.bbc.co.uk, (2017) The Classroom Experiment - Episode guide - BBC Two. (2017).BBC. Retrieved 13 October 2017, from https://www.bbc.co.uk/programmes/b00txzwp/episodes/guide Van den Bergh, L., Ros, A., Beijaard, D. (2014). Improving teacher feedback during active learning: Effects of a professional development program.American educational research journal,51(4), 772-809. Assessment of development and learning How do you manage your motivation and engagement? Motivation and Engagement wheel developed by Andrew Martin is a practical multi-factorial approach for the students to understand the relationship between motivation and engagement. According to this wheel, motivation is the energy that drives students to learn effectively and work towards achievement. Engagement is the behaviour that follows the energy and drives them towards effectively learning and achievement. The scale comprise of eleven factors that are grouped under four themes. Positive thoughts offer positive motivation through learning focus, valuing and self-belief. Positive behaviour offers positive engagement through persistence, task management and planning. Similarly, negative thoughts drive negative motivation through failure avoidance, anxiety and uncertain control. Negative behaviour results in negative engagement through disengagement and self-sabotage (Liem Martin, 2017). After undertaking the test, I analysed that I fit under positive behaviour that drives me towards positive engagement. When I receive positive behaviour from others, I become motivated and engaged towards effective learning and work. I am able to perform better as I become persistent, take an active part in task planning and management. When my confidence is boosted, I feel motivated to work, be engaged that finally boost my learning and work towards achievement. When there is positive engagement or emotional commitment, people get motivated to work and thrive for success. When I have positive attitude or behaviour, I feel enjoyed to take an active part in the work and ensure continuous engagement. My strength is positive behaviour that helps me to be positively engaged with others and work towards a common goal. When I am engaged in literacy tasks, my willingness to accept instruction is enhanced and improve my task performance. This helps me to be persistent towards my work and take an active part in learning, planning and management. I believe that motivation leads to engagement and positive behaviour can help me to be engaged in active learning process. I am understandably persistent towards positive behaviour and this helps me to become competent towards my learning process and work. After analysis, I also reflected on my weakness and areas for improvement. I need to develop confidence that inculcates positive thoughts in me like learning focus, valuing and self-belief. Positive thoughts are directly proportional to positive motivation, I lack confidence, and as a result, I dwell in negative thoughts. This gives rise to negative motivation like uncertain control, failure avoidance and anxiety. Whenever I am assigned any task or assignment, I do not feel confident to take the challenge due to my low-esteem and dwelling negative thoughts. This is the reason I do not feel motivated to take up the task that is directly proportional to negative motivation. This provides area for improvement where I have to boost my confidence level so that I feel motivated to work towards the accomplishment of the assigned task. This can be achieved through affirmation and by questioning my inner critic (Martin, Ginns Papworth, 2017). I need to focus on my strengths and forget about failures and negativities in life that would help me to develop positivity to gain confidence to work towards achievement (Neff, 2016). References Liem, G., Martin, A. (2017).The Motivation and Engagement Scale: Theoretical Framework, Psychometric Properties, and Applied Yields. Retrieved 13 October 2017, from https://onlinelibrary.wiley.com/doi/10.1111/j.1742-9544.2011.00049.x/abstract Martin, A. J., Ginns, P., Papworth, B. (2017). Motivation and engagement: Same or different? Does it matter?.Learning and Individual Differences,55, 150-162. Neff, K. D. (2016). Self-compassion.Mindfulness in Positive Psychology: The Science of Meditation and Wellbeing, 37.

The effective reward and compensation strategies an Example of the Topic Government and Law Essays by

The effective reward and compensation strategies The exodus of multinational companies production centres to China has resulted to serious human resources issues that need to be addressed before matters get out of hand. Specifically, companies have been faced with the dilemma of developing and institutionalizing competitive remuneration packages to their Chinese employees. In the free market economies where parent companies are located, remuneration packages are determined through competitions, whereas those in emerging China, with state controlled economy, lack proper market for determination (Ming 2003). This analysis shall therefore develop a system that will aid in the process of determining remuneration packages that would leave employees with motivation to work harder in respective companies duties. This dissertation is therefore an evaluation of how multinational companies opening facilities in China could use their blend their western organizational culture with Chinese business and cultural practices to establish and maint ain highly motivated and thus productive labour force. Need essay sample on "The effective reward and compensation strategies" topic? We will write a custom essay sample specifically for you Proceed The firsts step would involve comparing best practices in western organizational culture. Specifically, the dissertation shall look into aspects that could successfully be applied in Chinese society. This will help avoid challenges, such as instituting programs that could be in conflict with the Chinese culture. Remuneration programs of companies that have had success with Chinese human resources would be investigated and most effective ones get incorporated into one framework. Reasons for choosing the specific groups incorporated in the resulting best practices framework will be explained accordingly. Weaknesses in any of the included practices shall be rectified. After compiling the best practices instituted by western-based companies, especially the UK and the EU, the project will look into processes of developing an understanding of the traditional business reward system of Chinese society. These practices will be incorporated in the best practices explained above. This combination will therefore result to improved hybrid systems that will the best from the west and the best from Chinese society. Members of staff will therefore easily identify with the processes as they include practices they have practiced before. Including their culture in foreign companies organizational culture will leave a sense of pride that would breed job motivation. This strong foundation would further leave employees eager to learn new western business processes; individual companies will therefore have the much needed employee goodwill to introduce best practices in business management. Equally, employees would feel obliged to forward more Chinese cultural practi ces that when incorporated could improve respective companies working environments. The project will further look into how similar processes have been done in other countries. This is in consideration that China is not the first country for western multinationals to establish manufacturing centres; the companies had been operating in other countries with much success (Yang 2006). Studying successful cases will lead into better understanding of best practices-local culture mix. For instance, it shall be possible to understand which of the two (western verses local) should form biggest chunk of the mix at the beginning stages. Still on this undertaking, the study shall embark on investigating the level of cooperation from local employees, and multinational management practices that resulted to higher degrees of collaboration. All these factors would be incorporated in the final report. Apart from success stories, the study shall highlight be some failures by multinational companies to develop competitive remuneration that motivates employees. This will be used to illu strate some of the factors that individual multinationals should avoid at all costs. The resulting framework, which could also be regarded as recommendations, will be scrutinized to match with international standards, the goal being to establish competitiveness. In this regard, companies that get to practice these recommendations would succeed in being competitive in the Chinese labour market. Indeed, highly skilled Chinese employees would prefer working with companies that understands and takes pride with local culture and best practices, while also introducing more efficient ways of running operations in Chinese business environment. Comparing with international best standards would help in seeing weakness areas, which would be improved further. The final framework will therefore operate in accordance to international best practices. The projects report (dissertation) will further highlight on the vitality of incentives in implementing recommendations. Providing incentives to employees is usually included in best practices of maintaining highly motivated and productive labour force (Davidson 2001). The remuneration provided by the companies is the beginning point of ensuring success in achieving this goal. However, multinational companies management should understand that remuneration alone is not enough, and therefore embark on developing processes of improvising more ways of keeping employees satisfied with their duties and responsibilities. This is where respective companies organizational culture comes handy, as it can help improve Chinese employees job attitude in accordance to practices that have proved to work in the involved line of business. Organizational culture is hereby taken to mean practices that align stakeholders vision, goals and general attitude to those of the organization (Ken 2004). In the case of western multinationals, organizational culture will help Chinese employees understand what is required of theme in respective company activities. Individual companies should, however, ensure developing processes that will aid orienting Chinese employees to organizational culture. In addition to the organizational culture that has been in operation for some time, respective companies should consider developing ways of incorporating some Chinese cultural and business practices, which could definitely serve as morale booster among Chinese employees. Other than using organizational culture in keeping employees motivated, individual western multinationals should consider incorporating Chinese employees in decision-making processes. This would lead to individual employees feeling appreciated and their abilities to accomplish duties and responsibilities taken seriously. These employees would therefore be more inclined in undertaking their duties and responsibilities with greater determination. Applying this process throughout the organization would lead to companies having well-motivated employees and therefore set the right foundation for their human resources. The pay back would be a long-term high productivity that would leave competitors admiring the achieved success. Delegation of duty is another factor that could leave stakeholders more motivated to play their duties with greater efficiency. Chinese operations of the multinational companies should therefore be very independent from home office lest Chinese colleagues feel they are being used primarily for cheap labour and not other skilled duties. Employees should also be involved in the process of reviewing business management practices in China. This should take place after local management becomes well accustomed to respective multinational companies business practices, from where home office in western countries should secede tight control to Chinese management. Stakeholders in the multinational companies, together with Chinese colleagues, should understand that open communication forms the bedrock of success in such undertaking. Indeed, the collaborators from either side would be able to pass important business information and therefore improve operational efficiency. References Davidson, T 2001, Motivating Employees, OUP, Oxford. Ming, C 2003, Succeeding in Chinese Business, CUP, Cambridge. Ken, D 2004, Organizational Culture in Multinationals. Ashgate, Aldershot. Yang, J 2006, China Opens Doors, Financial Times, London.