Project Management Essay Example | Topics and Well Written Essays - 1000 words

Project Management - Essay Example 8.8 2)Although senior management does not want a business case for proceeding with this project, they would like to know what some of the potential financial benefits could be from this project. Write a one- to two-page paper describing several potential financial benefits that could result from providing this system. Any technology based resource management system comes with several degrees of financial benefits that are essential to the success of any organization or company involved. Most managers have however not readily identified these benefits, which are financial because they are often embedded in other benefits that are non-fiscal. This means that the financial benefits of technology based management systems are not extrinsic but highly intrinsic (WWF, 2000). The financial benefits are always the result of the key characteristics of the systems. Three of these characteristics are known to be multi-functional, effectiveness and efficiency. The technology based resource manage ment system is said to be multi-functional because it can play several roles at a time. Unlike the orthodox system of creating different portfolios for different employees, a single system could be used to play about three to five at a time (World Conservation Union M&E Initiative, 2009). There could for instance be one system that combines the roles of recruitment, placement, orientation, salary grading and pension scheming, all at a time. In such a situation, the company benefits extensively because the amount of money that would have been spent on each of the portfolios is spared and saved in the coffers of the company. Subsequently, these monies serve as capital for starting other money making activities so as to raise and generate incomes for the company. In the case of the present system, it is even possible to advance the functions of the system so that in the nearest future, there could be several roles integrated into its work. As far as effectiveness is concerned, referenc e is being made to the fact that the technology based resource management systems are useful in generating financial returns and financial benefits by ensuring very high levels of perfection in service delivery. There is no denying the fact that no machine is 100% effective. However, studies show that most contemporary systems that have been introduced in the project management system to take care of resource management actually outweigh human perfection for close to 30% (World Conservation Union M&E Initiative, 2009 ). This means that there is a wider range of quality and perfection guarantee on the use of the technology based system as compared to using human effort. Invariably, the amount of money that would have been spent on legal litigations and other forms of inaccuracy corrections and remediation would be channeled into other profit making ventures within the organization. The effectiveness of the system is therefore another guarantee that the system is highly beneficial in terms of finances. Finally, the efficiency of the system cannot be underestimated in any way, and as

Performance Management System of Banglalink Essay Example for Free

Performance Management System of Banglalink Essay The mark an employee receives in his/her evaluation plays a very important role in his/her chances of promotion. Banglalink uses the Performance Review form which is generally termed as â€Å"Adjective Checklist† The Performance Review forms are sent to all the people who act as supervisors of a certain number of employees. The supervisors are instructed to evaluate their subordinates They are specifically instructed to evaluate the job performance of the employee; and not to evaluate the employee himself or herself as a person. The supervisor fills out the form himself During his evaluation, he may consult with the employee if the supervisor has any remarks; he puts them on the form also. After all these are completed, he assigns marks on the rating. The marks are specified on the form. After the supervisor completes his evaluation, his section head reviews the form If he has other thoughts about the person evaluated, he then consults both the supervisor and the subordinate, whose performance was evaluated, and then clarifies the matter. He then gives his own remarks. Then the form is sent to the Departmental Head, who gives the final acknowledgement when he assesses that everything is in order. Thus all the filled out forms are gathered and sent to the Banglalink head-office, where these forms are sorted and arranged Then the top management reviews these forms. They evaluate the markings received. Then they can make a certain judgments on the employees abilities and performance The present position of the employee and his current salary along with the marks and recommendations he received are combined to make a matrix With this matrix, the employees increment is calculated. [pic] Appraisal Feedback After the evaluation has been done, the top management makes their decisions nd forms future plans Where the evaluation results are not satisfactory, the top management asks for more information After getting the information, they sit with the Departmental Head of the employee under scrutiny and then they proceed to assess the situation. Later they discuss the situation with the rater and the employee he rated and then they make their decision. When the evaluation results are pos itive and the top management has made their decisions about the employees increments or promotion, the employees are given the information in an informal manner. Thus, they are assured of the assessment that has been made of them. In this way they are kept motivated. 3. Research Methodology Type of Research The project falls in the category of exploratory and descriptive research, i. e, a research designed to evaluate the Performance Appraisal of Banglalink. This applies to the research part. Prior to that, the organizational part is helpful for the clear understanding of the existing position of Banglalink and also serves the purpose of the exploratory. Besides, a limited scale of causal research has been also included to examine the cause and effect relationship among variables. Basic Research Method The basic research method in this theoretical Knowledge, field survey and practical orientation. In that the annual report and websites were the major source of secondary data. Besides, the discussion with the concerned managers/employees (Primary data) yielded the additional information to fill up the gaps and helped in clear understanding. Sources and Method of data collection To carry out the research study, data has been collected both from primary and secondary sources Primary Data Primary data have been collected as follows Structured Questionnaire Keeping the problem statement in view, a number of questions in the form of checklist had been formulated. The checklist had been the main tool for relevant question to the primary data sources to formulated the operational definition of the problem statement and precisely find out the area of study. Questionnaire were developed incorporating mixed type of questions. One type of questionnaire for the managers at Banglalink and the other type is for employees. Some questions were common for all while some questions were exclusive for either group. Questionnaires were designed in such a way so that all-important elements of the performance appraisal system can be covered by it. After questionnaire formulation, an exhaustive and deliberate discussion was conducted and necessary adjustments were made. Pretest for screening of the questionnaire has been carried out. After pretest, the final questionnaire has been prepared.

The Age Of Criminal Responsibility Criminology Essay

The Age Of Criminal Responsibility Criminology Essay One must be aware that the United Nations Convention on the Rights of the Child professes anyone under the age of eighteen is a child. However, in the criminal law, greater distinctions are made: anyone under 18 is a juvenile, aged 14-18 are classed as young persons and a person under 14 years old are classed definitively as a child. What does it mean to be a child in this modern era? Every person has experienced life as a child and could easily accumulate their own perspective, but that is exactly what it would be; a subjective definition that begins with infancy and ends when they reach adolescence. However, adolescence, for legal purposes must portray a mental, intellectual, emotional and more specifically, a moral capacity to differentiate right from wrong. Before one looks at the legal observations of childhood, it is only sensible to consider the words of those who dedicate their lives to the study of child psychology, and ultimately have wider knowledge. Psychological theory Piaget in his work, The Moral Judgement of the Child  [1]  established a theory of not only the cognitive, but also the moral development of a childs mind, prà ©cising that they cannot undertake certain tasks until they are psychologically mature enough to do so. The psychologist Kohlberg expanded on Piagets position  [2]  , and their theories make it plain that by ten children are not capable of making moral decisions similar to that of an adult, as they have not fully learned to do so. The theories suggest that there are 2 stages of moral reasoning (which sometimes overlap) named the heteronomous stage and the autonomous stage. At the heteronomous stage, the child is egocentric and believes the world revolves around them, and they will act depending on the severity of the outcome. This stage continues past the age of ten, so before they reach the next stage it is unlikely that they will be aware of the severity of any outcome. Subsequently, when they are in the autonomous stage, intentions are more important than the consequences of action and should be the basis for judging behaviour, and it is then that a child should be held accountable for his or her actions, not before. The theories suggested here are, of course, non-conclusive and non-exhaustive, but at least give an insight into the questionable nature of the entire concept of an absolute age of criminal responsibility, so it would be worthwhile to keep these theories in mind throughout the discussion. The age of criminal responsibility The age of criminal responsibility in England and Wales is ten years.  [3]  All children under this age are presumed to be doli incapax (incapable of committing a crime). After reaching the age of ten however, and as Elizabeth Stokes informs us, there is nothing within the substantive criminal law regarding the attribution of guilt, which distinguishes the responsibility of young people from that of adults.  [4]   The Home Office White Paper in 1997, signalled the start of New Labours tough and punitive, No More Excuses campaign by declaring that; Young people who commit offences must face up to the consequences of their actions for à ¢Ã¢â€š ¬Ã‚ ¦ No young person should be allowed to feel that he or she can offend with impunity à ¢Ã¢â€š ¬Ã‚ ¦ Punishment is important as a means of expressing societys condemnation of unlawful behaviour and as a deterrent.  [5]   Even though there was much discussion with reference to raising the age in the late 1960s after the Government White paper Children in Trouble  [6]  (1968) along with Section 4 of the Children and Young Persons Act 1969 which would have raised the age of criminal responsibility to 14 but was never implemented and the provision was repealed in 1991. This introduced an unnaturally bold dividing line between criminal responsibility and irresponsibility for children who offend. This was the case even though arguments have been put forward suggesting that to criminalise and label children is very dangerous, with Deborah Orr proposing that, if a child has behaved in a fashion that he or she feels he had little or no control over, and then is told this is criminal, then the child is being taught that his or her criminality is something over which he has no control.  [7]  The following doctrine attempted to decrease the amount of children being labelled until it was abolished. Doli incapax Protection or a waste of time? Before the Crime and Disorder Act 1998 which abolished the doctrine, there had existed for hundreds of years  [8]  protection for children aged between 10 and 14 years. This protection was the rebuttable presumption that children were doli incapax. Under this legal doctrine, as expounded in the case of C v DPP  [9]  in addition to committing the actus reus and mens rea of a criminal offence the prosecution also had to prove beyond reasonable doubt that they knew what they were doing was seriously wrong. This doctrine was working as a filter which recognised childhood to stop 10 being the absolute age of criminal responsibility. Children aged between 10 and 14 years benefited from the presumption as it protected them from the detrimental effects of the enforcement of criminal law.  [10]  But despite this, it could be suggested that the doctrine did not work as it was professed to as it still did not stop children being prosecuted; as the prosecution only had to prove that children knew the difference between the extreme opposites of right and gravely wrong, and not mere naughtiness and wrong. For example, Bandalli suggests that children have a very flexible approach to ownership, if one were to look at the contents of the Theft Act 1968, s.1(1) describes the crime as dishonesty with intent to permanently deprive a concept which children might only be aware of as merely borrowing. So in practice it did not work sufficiently, but it cannot be ignored that it had very strong symboli sm, which was arguably the most important aspect. The symbolism of the doctrine An excellent point made by Pickford questions why the opponents of abolition continue to have faith in a doctrine which has proved to be so inadequate in protecting children anyway.  [11]  But this is perhaps because at least some acknowledgement was given to the notion of childhood with doli incapax, differentiating their treatment from that of adults. It made the police, the CPS and the judiciary stop and think about the degree of responsibility for each individual child,  [12]  and doing that, however briefly, kept the childhood status in tact. The symbolism of the abolition In spite of these arguments, Jack Straw said on 3 June 1998; with great respect, we are abolishing the concept of doli incapax and thus England and Wales saw the erosion of the policy of protection. However, this was combated with the justification that removal of protection was removal of excuse culture.  [13]  Nevertheless, supporters of the doctrine still implore the judiciary to recognise at least some protection. The recent case of R v T  [14]  in 2008 it was proposed that only the presumption had been abolished  [15]  and that the defence remained in tact. But this proposition was quickly flattened and children aged 10-14 would be treated in the same way as other juveniles in deciding whether to prosecute. The abolition of doli incapax was discoursed in conjunction with increasing the age of criminal responsibility, but now there has been an absolute abolition, the government has carried out one without the other, and has left a vacuum where protection should be. Th erefore, what doli incapax stood for; its symbolism of protection was quashed and children are treated like adults once again. The possible justifications for this are set out in Part Two. PART TWO CRIMINALISATION AND THE RIGHTS OF THE CHILD There is little doubt that punitive imperatives have shaped contemporary policy responses to child offenders in England and Wales.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Goldson (2002) The government is ignoring the widespread discourse and European recommendations about the rights of children. With their apparent stubbornness, not to mention the abolition of the centuries old presumption of doli incapax, the question is why are we wedded to the extreme desire to pull children into the criminal justice system and criminalise, rather than taking the civil route which is based on the foundations of protection and welfare? Their policy has brought a large group of children under the auspices of the criminal justice system where previously they may have been successfully diverted. This current punitive climate can be justified to an extent because people have an innate interest in punishment. Namely, they will view children as adults seeing them as autonomous beings who bear responsibility for what they do, despite their age. In the NACRO youth crime briefing as recent as December 2008, the Committee expresses concern about the findings of a survey commissioned by Barnados  [16]  which show the negative public perception of children: 49% of people believe that children are increasingly a danger to each other and adults, 54% agreed that children are beginning to behave like animals, 35% of people feel like the streets are infested with children. In addition to this, after the 1994 government submission to the UNCRC, Barnados and the NSPCC highlighted their outrage of what the government purported to be happening in England and Wales, that it did not reflect what was happening in reality, and thus decided to write their own submissions such as these, showing that the UK Government has much to answer for. The public have a diverse perception of children in contrast with psychologists  [17]  and they want to prosecute them. To prosecute and put a child through the criminal system costs between  £75,000 (for a youth to be in a young offenders institute) and  £150,000 (for secure accommodation).  [18]  Although it might be a generally useful deterrent to use the threat of prosecution, recently it can be seen how arbitrarily it is used (which is in breach of Art 37(b) United Nation Convention on the Rights of the Child). For example, an article in The Mail Online  [19]  states that in Newark, Nottinghamshire, letters of warning have been sent out that children face prosecution and fines of up to  £100 if they annoy neighbours with ball games. . But if the child was to be prosecuted for kicking a ball around in the street, what would this really achieve? The answer is nothing. Prosecution and custody in this respect would be equivalent to an employer paying a new employee to go through a process which they know does not work,  [20]  which is obviously a waste of time for everyone involved. The government maintains that it is providing proportionate penalties for child offending and in its report to the CRC states they are keen to ensure that children are not prosecuted whenever an alternative can be found but the NACRO youth crime briefing successfully contests this articulating even those who are diverted [away from the courts] by being dealt with reprimand of final warning, are in effect [still] criminalised. It is also exceptionally questionable whether children should be tried in the Crown Courts, as the NACRO briefing  [21]  suggests that the Crown Court is primarily an arena for dealing with adult offenders through jury trial, and children who commit grave crimes are, in large degree, processed as if they were adults.  [22]   And so, in the shadow of sympathetic European progressiveness, New Labour, with its No More Excuses draconian approach has conceded to the whims of the public and are practically stealing away what it is to be a child, including what they deserve and have a right to protection, which a higher age of criminal responsibility would ensure. In Europe: UN Convention on the Rights of the Child (UNCRC) According to United Nations Committee on the Rights of the Child regarding the age of criminal responsibility, countries should consider whether a child can live up to the moral and psychological components of criminal responsibility and notes that if the age of criminal responsibility is set too low the notion of responsibility would become meaningless. The Committee has recommended State Parties not to set a minimum age of criminal responsibility at a too low level and to increase an existing minimum age to an internationally acceptable level concluding that the minimum age below the age of 12 is considered unacceptable. According to UK Childrens Commissioners Report to the UNCRC, although the UK has ratified the UNCRC, the Convention is not part of domestic law and remains unenforceable. Recent legislative and policy developments are in clear breach of the UNCRC, for example, the naming and shaming of children subject to anti-social behaviour orders  [23]  . Even if these did not breach the Convention rights, it would be unsuccessful anyway, as some children, especially the higher end of the spectrum would actually be proud of having an ASBO, or as Deborah Orr suggests  [24]  , they would be badges of pride and perverse achievements. Thompson and Venables case study How it came about that two mentally normal boys aged 10 of average intelligence committed this terrible crime is very hard to comprehend . . . Morland, J The cases of R v. Secretary of State for the Home Department, Ex parte V. and R. v. Secretary of State for the Home Department, Ex parte T, concerned Robert Thompson and Jon Venables, both 10 ½ year old boys, being convicted of the murder of a two year old boy. They were only just over the age of criminal responsibility. They were sentenced to detention during Her Majestys Pleasure and the trial Judge; Morland J set the minimum term to be served at eight years to reflect their extreme youth. The NACRO youth crime briefing  [25]  Grave crimes, mode of trial, and long term detention, reports that the European Court of Human Rights (ECHR hereafter) determined that the defendants were denied a fair trial since they were unable to participate effectively in the proceedings given the nature of the court room and the intense public scrutiny saying the formality and ritual of the Crown Court must have seemed incomprehensible and intimidating for a child of eleven. This breaches Art 3 of the Convention, to have the best interests of the child as the primary consideration. The Youth Crime Briefing  [26]  reports that even after the Lord Chief Justice issued a Practice Direction (in February 2000), which gave guidance for the conduct of such proceedings and calls upon Crown Courts to have regard to the welfare of the child and to avoid exposing him or her, so far as possible, to intimidation, humiliation or distress (my emphasis added),further cases go on to breach Convention rights. This was detailed in the case of SC v UK  [27]  where an eleven year old boy who did not have the intellectual, moral or cognitive capacity for his age group, had his right to a fair trial breached even though the procedure adopted would have complied with the Practice Direction. The ECHR stated that: [He] has little comprehension of the role of the jury . Even more strikingly, he does not seem to have grasped the fact that he risked a custodial sentence, and even once sentence had been passed à ¢Ã¢â€š ¬Ã‚ ¦ he appeared confused and expected to be able to go home with his foster father. The Court then went on to make recommendations as to how a child with the handicap of childhood should be processed that they should be tried in a specialist tribunal noting afterwards that there are at present no proposals to develop one. The United Nations Standard Minimum Rules for the Administration of Juvenile Justice The Beijing Rules. The Beijing Rules adopted by the General Assembly in 1985, specifies in section 4.1 that the lower age of criminal responsibility shall not be fixed at too low an age level, bearing in mind the facts of emotional, mental and intellectual maturity. The commentary states that a specific approach should be taken, which is whether a child can live up to the moral and psychological components of criminal responsibility and making explicit reference to the individual discernment and understanding. This relates profusely to the theories that Piaget and Kohlberg propose where they have said that moral development is a continual process that occurs throughout the lifespan, and I would suggest that to fix the age at ten is to put a limit on an uncertain event, that is to say, they are severely generalising the mental capacity of children, leading to injustices in the due process that children are entitled to have. Even if it can be argued that increasing the age would lead to net-widening of children (who may have developed moral capacity earlier) being excused for crimes, that does not displace the argument that the majority of crimes committed by children are minor, and could be prevented with concern for the individual offender and n ot the offence. . In fact, the Beijing Rules state in part 11.1, consideration shall be givenà ¢Ã¢â€š ¬Ã‚ ¦to dealing with juvenile offenders without resorting to formal trial emphasizing that, this practice [will] serve to hinder the negative effects of subsequent proceedings, such as the stigma of conviction and sentence. The Rules also make clear the relationship that the age of criminal responsibility must have with its other limitation counterparts; the legal age of consent, the legal age of drinking, marital status, civil majority for example. There is also the notion of the need of a higher mental intelligence, emotional and moral capacity to be responsible in respect to all of these, and this just does not sit well with having the age of criminal responsibility at ten.  [28]   Risk and Predictive Factors In addition to disregarding the Beijing Rules, the government have actually contributed to the reason that children are committing crimes, evidenced by certain predictive factors that have led to increased youth crime in certain contexts. The Youth Offending Board  [29]  maintains that anti-social behaviour and crime is not immediately down to the childs choice, but rather the context in which they are placed. From their web page headed, Targeted Prevention of Youth Crime and Anti-Social Behaviour they raise the policy issue of funding for a start, and reinforce that, one of the best and most cost-effective ways to reduce youth crime is to prevent young people from getting into trouble in the first place, by dealing with the problems that make it more likely they will commit crime or anti-social behaviour. They then proceed to list possible predictive factors such as lack of or poor education, poor family relationships (bad parenting), and the child living in public housing locat ed in high risk, inner city areas. To start with, the report from the UK Childrens Commissioners to the UN Committee on the Rights of the Child evidenced that child poverty is high with around 3.1 million people living in poverty (29% of children) in England and more than 1 million children living in poor housing, which is a possible reason why children commit crime. Here it is not individual choice, but the governments own policy that is creating the increased likelihood of child offenders. The Joseph Rowntree Foundation suggests that current measures mean child poverty will rise from 18% to 33% over the next 20 years. They say the poverty gap is created by state benefits which are linked to inflation, rather than earnings, and that is of government concern. And so, if the Government is likely to miss its target to halve the number of children living in poverty by 2010, then they are in theory adding to the offending rates instead of reducing them, defeating their whole objective of being tough on crime. Other factors arise from poor parenting and bad education. In a speech to the Association of Teachers and Lecturers in 2002, the former education secretary Estelle Morris argued that bad parenting has created a cycle of disrespect among children, and again does not show it to be the individuals own choice. Poor education leads to truancy, alcohol misuse and other antisocial activities that adults would not be punished for. The Joseph Rowntree Foundation found that almost half the young people aged 11 to 17 reported committing at least one criminal act in a survey of 14,000 school students.  [30]  It is fair to argue that this shows crimes are being committed by children to whom doli incapax formerly applied, but this paper is not insisting that children between 10 and 14 do not commit crimes, it is reiterating that the punitive measures for this age group are a step backwards in an otherwise progressive world, and alternative measures are needed. The government have excused thems elves of any blame, when it is obvious from the above factors that they have an inherent part to play. Children are no longer treated as special cases when it comes to the types of penalties available to the courts when they ought to be. The status of childhood still remains and needs to be protected. But condemning children to the penalties that adults have, they are subverting the whole concept of childhood and are returning to the stage in history where children were no less than little adults  [31]  a definition which philanthropists such as Mary Carpenter in the very early stages of the youth justice system were trying to eradicate. PART THREE ALTERNATIVES Justice/Welfare Burgeoning youth incarceration and high reconviction rates in England and Wales have prompted a search for alternative responses. Pitts and Kuula  [32]   The overall aims of the criminal justice system are to avoid future re-offending and to exact retribution on behalf of the victim and society  [33]  as defined in s.37 of the Crime and Disorder Act 1998. The UK government for England and Wales have two main options they could take towards a child who has committed a crime; a diversionary approach operating at a cautionary level or to prosecute amounting to either a judicial process of punishment on the basis of harm done or a punishment approach regarding the welfare of the child. The inability to comply with the UNCRC recommendations is exposed where they take the punitive route almost every time. The response to juveniles oscillates between the justice or welfare approach, that is to say whether you look to the offence of the offender. The welfare approach is founded on determinist reasons outside of the childs control, so he or she bears no responsibility. However the justice approach appears to predominate in England and Wales, which will inevitably mean that the age of criminal responsibility will remain too low, as it does not allow a child to be anything but responsible. Civil Law approach The civil family law is an example of the welfare approach. There is an odd dichotomy because, in contrast with the criminal law which employs a fixed cut-off point, family law takes an individualised and functional approach, joined with a completely different perception of childhood, which is in line with the UNCRC. The perception seems nearer to that outlined by Piaget and Kohlberg which understands the vulnerable and dependent nature of a child, and again works on the basis that the childs welfare is paramount. Helen Keating also suggests that the child may also be seen as incompetent in legal terms, and that developmental discourse has found expression in law and has made its way into the system through the test formulated from Gillick v West Norfolk and Wisbech Area Health Authority and Another  [34]  . . The level of competence required is sufficient understanding and intelligence to enable him to understand fully what is proposed and sufficient discretion to enable him to make a wise choice in his or her own interests.  [35]  Despite the problems that the test can amount to, such as delay in ascertaining the competence, its influence has become enshrined in statute. The Children Act 1989 even begins with a checklist for the welfare principle stating that the court should have regard to the the ascertainable wishes and feelings of the child considered in the light of his or her age and understanding.  [36]  Ã‚   . There is no such parallel in criminal law, which begs the question of why two systems running side by side are contradictory. It cannot be that the children in family law cases are more vulnerable than those in criminal law, so it must be due to the approach. The UK Government should take a step back and try to ignore the distorted perceptions of children that the public emanate, and look more closely at the individual child perhaps even looking at them as if they were their own young. Comparative Systems With the New Labour policy so behind most other countries it is unsurprising that one can find models of welfare based systems which, despite their own shortcomings (such as paternalistic decision-making) still puts us to shame. Lesley McAra introduces a substantive summary of the developments in Scottish Youth Justice  [37]  noting it exhibited a high degree of stability in its welfare based institutional framework and policy ethos, up until it started acting like England. By filtering in punitive measures such as anti-social behaviour legislation when the Children (Scotland) Act was passed in 1995, Scotland has conceded to the publics moral panics about persistent offenders and is transforming. The fact that their age of criminal responsibility is going to raise to 12 (from 8) when the Scottish Governments Criminal Justice and Licensing Bill passes in 2009, may just have saved them from themselves. This was the philosophy of the Kilbrandon Committees  [38]  childrens hearing system. Here a child, passing several grounds for referral (which are astonishingly similar to the grounds that the civil (family) law invokes for a Care Order  [39]  .. is or is likely to suffer serious harm and/or with admission of guilt) are referred to a tribunal consisting of lay-people, who operated from a needs not deeds viewpoint was in direct contrast with Englands Ingleby Committee. It will bring Scotland into line with most of Europe, but the Scottish Government said the rise would not mean letting off younger offenders, as Justice Secretary Kenny MacAskill said amongst recent discourse, Evidence shows that prosecution at an early age increases the chance of reoffending so this change is about preventing crime. Rather they will be held to account in a way that is appropriate for their stage of development and ensures that we balance their needs with the need to protect our communities. Similarly in Finland a different approach is taken. The age of criminal responsibility is 15, and their answer is to look at the child on the whole; their environment whilst dividing children into their age groups based on cognitive functions, needs, and understanding. Moving from a punitive to welfare syste

The Ethics Of The Media Essay -- essays research papers

The purpose of the media has become an ongoing question since the large amount of conflicts between the consumer and media. Why is the original purpose of the media so damn hard to figure out? It is time to confront this issue instead of blowing it off by saying, "We can never change the media, so why bother?" What kind of chickenshit statement is that?! If there are so many people with so much power, surely one of them realizes the downward spiral of the ethics of the media. I feel my sole purpose of this paper is to tell everyone my ideas and viewpoints on censoring the media.Ooooooo, censor. What a bad word that is when used in the same sentence with media. So many people believe censorship is a bad thing, but there is no other solution in stopping the "bad press." When I sit back and look at the stories about stories that are bad and offending to someone, I realize something needs to be done. The media is out of control. True, there are many informing and needed stories, but, my god, how many times a day to we need to hear and read about how much money O.J. Simpson has to pay the family of Ronald Goldman? We, as consumers, need to sit back and ask ourselves, "What was the point of hearing or reading that story?" Back to the censor issue. I, as an aspiring journalist, do not believe in total and complete censorship of the media, but also, as an aspiring journalist, I am embarrassed of some of the stories that are run, for instance, when t...

Saatchi Nine

Saatchi Gallery is now hosting an Art Showdown, which is an online competitive event that allows artists to upload images of their work and make them available to an online voting audience. Those who would like to enter must be registered members of Saatchi online or of the Stuart Artist group. However, registration is easy, free, and readily available on the site. Once registered, Showdown accepts one image from each artist every period beginning on Monday at 9 a. m. until the following Sunday evening at 6 p. m. —a one-week period. During the time the work is uploaded to the site, all visitors will be free to view and vote on the quality of the work. Each visitor is permitted only one vote for each work, but may vote on as many works as is preferred. The voting is done on a scale of one (1) to ten (10). Once the scores are tallied for the first week in each period, the two artists with the highest scores are given the chance to compete against each other for additional votes for the period of another week. These two remaining artists go head to head, vying for a chance to enter for the final prize of   1000. The competition continues for twelve rounds, after each of which, one winner is selected. The final knock out round has the twelve finalists going head to head in a bid for the ?1000 prize, yet Saatchi’s support does not end there. This coveted prize will not be the only benefit of the competition, as the runner up is also granted the sum of ?750. And even further benefits exist, as all the artists who enter gain the exposure that comes with having your work viewed on the site that welcomes thousands of visitors on a regular basis. Street Art The Saatchi Art Gallery caters to artists of all kinds, and evidence of this exists in its commitment to the work of street artists. The gallery accepts work from a wide range of non-traditional artists, such as tattoo and graffiti artists, mural painters, performers, and others who discover unknown or unrecognized pieces. Saatchi allows these artists to upload their work in the form of photos or even videos—any or all the methods that capture the true essence of the meaning and conceptualization they would like to convey. The use of the video-upload feature is particularly convenient for performing artists, who are also encouraged to promote their work on the Saatchi Gallery Site. This features is open even to street dancers, many of whom the gallery recognises as having attained a remarkable level of proficiency at their art despite the lack of formal training. Artists ready to upload are encouraged to register on the site for a free membership, which gives them all the privileges that Saatchi members worldwide possess. However, those who prefer to are also allowed to register as visitors and still gain the benefit of having their works displayed on the international artistic website. When art files are uploaded, visitors to the site are able not only to view the works, but also to select their ten favourites, which are ultimately showcased in a special area on the site. The exposure that this Saatchi Gallery facility affords to young street artists is immeasurable, as the gallery makes these works available to millions of viewers around the world. This considerably broadens the artistic scope of these street artists and ultimately brightens their prospects. Photography The Saatchi Gallery’s artistic versatility dictates its open attitude toward art, and this attitude is present in its welcoming posture toward the work of photographers around the world. The gallery opens its doors to photographers who have been widely unrecognised in their circles and provides a source of promotion and exposure to these young, talented persons. This offer is inclusive of photo artists from countries all around the world. At Saatchi Online, artistic photographers are encouraged to upload their photographs and place them on display for the millions of potential art enthusiasts on the internet. Images must be uploaded as jpg files and the sizes of these files should be below 2MB. This opportunity given free of charge by Saatchi not only allows these photographers to increase their standing as renowned artists, but it also allows them to enter into the professional artistic realm by making (or arranging for) commission-free online sales. Photographers are also free to create their own profile package online. Therefore, not only do viewers and potential buyers get the chance to review a wide range of their works (as many as eight pieces are accepted), but they are also able to offer the public significant information about themselves and their art. In addition to the services mentioned, Saatchi also allows the photographers to get messages from those interested in their art—such as viewers, fellow photographers, and even potential buyers. Therefore, this improves the artists’ ability to network in this scene where fellow artists, a potential source of inspiration, may be difficult to find. The Saatchi service to photographers may therefore be considered an ultimate method of artist promotion. Museum Saatchi Gallery represents the one of the world’s most modern museums of art and is a refreshing addition as one that was made specifically for those who enjoy art in all its styles and types. It caters to the desires and needs of a wide range of art lovers, from students needing to be exposed to the different genres represented in art to young artists needing a place to exhibit their work. It aids in the development of young talent and deepens (formal and informal) students’ appreciation of the contemporary aesthetic depicted in the work and ideologies of contemporary artists. Yet, the museum also extends its influence and aid into the realm of non-traditional art, such as fashion designing and the performing arts. In fact, these artists are supported not just in procuring them an audience for their work, but also in facilitating the purchase of art pieces via the Saatchi interface, which eliminates the middle-man and renders the compensation over to the appropriate artist commission free. The resources available on the Saatchi website are many, as it houses the Stuart Museum that is specifically designated for student artists or recent graduates as a place where they are free to upload their work for public viewing, critiquing, and feedback. Saatchi Gallery’s gift to the artistic public is valuable in that it offers a new generation of artists and art lovers access to the cutting edge of creativity. However, it allows for the personal and professional growth of the young artist too, by giving them the opportunity to interact with the public in colloquy, conference, as well as business settings. Therefore, through the resources provided by this gallery, students become more cultured in their exposure to contemporary art, and young creative people gain valuable, professional skills that will last them a lifetime. Colleges and universities will find the Saatchi Gallery a very valuable resource to boost the appreciation and renown of their art, fashion and performing arts departments. Saatchi caters to these institutions on an international scale, and provides them the impetus and exposure they need in order to present their departments to the public as a progressive arm of the institution. The Saatchi Gallery caters specifically to the effort to market these institutions by welcoming posts and sample work from the students and faculty, allowing these parties to showcase their work on the internationally recognised website. Representatives of each university are empowered to upload material in the form of photos, videos or scanned art work to the site as a method of drawing attention to the abilities of their students and the expertise of the faculty that grooms them. On the Saatchi Gallery website, colleges and universities have the freedom to highlight the achievements of their faculty members as well as the unique talents of their students. Yet they may also offer descriptions of their artistic programs, give information about their institutions’ location, and even provide links to their websites. The gallery is a supreme marketing tool because it provides a hub to which thousands of prospective students (and other persons interested in art) come to do research and locate educational institutions in which they may be groomed in the arts. It also provides critics with a method of gauging the artistic talents of a wide range of students without the need to travel, and therefore may afford your institution the recognition it would not otherwise have had. It also gives colleges and universities the chance of being recognised in an international gallery without incurring any expenses—as registration on the Saatchi Gallery’s site is always free of charge. Gallery The Saatchi Gallery is an international collection of the works by artists ranging from amateur to professional levels, and it is an indispensable resource both to the user who is serious about the study of art and to the casual art lover. To the serious student of the arts, it provides a wealth of information about contemporary art techniques, artists, and the direction in which art is and has been moving. The gallery hosts the work of hundreds of artists in and around the United Kingdom as well as across the world. It especially caters to the works of new artists and of those seasoned artists whose works have gained little or no attention in the past, providing insight into their techniques and inspirations. Ultimately, as a result of their exhibition of their work in the Saatchi Gallery, many of these new artists are offered the opportunity to conduct showings in galleries locally or internationally. The gallery’s new home, located at (PLACE ADDRESS HERE) is of a stylish and modern architectural design that heralds the museum-quality work of the artists hosted within. This twenty-year-old gallery has grown over the years to accommodate approximately 600,000 annual visitors and 1000 annual school visits. It collaborates with the media to facilitate and host a wide variety of shows that put even more effort into showcasing the work of these talented artists. These shows have benefited from the input of such media houses as The Evening Standard, The Observer, and Time Out. This has led to a vast increase in the viewing audience in Britain, around Europe, and even to increases in international visits. This is the kind of public awareness for which Saatchi regularly campaigns on behalf of the artists whose works are hosted within the gallery. It represents a truly contemporary, businesslike, and professional approach to art promotion that brings artists and viewers together in a productive fashion. Galleries The resource that the Saatchi Gallery provides to other art galleries around the world is invaluable. To those who own galleries and are highly interested in the contemporary art scene, the Saatchi Gallery provides the exposure and the information necessary to create and maintain a high profile gallery. Rather than compete with galleries around the world, Saatchi collaborates with them to provide them with international recognition on the global art market. The gallery allows other gallery directors to provide information about their art shop on the Saatchi website and also to provide links to their galleries via the Saatchi website. Since Saatchi caters to a growing international viewing audience of potentially millions of persons, all those viewers immediately become potential clients of the galleries that choose to be hosted on the Saatchi site. Saatchi hosts links to the most prestigious galleries around the world, and facilitates the creation of sub-galleries for schools, colleges, and other artistic institutions. In fact, it caters to a wide variety of schools (primary to university level) and to the public at large, so that its collection is the largest available on the internet. Being a gallery itself, Saatchi also hosts the works of individual artists. The Stuart Museum, for instance, is a gallery hosted under the aegis of the Saatchi brand, which houses the work of students and recent graduates of artistic colleges and universities. Plus, Saatchi takes it one step further than brick-and-mortar art galleries by allowing artists to sell their work online free of commission. The gallery is therefore a large and all-inclusive contemporary art hub that provides the viewing public with a link to the widest variety of art and art galleries that currently exists on the internet. Chat Live Interaction becomes easier now on the Saatchi Gallery website, as the site’s interface allows for real-time conversation between artists and their viewers. Saatchi uses an instant messaging feature that facilitates interaction between art lovers and their favourite artists through its Chat Live feature, and this occurs in a manner that encourages the artistic collaboration of the art community. Artists from a variety of backgrounds and even in different nations can meet one-on-one with those persons who appreciate their work and gain live feedback and critiques of their art. The Chat Live feature also allows for discussion of artistic themes that have the potential to lead to a deeper public understanding of the concepts embedded within the works of art displayed in the Saatchi online gallery. Saatchi even allows group chats, and access to the chat feature and chat rooms can be obtained via a very brief registration formality accessible at http://www. aatchi-gallery. co. uk/chatlive/. This Chat Live feature is useful beyond its ability to bring art lovers together for leisure and collaborative purposes. It also presents a valuable marketing tool to those persons who want to gain direct and specific feedback concerning the interests of real people who love and follow art. Representatives of galleries and museums may register or sign in as guests to gain access to the ideas a nd suggestions of the large viewing and membership audience on the Saatchi website. They may also use the resource to plan and promote artistic events. Members of the press or other interested persons may also sign in to conduct formal or informal interviews of artists in an effort to promote the love and continued creation of art as a whole. The endless possibilities that exist with this invaluable Chat Live tool made available on the Saatchi website will no doubt facilitate the production of beautiful art for future generations. Portfolio The Saatchi Gallery online portfolio is a special resource provided to schools at the primary and high levels that are interested in boosting the confidence and promoting the talents of their artistically inclined students. The art teacher or the school’s artistic representative is given the opportunity to create detailed profiles for their schools and thereby to promote the artistic endeavours of the school as evidence of the school’s diverse educational curriculum. Along with the school’s profile, the portfolio allows institution representatives to call attention to the work of its talented students by uploading samples of these works along with biographical profiles of the students responsible for the pieces. The institutions are also encouraged to upload notices and descriptions of upcoming and past artistic events that demonstrate the school’s commitment to the arts. The Saatchi Portfolio is therefore a strong marketing tool that promotes the educational institution on a grand artistic scale. However, the Saatchi Gallery goes further to promote and encourage the talent of these young and promising artists. It puts on regular competitions that generate prizes of great value to the future career of these individuals. Winners and runners up are given cash for use in purchasing art supplies, including computers, to enhance their potential as artists. The winning schools are also given monetary compensation to be used to equip their art departments, making them more conducive to the learning and practice of art. The Saatchi portfolio resource is performed as a community service gesture whose purpose is to return benefits to the institutions that gave many successful artists support in the past. The Portfolio also exists to secure the future of art by encouraging the youth in artistic endeavours.

Conclusion and managerial implications Essay

A streak is a short period of good or bad luck. A team is said to have a winning streak when it wins many games consecutively, and to have a loosing streak when it looses many matches in a row. It is quite easy to say that a team has good players, and therefore has a high chance of winning. Upon closer consideration, though, it may become apparent that the skill and style of play of the teams playing against them has an important part to play, and so are other factors like coaching and the spirit in the players. In this work, we have considered some variables that appear likely to influence the team’s chance of winning. Specifically, we chose opponent 3-points per game, team 3-points per game, team free throws per game, team turnovers per game, opponent turnovers per game, team rebounds per game and opponent rebounds per game as key determining variables in determining the winning chance of a basketball team. We had to deal with the occurrence unusually large or small values in the data, since they affect the final outcome. Therefore we formed a multiple regression model for prediction, and modified it until we came up with a model with six variables. Our model can be trusted to predict the chance of a team winning by up to 80%, and the percentage win can be predicted with an error margin 0. 1479 percentage points about 95% of the time. Our model showed us that the more turnovers a team has and the more rebounds from an opponent, the less the chance of winning. However, the more 3-point shots, free throws and rebounds made, and the more turnovers an opponent makes, the greater a team’s chance of winning. 3 TABLE OF CONTENTS Executive summary 2 Objective of the study 4 Data description 5 Technical report 6 – 12 Conclusion and managerial implications 14 Appendices Appendix I: Descriptive statistics for the variables 15 Appendix II: Box plots for the variables 16 Appendix III: Scatter plots, winning chance vs. each variable 17 Appendix IV: Multiple regression details for 8-variable model 20 Appendix V: Residual plots for the 8 variables 21 Appendix VI: Best subsets regression details 23 Appendix VII: Regression details for 5-variable model 24. Appendix VIII: Residual Plots for 5 variables 26 Appendix IX: Regression excluding residual outliers for 5-variable model 28 Appendix X: Regression for 6-variable model 29 Appendix XI: Residual plots for 6-variable model 30 Appendix XII: (a) The final regression model 32 Appendix XII: (b) Residual plots for the final regression model 33 4 OBJECTIVE OF THE STUDY The objective of his study is to create a regression model for predicting the percentage wining of a basketball team among many basketball teams in a particular basketball season. Regression analysis is a method that aids us in predicting the outcome of a variable, given the values of one or more other (independent) variables. The model thus obtained is examined to ascertain the reliability of its prediction. In our analysis, therefore, we are out to examine a multiple regression model that we shall build, and improve on it until we find the best model for the job. We are motivated by the fact that fans of teams every now and then go into arguments (and even betting) about what chance there is for a particular team to win. Winning a game, we believe, is not entirely a chance occurrence. We therefore want to investigate what factors can be expected to determine the winning chance of a team. We do not expect to get a magical model, but that we will have to modify our model until its predictive ability has been greatly improved. The importance of this work lies in the fact that, without accurate knowledge of the most influential factors affecting a phenomenon, one may end up spending a lot of resources (time, energy and money) on a factor that might not be so important, at the expense of the really important factors. This results in a lot of input with no corresponding output, thereby leading to frustration. This can be especially true in sports and related activities. This work is our little contribution to more efficient planning and sport outing for a basketball team. 5 DATA DESCRIPTION The data that we have used is taken from †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ It presents the statistics for sixty-eight (68) teams in a sporting season. Therefore we shall not be going into issues of time series or other techniques that come into play when dealing with data that has been collected over an extended period. The data presents a list of 68 basketball teams. Each team has played a number of games in a particular basketball sporting season. The spreadsheet contains a lot of information on these 68 teams, such as their winning percentage and vital statistics of the games played in this particular season. In this work, we are going to designate a dependent variable (Y) and seven independent variables (X1, X2, X3, X4, X5, X6 and X7). The variables are defined as follows: Y = Winning Percentage X1 = Opponent’s 3-point per game X2 = Team’s 3-point per game X3 = Team’s free throws pr game X4 = Team’s turnover per game X5 = Opponent’s turnover per game X6 = Team’s rebound per game X7 = Opponent’s rebound per game With the above variables, we shall formulate a regression model for the winning percentage of a team in this data. 6 TECHNICAL REPORT 6. 1 Preliminaries Our first task, having obtained the data, is to examine the descriptive statistics for each of our independent variables. The Minitab result is presented in Appendix I. The data appears to be normally distributed, since the mean and median are close. To further verify this, we will look at the box plots for each of the variables. The box plots reveal that the data is normally distributed, except for â€Å"turnover per game† and â€Å"opponent turnover per game† with one outlier each, and â€Å"home rebound per game† with three outliers. The Box plots are presented in Appendix II. To further understand our data, we still look at the scatter plots of each variable against the winning percentage. This will show us the extent to which each of then influence the winning percentage. Although this is not the final regression model, it presents us with marginal regression relationships between each variable and the winning percentage. The details of the results are presented in Appendix III. The marginal regressions reveal that some of the variables are more influential to the winning percentage than others, but we note that this is not the final regression model yet. On close examination, we observe that Opponent’s 3-point per game accounts for very little of the chances of winning a game, and in fact is negatively correlated with percentage wins of a team. A similar case arises concerning Team’s turnover per game, only that the relationship is even weaker here. The same goes for Team’s rebound per game. The rest exhibit a positive correlation. The strongest correlation observable from the scatter plots is that of Team’s free throws per game, and the weakest positive correlation is that of Opponent’s turnover per game. 6. 2 6. 4. 1 7 Regression analysis is a very useful analysis tool. Moreover, with the aid of modern computers, data analysis is even easier (and sometimes fun) to carry out. The final model we have been able to come up with will help in predicting the winning chance of a basketball team. We would like to state here that our model does not have magical powers of prediction. The predictive accuracy of the model has been stated in the body of this work, and shows us that it does not incorporate EVERY variable that affects the winning chance of a team. It is common knowledge that factors like the co-operation between team management and players, relationship among players, the individual skills of the players and the support of a team’s fans play a very important role in a team’s ability to win a game, and so do many other factors. Yet these factors cannot be quantitatively described so as to be included in the model. Nevertheless, we believe that the variables we have analyzed have very important roles to play, and therefore should not be ignored. We therefore recommend, based on our findings, that a team should strategize its game so as to minimize their turnovers, since from our model they have the strongest negative effect on their winning chance. Similarly, the opponent’s rebound will do damage. On the other hand, a basketball team should, as much as possible, maximize their 3-point shots, free throws, rebounds and the opponent’s turnovers, since according to our model, these have a positive influence on their winning chance. Finally to the sports fan, you can know what to expect from a team if you can observe the above-mentioned variables. So, instead of raising your heart rate in blind anticipation, you can assess for yourself the chance that your favorite team will not let you down. In the meantime, we wish you the best of luck! 8 APPENDIXES 8. 1 APPENDIX I: Descriptive Statistics for the variables 1. Descriptive Statistics Variable N N* Mean SE Mean StDev Variance Minimum Winning percentage 68 0 0. 5946 0. 0197 0. 1625 0. 0264 0. 2333 Opp 3-point per game 68 0 6. 318 0. 107 0. 880 0. 774 3. 788 3-point per game 68 0 6. 478 0. 161 1. 326 1. 757 3. 645 Free throws per game 68 0 14. 203 0. 280 2. 307 5. 323 8. 536 Turn-over, pg 68 0 14. 086 0. 164 1. 355 1. 835 10. 974 Opponent Turn-over,pg 68 0 14. 755 0. 192 1. 583 2. 506 11. 438 Home rebound per game 68 0 35. 380 0. 389 3. 209 10. 297 27. 323 Oppnt rebound per game 68 0 33. 841 0. 258 2. 128 4. 528 28. 970 Variable Q1 Median Q3 Maximum Range IQR Winning percentage 0. 4707 0. 5938 0. 7403 0. 9487 0. 7154 0. 2696 Opp 3-point per game 5. 688 6. 323 6. 956 8. 138 4. 350 1. 268 3-point per game 5. 782 6. 433 7. 413 9. 471 5. 825 1. 631 Free throws per game 12. 619 14. 322 15. 883 19. 568 11. 032 3. 264 Turn-over, pg 13. 116 14. 000 14. 875 17. 656 6. 682 1. 759 Opponent Turn-over,pg 13. 574 14. 769 15. 514 18. 406 6. 969 1. 939 Home rebound per game 33. 304 35. 383 37. 063 45. 548 18. 226 3. 758 Oppnt rebound per game 32. 611 33. 754 35. 047 39. 938 10. 968 2. 436 2. Descriptive Statistics: Winning percentage Variable N N* Mean SE Mean StDev Minimum Q1 Median Winning percentage 68 0 0. 5946 0. 0197 0. 1625 0. 2333 0. 4707 0. 5938 Variable Q3 Maximum IQR Variance Range Winning percentage 0. 7403 0. 9487 0. 2696 0. 026 o. 7154 8. 2 APPENDIX II: Box Plots for the variables 8. 3 APPENDIX III: Scatter Plots (With Corresponding Regression Equations) Regression Analysis: Winning percentage versus Opp 3-point per game The regression equation is Winning percentage = 0. 729 – 0. 0212 Opp 3-point per game S = 0. 162686 R-Sq = 1. 3% R-Sq(adj) = 0. 0% Regression Analysis: Winning percentage versus 3-point per game The regression equation is Winning percentage = 0. 397 + 0. 0304 3-point per game S = 0. 158646 R-Sq = 6. 2% R-Sq(adj) = 4. 7% Regression Analysis: Winning percentage versus Free throws per game The regression equation is Winning percentage = 0. 058 + 0. 0378 Free throws per game S = 0. 138185 R-Sq = 28. 8% R-Sq(adj) = 27. 7% Regression Analysis: Winning percentage versus Turn-over, pg The regression equation is Winning percentage = 1. 14 – 0. 0387 Turn-over, pg S = 0. 155019 R-Sq = 10. 4% R-Sq(adj) = 9. 0% Regression Analysis: Winning percentage versus Opponent Turn-over,pg The regression equation is Winning percentage = 0. 293 + 0. 0204 Opponent Turn-over,pg S = 0. 160503 R-Sq = 4. 0% R-Sq(adj) = 2. 5% Regression Analysis: Winning percentage versus Home rebound per game The regression equation is Winning percentage = – 0. 243 + 0. 0237 Home rebound per game S = 0. 144773 R-Sq = 21. 9% R-Sq(adj) = 20. 7% Regression Analysis: Winning percentage versus Oppnt rebound per game The regression equation is Winning percentage = 1. 44 – 0. 0249 Oppnt rebound per game S = 0. 154803 R-Sq = 10. 7% R-Sq(adj) = 9. 3% 8. 4 APPENDIX IV: Multiple Regression Details Regression Analysis: Winning perc versus 3-point per , Free throws , †¦ The regression equation is Winning percentage = 0. 633 + 0. 0224 3-point per game + 0. 0176 Free throws per game – 0. 0622 Turn-over, pg + 0. 0414 Opponent Turn-over,pg + 0. 0267 Home rebound per game – 0. 0296 Oppnt rebound per game – 0. 0172 Opp 3-point per game Predictor Coef SE Coef T P Constant 0. 6327 0. 2123 2. 98 0. 004 3-point per game 0. 022369 0. 007221 3. 10 0. 003 Free throws per game 0. 017604 0. 005720 3. 08 0. 003 Turn-over, pg -0. 062214 0. 007380 -8. 43 0. 000 Opponent Turn-over,pg 0. 041398 0. 006398 6. 47 0. 000 Home rebound per game 0. 026699 0. 004175 6. 39 0. 000 Oppnt rebound per game -0. 029645 0. 004594 -6. 45 0. 000 Opp 3-point per game -0. 01724 0. 01130 -1. 53 0. 132 S = 0. 0747588 R-Sq = 81. 1% R-Sq(adj) = 78. 8% Analysis of Variance Source DF SS MS F P Regression 7 1. 43486 0. 20498 36. 68 0. 000 Residual Error 60 0. 33533 0. 00559 Total 67 1. 77019 Source DF Seq SS 3-point per game 1 0. 10906 Free throws per game 1 0. 53614 Turn-over, pg 1 0. 24618 Opponent Turn-over,pg 1 0. 13117 Home rebound per game 1 0. 13403 Oppnt rebound per game 1 0. 26527 Opp 3-point per game 1 0. 01302 Unusual Observations 3-point Winning Obs per game percentage Fit SE Fit Residual St Resid 2 4. 59 0. 79412 0. 63575 0. 02114 0. 15837 2. 21R 27 6. 60 0. 76667 0. 60456 0. 01272 0. 16211 2. 20R 30 6. 21 0. 50000 0. 65441 0. 01571 -0. 15441 -2. 11R 45 4. 75 0. 25000 0. 39253 0. 02404 -0. 14253 -2. 01R R denotes an observation with a large standardized residual. 8. 5 APPENDIX V: Residuals plots for the 8 variables 8. 6 APPENDIX VI: Best Subsets Regression Best Subsets Regression: Winning perc versus Opp 3-point , 3-point per , †¦ Response is Winning percentage O O H p O F p o p p r p m n p e o e t e n 3 3 e r r – – t n e e p p h t b b o o r T o o i i o u T u u n n w r u n n t t s n r d d – n p p p o – p p e e e v o e e r r r e v r r r e g g g , r g g a a a , a a Mallows m m m p p m m. Vars R-Sq R-Sq(adj) Cp S e e e g g e e 1 28. 8 27. 7 161. 5 0. 13818 X 1 21. 9 20. 7 183. 5 0. 14477 X 2 46. 9 45. 3 106. 1 0. 12021 X X 2 41. 2 39. 4 124. 4 0. 12658 X X 3 55. 2 53. 1 81. 7 0. 11126 X X X 3 54. 9 52. 8 82. 9 0. 11172 X X X 4 73. 8 72. 2 24. 9 0. 085772 X X X X 4 65. 1 62. 9 52. 4 0. 098958 X X X X 5 77. 7 75. 9 14. 6 0. 079790 X X X X X 5 76. 8 74. 9 17. 6 0. 081431 X X X X X. 6 80. 3 78. 4 8. 3 0. 075569 X X X X X X 6 78. 1 75. 9 15. 5 0. 079781 X X X X X X 7 81. 1 78. 8 8. 0 0. 074759 X X X X X X X 8. 7 APPENDIX VII: Regression Analysis with Five Variables Regression Analysis The regression equation is Winning percentage = 0. 528 + 0. 0250 3-point per game – 0. 0631 Turn-over, pg + 0. 0471 Opponent Turn-over,pg + 0. 0349 Home rebound per game – 0. 0336 Oppnt rebound per game Predictor Coef SE Coef T P Constant 0. 5280 0. 2213 2. 39 0. 020 3-point per game 0.025031 0. 007617 3. 29 0. 002. Turn-over, pg -0. 063103 0. 007859 -8. 03 0. 000 Opponent Turn-over,pg 0. 047061 0. 006531 7. 21 0. 000 Home rebound per game 0. 034908 0. 003176 10. 99 0. 000 Oppnt rebound per game -0. 033572 0. 004713 -7. 12 0. 000 S = 0. 0797903 R-Sq = 77. 7% R-Sq(adj) = 75. 9% Analysis of Variance Source DF SS MS F P Regression 5 1. 37547 0. 27509 43. 21 0. 000 Residual Error 62 0. 39472 0. 00637 Total 67 1. 77019 Source DF Seq SS 3-point per game 1 0. 10906. Turn-over, pg 1 0. 13137 Opponent Turn-over,pg 1 0. 15696 Home rebound per game 1 0. 65508 Oppnt rebound per game 1 0. 32300 Unusual Observations 3-point Winning Obs per game percentage Fit SE Fit Residual St Resid 8 4. 13 0. 83333 0. 66281 0. 02375 0. 17053 2. 24R 13 6. 79 0. 55172 0. 72095 0. 02073 -0. 16923 -2. 20R 27 6. 60 0. 76667 0. 60253 0. 01331 0. 16414 2. 09R 30 6. 21 0. 50000 0. 66321 0. 01474 -0. 16321 -2. 08R 45 4. 75 0. 25000 0. 41575 0. 02187 -0. 16575 -2. 16R. R denotes an observation with a large standardized residual. APPENDIX VII (Continued): Descriptive Statistics for five Variables Descriptive Statistics Variable N N* Mean SE Mean StDev Variance Minimum Winning percentage 68 0 0. 5946 0. 0197 0. 1625 0. 0264 0. 2333 3-point per game 68 0 6. 478 0. 161 1. 326 1. 757 3. 645 Turn-over, pg 68 0 14. 086 0. 164 1. 355 1. 835 10. 974 Opponent Turn-over,pg 68 0 14. 755 0. 192 1. 583 2. 506 11. 438 Home rebound per game 68 0 35. 380 0. 389 3. 209 10. 297 27. 323 Oppnt rebound per game 68 0 33. 841 0. 258 2. 128 4. 528 28. 970 Variable Q1 Median Q3 Maximum Range IQR Winning percentage 0. 4707 0. 5938 0. 7403 0. 9487 0. 7154 0. 2696 3-point per game 5. 782 6. 433 7. 413 9. 471 5. 825 1. 631 Turn-over, pg 13. 116 14. 000 14. 875 17. 656 6. 682 1. 759 Opponent Turn-over,pg 13. 574 14. 769 15. 514 18. 406 6. 969 1. 939 Home rebound per game 33. 304 35. 383 37. 063 45. 548 18. 226 3. 758 Oppnt rebound per game 32. 611 33. 754 35. 047 39.938 10. 968 2. 436 8. 8. APPENDIX VIII: Residual Plots for 5 variables 8. 9 APPENDIX IX: Regression Excluding Residual Outliers Regression Analysis: The regression equation is Winning percentage = 0. 487 + 0. 0184 Free throws per game + 0. 0240 Opponent Turn-over,pg + 0. 0188 Home rebound per game – 0. 0303 Oppnt rebound per game – 0. 0243 Opp 3-point per game Predictor Coef SE Coef T P Constant 0. 4873 0. 2956 1. 65 0. 105 Free throws per game 0. 018444 0. 009412 1. 96 0. 055 Opponent Turn-over,pg 0. 024021 0. 009784 2. 46 0. 017 Home rebound per game 0. 018835 0. 006555 2. 87 0. 006 Oppnt rebound per game -0. 030258 0. 007625 -3. 97 0. 000 Opp 3-point per game -0. 02428 0. 02129 -1. 14 0. 259 S = 0. 118905 R-Sq = 49. 8% R-Sq(adj) = 45. 7% Analysis of Variance Source DF SS MS F P Regression 5 0. 84309 0. 16862 11. 93 0. 000 Residual Error 60 0. 84831 0. 01414 Total 65 1. 69140 Source DF Seq SS Free throws per game 1 0. 47458 Opponent Turn-over,pg 1 0. 03295 Home rebound per game 1 0. 04175 Oppnt rebound per game 1 0. 27543 Opp 3-point per game 1 0. 01839 Unusual Observations Free throws Winning Obs per game percentage Fit SE Fit Residual St Resid 12 12. 2 0. 3333 0. 5854 0. 0270 -0. 2521 -2. 18R 34 12. 2 0. 9487 0. 6218 0. 0297 0. 3269 2. 84R 42 14. 5 0. 2333 0. 5227 0. 0400 -0. 2893 -2. 58R 43 12. 5 0. 2500 0. 4925 0. 0367 -0. 2425 -2. 14R R denotes an observation with a large standardized residual. 8. 10 APPENDIX X: Regression with 6 Variables Regression Analysis: Winning perc versus 3-point per , Free throws , †¦ The regression equation is Winning percentage = 0. 565 + 0. 0239 3-point per game + 0. 0163 Free throws per game – 0. 0630 Turn-over, pg + 0. 0436 Opponent Turn-over,pg + 0. 0265 Home rebound per game – 0. 0310 Oppnt rebound per game Predictor Coef SE Coef T P Constant 0. 5654 0. 2100 2. 69 0. 009 3-point per game 0. 023949 0. 007224 3. 32 0. 002 Free throws per game 0. 016290 0. 005717 2. 85 0. 006 Turn-over, pg -0. 062984 0. 007443 -8. 46 0. 000 Opponent Turn-over,pg 0. 043571 0. 006305 6. 91 0. 000 Home rebound per game 0. 026482 0. 004218 6. 28 0. 000 Oppnt rebound per game -0. 031028 0. 004552 -6. 82 0. 000 S = 0. 0755690 R-Sq = 80. 3% R-Sq(adj) = 78. 4% Analysis of Variance Source DF SS MS F P Regression 6 1. 42184 0. 23697 41. 50 0. 000 Residual Error 61 0. 34835 0. 00571 Total 67 1. 77019 Source DF Seq SS 3-point per game 1 0. 10906 Free throws per game 1 0. 53614 Turn-over, pg 1 0. 24618 Opponent Turn-over,pg 1 0. 13117 Home rebound per game 1 0. 13403. Oppnt rebound per game 1 0. 26527 Unusual Observations 3-point Winning Obs per game percentage Fit SE Fit Residual St Resid 27 6. 60 0. 76667 0. 60084 0. 01262 0. 16582 2. 23R 44 6. 03 0. 23333 0. 38536 0. 02559 -0. 15202 -2. 14R 45 4. 75 0. 25000 0. 41158 0. 02076 -0. 16158 -2. 22R R denotes an observation with a large standardized residual. 8. 11 APPENDIX XI: Residual Plots for the 6-variable Model 8. 12 APPENDIX XII (a): The Final Regression Model. Regression Analysis: Winning perc versus 3-point per , Free throws , †¦ The regression equation is Winning percentage = 0. 604 + 0. 0226 3-point per game + 0. 0167 Free throws per game – 0. 0660 Turn-over, pg + 0. 0420 Opponent Turn-over,pg + 0. 0256 Home rebound per game – 0. 0292 Oppnt rebound per game Predictor Coef SE Coef T P Constant 0. 6038 0. 2065 2. 92 0. 005 3-point per game 0. 022564 0. 007108 3. 17 0. 002 Free throws per game 0. 016706 0. 005600 2. 98 0. 004 Turn-over, pg -0. 066016 0. 007456 -8. 85 0. 000 Opponent Turn-over,pg 0. 041969 0. 006229 6. 74 0. 000 Home rebound per game 0. 025649 0. 004152 6. 18 0. 000 Oppnt rebound per game -0. 029173 0. 004561 -6. 40 0. 000 S = 0. 0739739 R-Sq = 80. 8% R-Sq(adj) = 78. 8% Analysis of Variance Source DF SS MS F P Regression 6 1. 37853 0. 22976 41. 99 0. 000 Residual Error 60 0. 32833 0. 00547 Total 66 1. 70686 Source DF Seq SS 3-point per game 1 0. 10202 Free throws per game 1 0. 50620 Turn-over, pg 1 0. 30758 Opponent Turn-over,pg 1 0. 11512 Home rebound per game 1 0. 12372. Oppnt rebound per game 1 0. 22390 Unusual Observations 3-point Winning Obs per game percentage Fit SE Fit Residual St Resid 26 6. 60 0. 76667 0. 60237 0. 01238 0. 16429 2. 25R 29 6. 21 0. 50000 0. 64694 0. 01477 -0. 14694 -2. 03R 43 6. 03 0. 23333 0. 38546 0. 02505 -0. 15213 -2. 19R 44 4. 75 0. 25000 0. 41580 0. 02045 -0. 16580 -2. 33R R denotes an observation with a large standardized residual. APPENDIX XII (b): Residual Plots for the final regression model. APPENDIXXII (b): Continued REFERENCES Please state the source of data here.