Buad 310 Case Analysis Instruction - 1395 Words

BUAD 310 Spring 2013 Case Due by 4PM on Friday, May 3rd (in BRI 400C) In this case you will apply statistical techniques learned in the Regression part of BUAD 310. Please read the following instructions carefully before you start: †¢ This assignment uses data from the file MagAds13S.XLS, which you can download from Blackboard. After you download the file go to Data → Load data → from file in StatCrunch to open it (you don’t need to change any of the options when loading this data.) †¢ The entire report should be typed and clearly presented without typos and grammatical errors. Copy and paste the relevant (explained further in more detail) regression output into your document. Do not attach any graphs.†¦show more content†¦b. Evaluate the regression assumptions by assessing the residual plot. c. Examine each of the explanatory variables individually to determine which are contributing significantly to the model. (Use the significance level of 5 %. Do NOT actually eliminate any variables from the regression at this stage.) d. Using the same model with all the variables, provide an appropriate 95%-level interval to the retail clothing company for the amount that they would pay for a full-page ad in a magazine with a projected audience of 2,000,000 readers, 55 percent of which are male, with a median income of $30,000. Explain in one sentence and in simple terms what this interval means. 3. Rerun the regression in part 2 with circ replaced by LN_circ (the natural logarithm of the variable circ), keeping all the other variables the same. Include the relevant regression output (only the coefficient and ANOVA tables). [Stat ( Regression ( Multiple Linear, then fill in the proper Response and Predictor variables, then click Next twice and under Save options select Residuals and Predicted values. Produce a residual plot the same way as in question 2]. a. How does this model compare to the previous model using R-squared? Explain what this difference in the R-squared values means in simple terms. b. Evaluate the regression assumptions by assessing the residual

Analyzing the Narrative Structure of Battleship Potemkin Essay Example For Students

Analyzing the Narrative Structure of Battleship Potemkin Essay Analysing the Narrative Structure of Battleship Potemkin Sergei Eisensteins seminal 1925 film, Battleship Potemkin, is often regarded as one of the finest silent films ever made, and as perhaps the greatest example of a propaganda movie in history. Eisensteins film tells the story of the mutiny aboard the Battleship Potemkin, a historical event which took place in 1905. The work can be seen to provide an excellent example of a film that uses an unusual narrative structure when Judged by todays standards of cinema. The director employs a large number of imagery and narrative techniques which help to create a vivid, striking icture of the mutiny aboard the Potemkin, an image intended by Eisenstein to remain in the mind long after the film ends. One of the most immediately noticeable aspects of the films narrative structure can be found in its division in to 5 distinct episodes, each with its own title and each relating to a clearly distinguishable set of events that progresses the story of the film. As the film is silent, the different episodes are interspersed with title cards detailing the name of each episode, with each title giving a clear and easily discernible notion of the events to follow. For example, the first episode, in which the sailors protest gainst being made to eat rotten meat, is named Men and Maggots. The division of the film into these five acts ensures that the narrative of the film progresses at a steady pace, with each act seemingly anticipating the events of the next. As the foundation for the story is laid in the sailors refusal to eat rotten meat in the first act, the events of the second episode, entitled Drama on the Quarterdece, in which the sailors mutiny, can be seen to be a direct consequence of the events of the first. Each of these episodes could be seen as a smaller narrative in itself that fits in to one verarching meta-narrative, with clear relation between them. The films five episode structure can be seen to bear resemblance to the construct of the classical tragedy. Battleship Potemkins first episode seemingly mirrors the traditional prologue of classical tragedy, in which the tragedys topic is presented and the core topics of the work are raised. (pg. internet) In Men and Maggots, the foundation of the story is laid as the setting and reasons behind the sailors mutiny are brought to light. The films narrative is also unusual in its lack of a single protagonist who is followed hroughout the film. Rather than focusing on a single character, the film instead places emphasis on a large group of characters, namely the sailors on the Potemkin (pg. 178 corrigan). Whilst some characters are focused on more than others, such as the ships doctor or Vakulinchuk, the de-facto leader of the uprising, these characters cannot be considered as protagonists of the film. These characters instead seem to represent certain ideologies or important viewpoints that can be found in the film. For example, whilst Vakulinchuk is the member of the uprising that is seemingly most rom his perspective, thus he does not hold the role of the protagonist, but more seems to stand as a symbol of the revolution and uprising. This notion is further compounded when he is killed in the mutiny, and the character of Vakulinchuk becomes something of a symbolic martyr for the cause, as can be noted in the scenes found in the third episode of the film, A Dead Man Calls for Justice. This scene heavily implements the technique of montage, cutting to the mourning faces of sailors and civilians alike, driving the narrative by illustrating the pain caused by the actions of the Tsarists by killing Vakulinchuk. Whilst Vakulinchuk is seemingly a symbol for the revolution, other characters, such as the ships doctor, can be seen to drive the narrative by representing the forces of the oppressive bourgeoisie. In the opening episode, the ships doctor can be seen to state These are not worms. They are only maggots. Wash them out with brine. These few words can be seen to immediately place the ships doctor on the side of the Tsarists, serving to oppress the sailors of the Potemkin and caring little of their plight, encouraging them to eat maggot infested food despite being the ships doctor. This technique clearly creates a ision of two opposing sides, the Tsarist oppressors, and the oppressed masses, represented by the sailors. Eisensteins techniques seemingly aim to express a narrative of ideology more so than a narrative of characters. One might say that the lack of a central protagonist helps to proliferate the communist message behind Eisensteins film. A Bought Lesson Learned EssayDespite its apparent sequential irrelevancy, this is a narrative technique by Eisenstein which aims to remind the viewer of the reasoning behind the actions of the sailors. Whilst Eisensteins editing and montage technique can be seen to advance the films emotional connection with the viewer, particularly in the Odessa steps sequence, one ack of narrative structure in Eisensteins film. Whilst portraying these montages that serve to prompt an emotional response from the viewer, aiming to draw the audience to the films underlying socialist, anti-Tsarist message, the narrative of the story seems to take something of a backseat. Although many montages, such as those of the civilians and soldiers on the Odessa steps, are emotionally resonant whilst still advancing the plot of the story, one is left with many examples of montage which do little do advance narrative and serve only as emotively charged imagery. A prime xample of this can be found in the montage of the lion statues the Eisenstein includes in the Odessa steps episode. Here Eisenstein attempts to invoke the image of the Russian people rising up by carefully placing shots of three different lion statues, one sleeping, another awakened, and the third rising up. Although this imagery of the lion statues is not directly related to the events on the Odessa steps at all, this could be seen as an example of the Kuleshov effect, a technique first shown by Russian filmmaker Lev Kuleshov, which leads the audience to associate apparently nrelated imagery with shots directly preceding and following it. (pg. 64 betancour) This leads the viewer to associate the rising lion with the rising of the Russian people. This scene does not add anything to the narrative structure or progression of the film, instead only aiding the promotion of the ideology behind the film. The narrative structure of Eisensteins film differs largely from much of conventional modern-day cinema. The fact that the film is silent and contains little dialogue means that different techniques must be used to provide the reader with information about he story and characters. Eisenstein uses techniques such as the symbolic imagery of the light and dark uniforms of the good and bad characters. Eisensteins techniques of parallel montage serve the purpose of invoking emotional responses in the viewer, as can be seen in the sequence on the Odessa steps in which the shots Jump between the inhuman Tsarist soldiers and the innocent civilians being massacred. However, this technique can also serve to limit the films narrative, as story often takes a backseat to the emotional and ideological message Eisenstein attempts to transmit. Works Cited The Battleship Potemkin. Dir. Sergei Eisenstein. Mosfilm, 1925. Betancourt, Michael. Structuring Time: Notes on Making Movies. N. p. : Wildside, 2004. Print. Chatman, Seymour Benjamin. Story and Discourse: Narrative Structure in Fiction and Film / by Seymour Chatman. Ithaca, NY: Cornell UP, 1986. Print. Corrigan, Timothy, and Patricia White. Film Experience: An Introduction. New York, NY: Bedford/St. Martins, 2009. Print. McManus, Barbara F. Outline of Aristotles Theory of Tragedy. Outline of Aristotles Theory of Tragedy. College of New Rochelle, Nov. 1999. web. 8 Jan. 2013.

Kohut and Self Psychology and the Freudian Classical Model

Abstract This essay compares and contrasts Freud’s classical model of personality with the theory of self psychology devised by Heinz Kohut. Each theory proposes a different understanding of the nature of the human personality in regards to how it is formed and the extent to which it can adapt to its environment during the formative childhood years.Advertising We will write a custom term paper sample on Kohut and Self Psychology and the Freudian Classical Model specifically for you for only $16.05 $11/page Learn More Freud’s classical theory of personality promoted a notion of human personality as static, predetermined, and unchanging entity which an individual remained powerless to affect whether positively or negatively. Kohut’s theory of self psychology by contrast returned human agency to the theory of personality and promoted a more dynamic interplay between the individual and his or her environment. This essay compares and cont rasts Freud’s classical model of personality with the theory of self psychology devised by Heinz Kohut. For the purposes of this comparison, personality will be defined as any and all significant and reasonably constant behavioral elements exhibited and repeated in an individual human being (Ewen 4). Each theory proposes a different understanding of the nature of the human personality in regards to how it is formed and the extent to which it can adapt to its environment during the formative childhood years. Freud posited that human personality formed within the first five years of life and could be divided into three strata: the Id, the Ego and the Superego (Ewen 2003). An individual is born with his or her Id, best characterized as an â€Å"entirely unconscious† entity possessing the sole motivation to have its physical needs met and avoid pain (Ewen 2003). The Ego arrives at approximately six months of age and represents the social face of the Id; Ego functions as a mediator between Id’s desires and â€Å"the reality principle, delaying pleasure until a suitable and safe object has been found† (Ewen 2003). The final member of the personality triumvirate the Superego forms between three and five years of age to moderate parental influence, conscious and unconscious desires, and â€Å"standards of right and wrong† (Ewen 2003). Kohut’s self psychology theory of personality denied the principal tenet of inherent sexual and aggressive forces (Kohut 1996). Self psychology launched the earliest psychoanalytic recognition of the importance of empathy in personality (Kohut 1996). Kohut (1996) focused attention on expanding the therapist’s role to practice relating empathically to the patient (Kohut 1996).Advertising Looking for term paper on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Healthy development of personality was fluid and changeable, Kohut (1996) asser ted, particularly in the realm of â€Å"selfobject experiences;† mutually beneficial experiences with other personalities nurtured the self and contributed to a positive view of the self, and greater self-esteem in the patient (Kohut 1996). â€Å"Healthy narcissism† refers to a robust, ambitious and integrated self that aspires toward full self actualization as well as the fulfillment of proficiencies and talents (Kohut 1996). â€Å"Narcissism† by contrast indicates the presence of a powerless self striving to preserve a false self unity and self worth through destructive channels (Kohut 1996). Teicholtz (1999) argued â€Å"from the viewpoint of†¦feminist and postmodern critics† that Freud’s theory was essentially a dinosaur of â€Å"male supremacy†¦heterosexist views, and†¦derivative emphasis on reproductive sexuality† (Teicholtz 1999). Teicholtz (1999) asserted that Freud’s theory of personality was best â€Å"unders tood as having been multiply determined by a mix of the intellectual/sociopolitical climate of his times, the limiting effects of his personal subjectivity, certain unanalyzed aspects of his childhood misperceptions, and defensive unconscious fantasy† (Teicholtz 1999). Kohut’s theory of self psychology, Teicholtz (1999) states, â€Å"can be seen as [an] important waystation†¦between classical and postmodern theories† (Teicholtz 1999). Kohut championed the value of the â€Å"belief in the possibility of psychic order and coherence on the basis of certain kinds of relationships available to the individual during childhood† while simultaneously letting go of Freud’s rigid interpretation of â€Å"biological determinism† (Teicholtz 1999). Kohut reformulated Freud’s concept of the instinctual aggressive drive and characterized it as more of a social construction than a predetermined unconscious response (Kohut 1996). Aggressive response s resemble â€Å"preformed action patterns† that are â€Å"learned with greater ease than other action patterns† (Kohut 1996). Said drives then were better described as a â€Å"biological and psychobiological readiness to express oneself aggressively† (Kohut 1996). Given that â€Å"certain patterns are more easily mobilized than others,† Kohut argued that the â€Å"drive in and of itself is neutral. You cannot say from the drive whether it is destructive in its social implications or constructive† (Kohut 1996).Advertising We will write a custom term paper sample on Kohut and Self Psychology and the Freudian Classical Model specifically for you for only $16.05 $11/page Learn More Kohut essentially asserted that the aggressive response drew meaning exclusively from its context, and not from an iron clad, consistently destructive biological instinct that gave no agency to its human host. Teicholtz (1999) characterizes Koh ut’s theory of self psychology as a bridging theory, and one that extended Frued’s theory into the 21st century Teicholtz (1999). â€Å"Kohut’s self psychology was an answer to what he felt were the limitations of Freud’s drive theory. Where Freud saw sexual and aggressive instincts as the driving force of development, Kohut saw the need for a coherent and continuous sense of the self† (Teicholtz 1999). Another area of contrast between the two theorists lay in their understanding of the higher emotions. Freud characterized the fruits of humanity – love for instance – as rewards for a healthy development of personality, yet in Freud’s mind these rewards only arrived once the individual had sublimated his true instincts, and so functioned as â€Å"derivatives of the instincts† (Teicholtz 1999). Kohut, by contrast, saw the capacity for and the realization of love as direct extensions of the â€Å"nondrive aspects of selfâ €  (Teicholtz 1999). Kohut preferred to characterize human personality as a potential, a perennial bloom that could be influenced positively by his or her environment. Teicholtz (1999) showed that Kohut’s self psychology focused more on the whole human than separate and distinct parts (Teicholtz 1999). In conclusion, Freud’s classical theory of personality promoted a notion of human personality as a static, predetermined, and unchanging entity which an individual remained powerless to affect, whether positively or negatively. Kohut’s theory of self psychology by contrast returned human agency to the theory of personality and promoted a more dynamic interplay between the individual and his or her environment. References Ewen, R.B. (2003). An introduction to theories of personality (6th ed.). Mahwah, NJ: Lawrence Erlbaum Associates. Kohut, H. (1996). Heinz Kohut: The Chicago institute lectures. P. Tolpin M. Tolpin, (Eds.). Hillsdale, NJ: The Analytic Press.Adv ertising Looking for term paper on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Teicholtz, J.G. (1999). Kohut, Loewald and the postmoderns: A comparative study of self and relationship. Hillsdale, NJ: The Analytic Press. This term paper on Kohut and Self Psychology and the Freudian Classical Model was written and submitted by user Corban Cooley to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Free Essays on Distance Education

In the 1800’s distance learning was commonly known as correspondence study. Made popular by the postal service, correspondence study was conducted through the mail by a school or other qualified institution that kept students and instructors in touch through writing. The United States was not the only country involved with correspondence courses however. European countries offered courses in shorthand and languages as early as the 1840’s. The United States military was a huge supporter of the correspondence courses, giving soldiers an opportunity to advance while keeping them on the job. Thanks to today, advancement and technology has entered us into a whole new wave of Distance Education. Distance Education still consists of the traditional mail correspondence as well as 1-way video classes, 2-way video classes, and Internet courses. Colleges all over the world are welcoming Distance Education into their campuses. Most colleges offer courses traditionally and new wave. These courses differ semester to semester. Some colleges even offer a completion of degrees that range from Bachelors to Doctorates by using Distance Education. Distance Education is as simple as the alphabet. Analog is a signal that is received in the same, which it is transmitted, while the amplitude and frequency may vary. Browser is software that allows you to find and see information on the Internet. Commonly used browsers are Microsoft Internet Explorer and Netscape Navigator. Computer-Assisted Instruction (CAI) is a teaching process in which students gain mastery over a specific set of skills by executing training programs on a computer. Download is using the network to transfer files from one computer to another. Electronic Mail is the transmission of messages from one computer user to another. File Transfer Protocol (FTP) is the agreed-upon format that allows users to move files between a distant computer and a local computer using a network like the Inter... Free Essays on Distance Education Free Essays on Distance Education In the 1800’s distance learning was commonly known as correspondence study. Made popular by the postal service, correspondence study was conducted through the mail by a school or other qualified institution that kept students and instructors in touch through writing. The United States was not the only country involved with correspondence courses however. European countries offered courses in shorthand and languages as early as the 1840’s. The United States military was a huge supporter of the correspondence courses, giving soldiers an opportunity to advance while keeping them on the job. Thanks to today, advancement and technology has entered us into a whole new wave of Distance Education. Distance Education still consists of the traditional mail correspondence as well as 1-way video classes, 2-way video classes, and Internet courses. Colleges all over the world are welcoming Distance Education into their campuses. Most colleges offer courses traditionally and new wave. These courses differ semester to semester. Some colleges even offer a completion of degrees that range from Bachelors to Doctorates by using Distance Education. Distance Education is as simple as the alphabet. Analog is a signal that is received in the same, which it is transmitted, while the amplitude and frequency may vary. Browser is software that allows you to find and see information on the Internet. Commonly used browsers are Microsoft Internet Explorer and Netscape Navigator. Computer-Assisted Instruction (CAI) is a teaching process in which students gain mastery over a specific set of skills by executing training programs on a computer. Download is using the network to transfer files from one computer to another. Electronic Mail is the transmission of messages from one computer user to another. File Transfer Protocol (FTP) is the agreed-upon format that allows users to move files between a distant computer and a local computer using a network like the Inter...

A Cooperative Jute Mill In Assam Management Essay

A Cooperative Jute Mill In Assam Management Essay Assam Co-operative Jute Mills ltd. being in the cooperative is unique of its kind in the country. Though it has a glorious history it plunged into oblivion for running around one and a half decade due to its internal crisis. But with pressure from the public and the employees it was re-opened and since then it never looked back. Obviously the reasons behind the organization’s revival and sustenance are worth exploring. The study established the existence of Employee Commitment in the organization, which in turn was found to be related to organizational performance. The study also explored and revealed the reasons behind the lack of performance during certain periods. Key words: employee commitment, work involvement, organizational performance Introduction The Assam Co-operative Jute Mills Ltd. is situated on the south bank of the river Brahmaputra at Silghat in the Nagaon district of Assam. This is the only Jute Mill in the country in Co-operative Sector. It was registered in the year 1959 under the Assam Co-operative Societies Act and after much struggle it was commissioned in the year 1970 with the initial investment of around Rs. 150 lakhs. But the Mill after running for about 14 years in rough weather had to close down during March 1984 for about 2 years due to acute financial crisis and other infrastructural problems. Again, the Mill was re-opened on 1st January 1986 under public demand with the financial assistance from the Central Government as well as State Government. However, in spite of sufficient government assistance, financial depression developed again due to imbalance in the income and the expenditure. The mill experienced teething operational problems due to huge accumulation of unsettled liabilities, shortage of working capital etc. But, after continuous struggle and efforts, the Mill started improving its economy from the year 1992-93 and thereafter making progressive net profits. Now, the Mill is completely free from all loans and li abilities and achieved an economically viable position. The Mill is implementing the scheme for renovation/modernization of its plant and machinery from its own resources. Today it provides direct employment to about 800 men. The mill has institutionalized corporate governance and discipline in all aspects of its functioning. During the year 2007-08 the Mill achieved the highest ever turnover of Rs. 18.67 Crores and best ever profitability after tax of Rs. 1.83 Crores. Looking at the above background it ignited the researchers to find out as to what are the reasons that prompted the organization to revive. Why the employees wanted the organization to sustain and above all what made these people to stay in the organization inspite of not being paid highly. The findings could be important learning for replication in other sick organizations and cooperative sector units. Thus the study was carried out with the following objectives. i. To determine the level of employee commitment in AC JM. ii. To explore the relationship between â€Å"Employee commitment† and the â€Å"Organizational performance† in ACJM. Thus the study did not elaborately take into account other aspects of management. Method Sample included all executives and staff, and 50% of workers from each department (12 departments). The response rate of the former was 76% and that of the latter was 78%. Questionnaires and schedules were used to gather the primary data. An extensive study of the available secondary sources of data available in the organization was carried out.

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

Career Management Skill - Essay Example To assist in the achievement of the financial control of the set budgets as agreed annually with the Manager. Job Requirements Relevant understanding and/or experience of 3/4 Star hotel Food & Beverage management. Hold or be willing to gain an Advance Food Hygiene certificate Hold or be willing to gain relevant First Aid qualifications. Computer literate Numerate and experience of menu costing. Good communication skills, both verbal and written. Experience of training others and creating/using simple training aids. Assist the Manager with the planning and implementation of ‘guest entertainment’ (recourse from https://atsv7.wcn.co.uk/search_engine/jobs.cgi?SID=amNvZGU9MTMwMjE5NSZ2dF90ZW1wbGF0ZT03ODMmb3duZXI9NTAzMjY5MCZvd25lcnR5cGU9ZmFpciZicmFuZF9pZD0wJnZhY3R5cGU9ODU4JnZhY194dHJhNTAzMjY5MC4xMV81MDMyNjkwPUZ1bGwgVGltZSZwb3N0aW5nX2NvZGU9MTI1JnJlcXNpZz0xMzU2NjM2MzczLTRjMzA1MGM1YmJjZTA0NmY1ZmVkZjUzMDQwYmMxZGJiYjEzMTBmYTQ=) Reasons Being a business management graduate, I am well aware of supply chain processes, interpreting financial reports and negotiating with suppliers to a make a viable decision. My secondary interest is in human resources and during my studies I learned both management and development functions of the field. I have intermediate knowledge of financial management with clear understanding of financial reports. My interest in this career is backed by the experience I had of a similar role at my partner’s restaurant, understanding of processes involved and admiration for the environment. CV Zong luo 32 Conduit Road, Sheffield, S10 1EW Mobile: 07420 668333. Email: nameistoolongtoplay@gmail.com Profile An intelligent and articulate management graduate who has a keen interest in analytical management with satisfactory knowledge of finance. Possesses a natural aptitude for building rapport with key stakeholders and a keen eye for attention to detail, coupled with the perseverance to seek effective solutions under challenging deadlines. Education 2011-2014 University of Sheffield BA (Hons) Business Management (2:1 expected) Main subjects: Accounting and Finance, Economics, Organization Behaviour, Marketing Management, Analysis for design making, Business Strategy 2010-2011 University of Sheffield, the International College Accounting (89%), Economics (85%), Social science (63%), Mathematics (91%) and Academic study (65%) Work Experience 3rd July 09 to 10th Jan 2010 Green Tea (Classical Theme Restaurant) Position: sales manager Responsibilities: increasing business results and customer satisfaction market analysis and forecasting, understand and grasp peer business status and collect business information responsible for developing new and existing clients managing marketing and promotional activities. 20th Feb 09 to 5th June 2009 Green Tea (Classical Theme Restaurant) Position: Purchasing Category Manager Responsibilities: institute supply strategy negotiations with the vendors implementing the Supply Chain strategy establish new vendors for components checking all contracts with the vendors creating the savings plan and working on execution establish budget for supplying components and controlling it. 30th Sept 08 to 10th Feb 2009 Financial Services Bureau (Local Government, China) Position: Temporary Clerk Responsibilities: Collaborate with team in providing tax and accounting information

Tentative Reference List Research Proposal Example | Topics and Well Written Essays - 500 words

Tentative Reference List - Research Proposal Example It also contains some of the approaches that could be undertaken to prevent drug use in schools which is essential in our research recommendation. This article would provide information about the rules and consequences that should be introduced for those found using drugs in schools. It also provides information on how to manage drug related incidences. This article is important since it contains arguments on whether students should be tested for drug use. Moreover, it contains some of the evidences from court rulings that indicate whether drug testing should be undertaken in schools. This article contains information like the legal issues surrounding this research topic. People who advocate for students not to be tested for drug use use the arguments. The other information that this article contain is the reason why schools should test members of their fraternity for drug use. These are actually the arguments brought out by the people who advocate for drug testing in public schools. Zimmerman, M. A., & Schmeelk-Cone, K. H. (2003). A longitudinal Analysis of Adolescent Substance Use and School Motivation among African American Youth. Journal of Research on Adolescence, 13 (2),