Biochemistry Essay Example | Topics and Well Written Essays - 2000 words

Biochemistry - Essay Example The conversion of glucose to glycogen, a process of energy storage, is achieved by a number of enzymes, the absence or deficiency of which leads to the GSDs resulting in inborn errors of glycogen metabolism. These disorders arise due to deficiency of enzymes involved in the glyconeogenesis or due to abnormal functioning of the glycogen breakdown enzymes. GSDs are categorized based on the type enzyme deficiency and the tissue affected. The systems involved in glycogen synthesis disorders are the liver and muscle, which are the primary sites of energy storage. GSD Type IV, also known as amylopectinosis, is usually fatal and leads to death by age 4. Some of the clinical symptoms include hepatomegaly, failure to thrive, splenomegaly, cirrhosis and lumbar lordosis. Type IV disorder arises due to deficiency of the glycogen branching enzyme amylo-1,4-1,6 transglucosidase, which leads to the formation of abnormally structured glycogen, having amylase molecules with low solubility, leading to glycogen precipitation in the liver, the heart and other tissues. The condition ultimately leads to early death (Ozen, 2541-53). Type I diabetic patients who are erroneously prescribed too high of an insulin dose in their insulin regimen can present liver disease symptoms similar to those presented in glycogen storage diseases. Explain the biochemical basis for this finding. One of the important functions of insulin is glycogen syn... Insulin regulates the amount of glucose absorbed or released from the cell. The glucose absorbed from the blood is stored in the form of glycogen in the liver. One of the important functions of insulin is glycogen synthesis, brought about by activating the enzyme hexokinase. This in turn, phosphorylates glucose, thus, trapping it within the cell, in the form of energy. Insulin also inhibit the activity of glucose-6-phosphatase and activates phosphofructokinase and glycogen synthase, thus helping the hepatocytes to havest excess glucose in the form of glycogen. But, in the absense of insulin, as in case of type 1 diabetes, glucose circulation in the blood increases and the cells fail to harvest it for energy. In the absence of energy the cells activate the enzymes involved in the breakdown of glycogen (glycogenolysis).Under the conditions of cell starvation triggered by lack of insulin, glucagon, a counter regulatory hormone,is activated, which, again stimulates the process of glycogenolysis in hepatocytes, thus releasing energy. When insulin is administered from an outside source, in excess, (eg: injections), insulin activates the formation of glycogen from glucose and inhibition glycogenolysis. Therefore, in presence of excess insulin, there is a surplus production of glycogen, similar to that of glycogen storage disorders. Also, there is inhibition of glucose-6-phosphate, similar to deficiency of the same as in glycogen storage disorders (Bowen). 3.Helicobacter pylori is a bacterium that colonizes the upper gastrointestinal tract in humans and is the causative agent of chronic gastritis, ulcers, and possibly gastric cancer. Knowledge of the intermediary metabolism of this organism would be helpful in developing effective drug

The title of the film was Amistad and the film was released in 1997 Essay Example for Free

The title of the film was Amistad and the film was released in 1997 Essay The title of the film was â€Å"Amistad† and the film was released in 1997 on the territory of the United States of America. The historical period, portrayed in the film, is the year of 1839. It was the year when a terrible rebellion took place on board the Spanish ship La Amistad, which transported salves. It was the time when the slavery was abolished in the North and the South of the United States of America was discontented for they desperately â€Å"needed† slaves to work for them. American courts still decide whether the black person is free according to the place he comes from. The trial over the rebels from La Amistad asks the main question: †Are these rebels slaves or free people? †. The â€Å"free giving† North and the â€Å"enslaving† South were already opposing each other and their relations were rather problematic. The incident became a scandal as it truly reflected the conflict of that time. According to the American laws back then only Africans could be considered free people. The story takes place in the time-gap before the Civil War, which lasted from 1861 till 1865. â€Å"Amistad† is a true story about the slaves that try to go back to their motherland – Sierra Leone. La Amistad† is the name of a Spanish vessel with 53 African slaves on board the ship. The whole story is told be spokesman for the slaves named Joseph Cinque. The film describes the story of a ship approaching the American shore, where trading slaves is illegal. On the way to America the slaves manage to release themselves and kill the whole crew of â€Å"La Amistad† except two crewmembers they leave alive to navigate the vessel. Nevertheless, as they have no idea what direction they need to sail the slaves find themselves near the seaside of New England. The vessel arrested by the coast guards and the rebels get to the court of Connecticut. The Court considers the slaves to be premises and for that reason the lawyer that defends the slaves is a specialist on questions of premises. He is an ambitious young lawyer named Roger Baldwin. The defendants are accused of murder but for them the case is the fight where they have to prove that they are free people and not anyone’s property. Baldwin’s way to defend is very skimpy from the beginning, as he does not seem to feel the problem completely. He does not seem to understand that it goes not about property but about personal freedom of the Amistad slaves in the first place. When Baldwin gets the support of America’s ex-president John Quincy Adams the things change. Adams teaches Baldwin how to feel the case and emotionally deliver it to the court. Adams makes a fifteen-minute speech in Court and put a â€Å"human face on the dispute† showing that the slaves who organized the rebels were free people who were forced to leave their native land, were seized and therefore had to protect themselves just as any other person would have done. Steven Spielberg directed the film and the main motivation of the author was showing that every single person, not depending on the color of skin has the right to be free. In other words each person is born free and nobody can take this freedom away from him. According to Spielberg own words the film tell the viewer about: â€Å"how these Africans are hopelessly caught in the quagmire of the American justice system[1]. This motivation is easily seen through the opposition of the slavery and justice. Spielberg reveals it through a true story to let the spectator understand that this will always remain a problem, even in the contemporary world. The film definitely does give the viewer more insight on the historical period of the 1839, as it in the first places tells about the story was forgotten even by the contemporary African-American representatives [2]. The majority of people do not realize how deep was the problem and the film shows that even twenty years before the Civil War slavery prospered and black Africans did not have many opportunities to defend themselves. It reflects the system of justice of those days where a person that could not speak English was put in Court without even realizing what was going on and without any possibility to explain anything or provide a disclaimer. The valued and the attitudes of the period which is portrayed in the film are primitive – a salve is someone’s property and should be treated as a property. Trial over a slave was a trial where the judge needed to decide â€Å"Whom does this â€Å"thing† belongs to†. The film also reflects the values of the time it was made in. In the first place it is still the problem of racism that is raised even nowadays. It shows the roots, the reasons of the insult that has drawn an invisible line between white and black people. Another attitude seem in the film is the attitude towards court. What the movie says is that the Court has to be independent from anything. As true justice cannot be bought every person needs to be sure that if he not guilty– he will never be convicted. The film is made in accordance with the values of that time; nevertheless the â€Å"waft† of present-day values is rather observable in it. For instance the fat that the defendants were in chains inside the courtroom seem to reflect that a person is not guilty until proved to be innocent and but on the contrary innocent, until proved to be guilty. The characters are not more important than the event, but they harmoniously fit into it. For instance the character of Anthony Hopkins John Quincy Adams shows that the most important thing is to see the human face of the situation, to feel the situation, to emotionally outlive the suffering of other people. This is something that the event itself does not say. It is a human interpretation of the situation and this makes the personage of John Quincy Adams very important to the film, but hardly more important than the La Amistad rebel and the subsequent court. Conclusion: The interpretation of the main characters relates to the most prominent value of the American nation – freedom. This outstanding value is immortal and is something that unites the values of both of the times. The film’s ideology is clear: no human being can be a property of another person; nothing can be called just until it depends on any factors except objectivity; each human being is free from the very moment he was born to the world. Each person can choose and not to be dictated what to do or say. People have the power to choose for themselves and express their will – in other words no discrimination can be made based on the racial differences. The film is a satisfactory historical source. It actually shares the whole story, which is unknown to the majority of the audience, including African-Americans. The strength is that it showed everything very realistic, especially the recollections of the slave, giving the audience the idea of what these people experienced being slaves. The weakness is that it is maybe a little too much concentrated on the characters, than on the event itself. Some things are ignored such as the reaction of public or what in fact people did think about the whole deal. This film can definitely an additional source to study American History, but should not be the only one.

Main Sources Of Resistance To Organizational Change Management Essay

Main Sources Of Resistance To Organizational Change Management Essay Change is inevitable for modern organizations and increasing rapidly in the world due to internal and external triggers (Refer to Appendix 1) (Buchanan and Huczynski, 2010). For survival, organizations must be able to anticipate change and keep reconfiguring themselves as it is critical determinant for their success although it has difficulty and challenges. Organizations that wait for an overwhelming mandate to engage in change efforts are very likely to be left behind and may struggle to survive (Lawler and Worley, 2009). For example, Nokia has already been through one successful change; turning itself from an unfocused conglomerate into a focused mobile phone producer in the 1990s. But, lack of accountability, poor leadership and complacency those came from mobile phone success has caused less competitive in the market due to customer transition from mobile phone to smart-phone (Riley, 2012). According to Nauss (1999), Jacques Nasser, Ford Motors CEO also argued that any business that is satisfied with the present state of affairs is deluding itself. Sitting still or moving at a snails pace is effectively moving backward. Organizational change must be based on intention and goal-oriented and come from within the organization to be effective (See Figure 1 and 2) according Cumming and Worley (Hellriegel, Slocum and Woodman, 2001).It also need very careful assessment of individual and organizational capacity for change since they are potential resistance to change. In this report, we will first discuss various causes for resistance to change from those who affected positively or negatively using Arthur Bedeians four common causes for resistance to change, Kotter and Schlesingers six practical techniques to overcome these resistances and Kurt Lewins 3 phase change management model. 2.0 Resistance to Organization Change Buchanan and Huczynski (2010) define resistance to change is unwillingness or an inability to accept or discuss changes that are perceived to be damaging or threatening to individual. Carr et al also claim that its significance can be measured by those affected perceive and react to it (Salawu, 2011). As a result, change efforts are often found resisted by individuals and groups overtly and covertly due to their negative perceptions to some extent. Hellriegel, Slocum and Woodman (2001) suggest a variety of sources of resistance in Figure 3 (Detail in Appendix 2). To overcome resistance to change, managers and employees must understand its reasons and sources. Arthur Bedeian cites four common causes for resistance to change (Buchanan and Huczynski, 2010). 2.1 Parochial self interest Individuals are so comfort and content with their current situation and they fear that any change in organization may threaten their vested interests. It is one of major reason that people resist organizational change. According to Desler (2004), there are 4 types of organizational change: its strategy, technology, structure and employees. Structural change requires reorganizing organizational chart involving replacing, dismissing or adding personnel (Salawu, 2011). When this situation comes, employees fear to lose their existing positions. E.g. Current Burmese government involves liberal and conservative. Reorganization needs for democratic change process. It is good and can improve the status of its people, but most conservatives fear reorganization as they think that it is a threat to their status quo and interests. For these reasons, Burmas change processes encounter resistance longer time than desired and resulted as a poor country. 2.2 Misunderstanding and lack of trust Buchanan and Huczynski (2010) suggest lack of understanding the reasons and consequences can create resistance to change because it might cost them more than what they will gain. Such misunderstandings most likely occur where there is lack of trust between manager and employees. My former Singapore based Japanese construction announced to his managers an implementation of a flexible 5 days work for all site staffs. No managers resisted because they were introduced the concept of that change in management meeting. Shortly after circulating announcement, various resistances arise from site staffs who do not understand and trust the meaning of flexible working days. One rumor is that they might need to work extra hours in the evening. They were not satisfied with management decision at the beginning. According to Kotter and Schlesinger (1997), only few organizations have a high level of trust between employees and managers. So, it is easy to develop misunderstandings when organizational change is introduced. If managers do not clarify them in time, this can lead to resistance. 2.3 Contradictory assessments Another reason people resist to change is evaluation of costs and benefits differently. According to Buchanan and Huczynski (2010), it is the result of poor communication and inadequate information that causes contradictory assessments. But such resistance to change may lead to constructive criticism and improved proposals to achieve better outcomes since people have different perceptions and knowledge. E.g. My previous project director of Construction Company was shocked by his design team members who made value engineering of structural column. Although this value engineering can achieve design requirement while saving cost, he thought that it can damage the companys reputation. So he didnt allow the design proposal submission to owners consultant. He had reorganized the design team immediately that caused resistance from the people involved. As a result, company lost two good designers and crippled the design team. Different people have different skills and knowledge that may lead to resistance. For the above case, design team has more skill and knowledge than director. And resistance resulted from reorganization will be good for companys future. Low tolerance for change Buchanan and Huczynski (2010) suggest that people respond to change and uncertainty in different ways. Some are more readily to accept and adapt to changes. Others may have a low tolerance to adapt to changes since they have different abilities compared to others. Drucker (2010) also argue that the managers are the major obstacle for organizational growth since they are unable to change their attitude and behavior rapidly to meet organizational requirement. It is the result of peoples limited tolerance that lead to oppose potential beneficial changes even they know that it is positive change. E.g. an engineer in my former construction company received a significant promotion due to expansion. New position required new skill set, relationships as well as loss of some satisfactory current situation. It made him uneasy to give up certain aspects of current situation and resist changing since his tolerance for change was low and he did not understand wisely the reason of change. 3.0 Overcoming Resistance Many managers underestimate not only the variety of ways people can react to organizational change, but also the ways they can positively influence specific individuals and groups during change ( Kotter and Schlesinger, 1997, p-454). E.g. Singapore construction industry has been unable to achieve better productivity due to past experience of managers who dont understand advantages and disadvantages of the methods which they are familiar. So, organizational change becomes managements responsibility. And coping resistance resulted from organizational change becomes the haunting question for todays manager because it determine the success or failure of organization (Martin, 1975). Kotter and Schlesinger identify six practical techniques for managing and overcoming resistance (Buchanan and Huczynski, 2010): 3.1 Education and Communication Education is one of most common way that communicates ideas to reconcile opposing views. Kotter and Schlesinger (1979) discuss that this program can be ideal when resistance is based on inadequate or inaccurate information and analysis especially if the initiators need the resistors help in change implementation. Afferson, M. (2010) argue that this program requires face to face communication to discuss sensitive issues since email or written notices are very weak at conveying and developing understanding. E.g. former Philips CEO, Timmer used this program to explain the future of Philips to his employees. As a result, its operating income has increased (Strebel, 1998). Moreover, Buchanan and Huczynski (2010) also highlight requirement of mutual trust to overcome misunderstanding. 3.2 Participation and involvement According to Buchanan and Huczynski (2010), it can reduce opposition and lead to employees wholehearted commitment if the managers who initiate this program address to their concerns. And it will provide employees a sense of belonging to successful implementing of change. E.g. Coch and French (1948) experimented to examine the efficiency and effectiveness of participation to overcome resistance to change involving: introducing by managers to employees, employees representative participation and all employees involvement. Based on their experiment, all employees involvement was the best for overcoming resistance. But Buchanan and Huczynski (2010) also highlighted that it is time consuming and will be useful if employees skill and knowledge has ability to cope the changes. 3.3 Facilitation and support Buchanan and Huczynski (2010) suggest facilitation and support can overcome resistance when it is caused by fear or anxiety. Such approaches include new trainings or simply listening or emotional support. According to Kotter and Schlesinger (1979), one rapidly growing electronics company devised this program for its employees to adapt frequent organizational changes. They employed four counselors to spent most of their time in talking, listening, educating and training to employees. 3.4 Negotiation and agreement It is another way to deal with powerful individuals or groups who create major resistance such as offering incentives to facilitate changes (Buchanan and Huczynski, 2010). But they also alerted that it may become expensive for change and take more time to negotiate. E.g. Former Burmese military general have strong power to resist political reform in Burma. Current government has to negotiate with them to reach an agreement for successful change such as protecting their interests. 3.5 Manipulation and co-optation It involves covert attempts to sidestep potential resistance. Management puts forward proposals that appeal to the specific interests of key stakeholders. This information is selective, emphasizing benefits and playing down disadvantages. Co-optation involves giving key resistors direct access to the decision-making process, perhaps giving them well-paid, high-status management positions (Buchanan and Huczynski, 2010, p-573). E.g. A local manager in my former Japanese Construction Company invited Japanese manager to analyze one missing item in the design. Due to busy schedule, he was unable to do proper analysis. It limited his influence on the analysis. But his commitment was subsequently very important during discussing with Japanese director. Generally, he did not like someone trying to make changes. After discussion with Japanese manager, he did not try to block the change. 3.6 Implicit and explicit coercion Although many researchers advocate supportive approaches to overcome resistances, managers have to deal with resistance coercively such as firing or transferring to facilitate change. Buchanan and Huczynski (2010) discuss such situations as where the target group is profound disagreement, has little chance of shifting their ground, and the speed is essential for survival. But Kotter and Schlesinger (1979) argued that using coercion is risky because people will resent forced change inevitably. 4.0 Conclusion Strong resistance to change may root deeply in some organizations, but change has become inevitable for todays modern organizations in fast changing business environment for survival. In Figure 1, effective change management program should be implemented properly by the managers who understand the firms culture to facilitate the change process while protecting the interests of affected person. In this report, we applied Kotter and Schlesingers approaches to manage change. Since these approaches have their limitation, they may not be likely to be effective under all conditions and circumstances. There are many prescriptive models or approaches for successful change. In reality, appropriate approaches can be implemented based on the primary cause of resistance. So, manager may need to combine various techniques to manage organizational change. Finally, we would like to suggest Kurt Lewins 3 phase change management model: unfreezing, moving and refreezing because present approaches or technology may be unsuitable in future. We can learn from the failure and success of Nokia and Apple. Apple was able to unfreeze the old technology or mind set that are outdated, develop new process and technology to move on from the old ways of doing things to the new and refreeze again when all seem okay. And they start Lewins process again since refreezing stage may be temporary in future (see figure 4) where Nokia didnt.

Uniqueness and Universality in Tess of the DUbervilles :: Tess of the dUrbervilles Essays

Uniqueness and Universality in Tess of the D'Ubervilles      Ã‚   She can flirt, she can listen, she can sympathize, she can work with her hands.  Ã‚  Ã‚   (Hardy   131)    The above line from Hardy's Tess of the d'Urbervilles demonstrates a great deal about the themes of the novel as well as the character of Tess.   The line reprinted above is supposed to reveal the versatility of Tess' character.   However, it also reveals a good deal that helps us understand Hardy's central theme of the book.   This is because the versatility of Tess' persona is what makes her unique.   However, she is purity, fortitude, woman and suffering personified.   Nonetheless, she is herself and no other person, unlike any other woman.   This contrast of her universal qualities but her individual differences is significant to understanding one of Hardy's core themes if not the core theme in the novel:   Tess is a symbol of the common predicament of all mankind-we are meant to suffer, love and endure.   However, despite this universality Tess' pain is made to seem unique by Hardy's skill.   In her unique vitality and versatility we understand the universality and unique phenomena of tragedy.    The character of Tess is one that symbolizes the positive aspects of life, but she represents the unrealized potential that is within all human beings as much as she comes to symbolize how so very often we end up differently than we might.   Of course, her universality is also embodied within the Christian community wherein she exists, but she also represents as do others in the novel the pagan nature of mankind underneath the surface of social appearances.   Like the line reprinted at the outset, Tess' unique nature despite being an example of common mankind is also evidenced when she rejects the vicar and his church.   The vicar refuses to give her child a Christian burial and Tess replies, "'Then I don't like you!', she burst out, 'and I'll never come to your church again'" (Hardy   147).   However, this is not meant to show Tess rejecting God or men of God, but, instead, it is designed to show us how sensitive and clear-headed Tess is when facing those who are so heartl ess that even when they are a man of God they could heartlessly act.   She once again symbolizes the common lot of mankind (to be sensitive to heartlessness and human deprivation), but she also symbolizes a

Spss Regression

Simple Linear Regression in SPSS 1. STAT 314 Ten Corvettes between 1 and 6 years old were randomly selected from last year’s sales records in Virginia Beach, Virginia. The following data were obtained, where x denotes age, in years, and y denotes sales price, in hundreds of dollars. x y a. b. c. d. e. f. g. h. i. j. k. l. m. 6 125 6 115 6 130 4 160 2 219 5 150 4 190 5 163 1 260 2 260 Graph the data in a scatterplot to determine if there is a possible linear relationship. Compute and interpret the linear correlation coefficient, r. Determine the regression equation for the data.Graph the regression equation and the data points. Identify outliers and potential influential observations. Compute and interpret the coefficient of determination, r2. Obtain the residuals and create a residual plot. Decide whether it is reasonable to consider that the assumptions for regression analysis are met by the variables in questions. At the 5% significance level, do the data provide sufficient evidence to conclude that the slope of the population regression line is not 0 and, hence, that age is useful as a predictor of sales price for Corvettes? Obtain and interpret a 95% confidence interval for the slope, ? of the population regression line that relates age to sales price for Corvettes. Obtain a point estimate for the mean sales price of all 4-year-old Corvettes. Determine a 95% confidence interval for the mean sales price of all 4-year-old Corvettes. Find the predicted sales price of Jack Smith’s 4-year-old Corvette. Determine a 95% prediction interval for the sales price of Jack Smith’s 4-year-old Corvette. Note that the following steps are not required for all analyses†¦only perform the necessary steps to complete your problem. Use the above steps as a guide to the correct SPSS steps. 1.Enter the age values into one variable and the corresponding sales price values into another variable (see figure, below). 2. Select Graphs ? Legacy Dialogs ? Scatte r/Dot†¦ (select Simple then click the Define button) with the Y Axis variable (Price) and the X Axis variable (Age) entered (see figures, below). Click â€Å"Titles†¦Ã¢â‚¬  to enter a descriptive title for your graph, and click â€Å"Continue†. Click â€Å"OK†. Your output should look similar to the figure below. a. Graph the data in a scatterplot to determine if there is a possible linear relationship. The points seem to follow a somewhat linear pattern with a negative slope. . Select Analyze ? Correlate ? Bivariate†¦ (see figure, below). 4. Select â€Å"Age† and â€Å"Price† as the variables, select â€Å"Pearson† as the correlation coefficient, and click â€Å" â€Å"OK† (see the left figure, below). b. Compute and interpret the linear correlation coefficient, r. The correlation coefficient is –0. 9679 (see the right figure, above). This value of r suggests a strong negative linear correlation since the value is n egative and close to –1. Since the above value of r suggests a strong negative linear correlation, the data points should be clustered closely about a negatively sloping regression line.This is consistent with the graph obtained above. Therefore, since we see a strong negative linear relationship between Age and Price, linear regression analysis can continue. 5. Since we eventually want to predict the price of 4-year-old Corvettes (parts j–m), enter the number â€Å"4† in the â€Å"Age† variable column of the data window after the last row. Enter a â€Å". † for the corresponding â€Å"Price† variable value (this lets SPSS know that we want a prediction for this value and not to include the value in any other computations) (see left figure, below). . Select Analyze ? Regression ? Linear†¦ (see right figure, above). 7. Select â€Å"Price† as the dependent variable and â€Å"Age† as the independent variable (see upperleft fi gure, below). Click â€Å"Statistics†, select â€Å"Estimates† and â€Å"Confidence Intervals† for the regression coefficients, select â€Å"Model fit† to obtain r2, and click â€Å"Continue† (see upper-right figure, below). Click â€Å"Plots†¦Ã¢â‚¬ , select â€Å"Normal Probability Plot† of the residuals, and click â€Å"Continue† (see lower-left figure, below).Click â€Å"Save†¦Ã¢â‚¬ , select â€Å"Unstandardized† predicted values, select â€Å"Unstandardized† and â€Å"Studentized† residuals, select â€Å"Mean† (to obtain a confidence interval†¦output in the Data Window) and â€Å"Individual† (to obtain a prediction interval†¦output in the Data Window) at the 95% level (or whatever level the problem requires), and click â€Å"Continue† (see lower-right figure, below). Click â€Å"OK†. The output from this procedure is extensive and will be shown in parts in th e following answers. c. Determine the regression equation for the data. From above, the regression equation is: Price = 29160. 1942 – (2790. 2913)(Age). 8.From within the output window, double-click on the scatterplot to enter Chart Editor mode. From the â€Å"Elements† menu, select â€Å"Fit Line at Total†. Click the close box. Now your scatterplot displays the linear regression line computed above. Graph the regression equation and the data points. d. e. Identify outliers and potential influential observations. There do not appear to be any points that lie far from the cluster of data points or far from the regression line; thus there are no possible outliers or influential observations. f. Compute and interpret the coefficient of determination, r2. The coefficient of determination is 0. 368; therefore, about 93. 68% of the variation in the price data is explained by age. The regression equation appears to be very useful for making predictions since the value of r 2 is close to 1. 9. The residuals and standardized values (as well as the predicted values, the confidence interval endpoints, and the prediction interval endpoints) can be found in the data window. 10. To create a residual plot, select Graphs ? Legacy Dialogs ? Scatter/Dot†¦ (Simple) with the residuals (RES_1) as the Y Axis variable and Age as the X Axis variable. Click â€Å"Titles†¦Ã¢â‚¬  to enter â€Å"Residual Plot† as the title for your graph, and click â€Å"Continue†.Click â€Å"OK†. Double-click the resulting graph in the output window, select â€Å"Options† ? â€Å"Y Axis Reference Line†, select the â€Å"Reference Line† tab in the properties window, add position of line â€Å"0†, and click â€Å"Apply†. Click the close box to exit the chart editor (see left plot, below). 11. To create a studentized residual plot (what the textbook calls a standardized residual plot), select Graphs ? Legacy Dialogs ? Scatter/Dot†¦ (Simple) with the studentized residuals (SRES_1) as the Y Axis variable and Age as the X Axis variable. Click â€Å"Titles†¦Ã¢â‚¬  to enter â€Å"Studentized Residual Plot† as the title for your graph, and click â€Å"Continue†.Click â€Å"OK†. Double-click the resulting graph in the output window, select â€Å"Options† ? â€Å"Y Axis Reference Line†, select the â€Å"Reference Line† tab in the properties window, add position of line â€Å"0†, and click â€Å"Apply†. If 2 and/or -2 are in the range covered by the y-axis, repeat the last steps to add a reference line at â€Å"2† and â€Å"-2† (see right plot, above); any points that are not between these lines are considered potential outliers. If 3 and/or -3 are in the range covered by the y-axis, repeat the last steps to add a reference line at â€Å"3† and â€Å"-3†; any points that are beyond these lines are considered ou tliers. 2. To assess the normality of the residuals, consult the P-P Plot from the regression output. g. Obtain the residuals and create a residual plot. Decide whether it is reasonable to consider that the assumptions for regression analysis are met by the variables in questions. The residual plot shows a random scatter of the points (independence) with a constant spread (constant variance). The studentized residual plot shows a random scatter of the points (independence) with a constant spread (constant variance) with no values beyond the  ±2 standard deviation reference lines (no outliers).The normal probability plot of the residuals shows the points close to a diagonal line; therefore, the residuals appear to be approximately normally distributed. Thus, the assumptions for regression analysis appear to be met. h. At the 10% significance level, do the data provide sufficient evidence to conclude that the slope of the population regression line is not 0 and, hence, that age is u seful as a predictor of sales price for Corvettes? Step 1: Hypotheses H 0 : ! = 0 (Age is not a useful predictor of price. ) H a : ! † 0 (Age is a useful predictor of price. ) Step 2: Step 3: Step 4: Significance Level ! 0. 05 Critical Value(s) and Rejection Region(s) Reject the null hypothesis if p-value ? 0. 05. Test Statistic (choose either the T-test method or the F-test method†¦not both) T = –10. 8873, and p-value = 0. 00000448 Step 5: Step 6: F = 118. 5330, and p-value = 0. 00000448 Conclusion Since p-value = 0. 00000448 ? 0. 05, we shall reject the null hypothesis. State conclusion in words At the ! = 0. 05 level of significance, there exists enough evidence to conclude that the slope of the population regression line is not zero and, hence, that age is useful as a predictor of price for Corvettes. . Obtain and interpret a 95% confidence interval for the slope, ? , of the population regression line that relates age to sales price for Corvettes. We are 95% co nfident that the slope of the true regression line is somewhere between –3381. 2946 and –2199. 2880. In other words, we are 95% confident that for every year older Corvettes get, their average price decreases somewhere between $3,381. 2946 and $2,199. 2880. j. Obtain a point estimate for the mean sales price of all 4-year-old Corvettes. The point estimate (PRE_1) is 17999. 0291 dollars ($17,999. 0291). k.Determine a 95% confidence interval for the mean sales price of all 4-year-old Corvettes. We are 95% confident that the mean sales price of all four-year-old Corvettes is somewhere between $16,958. 4604 (LMCI_1) and $19,039. 5978 (UMCI_1). l. Find the predicted sales price of Jack Smith’s selected 4-year-old Corvette. The predicted sales price is 17999. 0291 dollars ($17,999. 0291). m. Determine a 95% prediction interval for the sales price of Jack Smith’s 4-year-old Corvette. We are 95% certain that the individual sales price of Jack Smith? s Corvette wi ll be somewhere between $14,552. 9173 (LICI_1) and $21,445. 1410 (UICI_1).

Litotes

Litotes Litotes Litotes By Maeve Maddox A rhetorical term for understatement is litotes: litotes [LY-tuh-teez] (noun): understatement in which an affirmative is expressed by the negative of the contrary (as in â€Å"Hes not a bad ballplayer†)- Merriam-Webster. Litotes can be used to express a variety of meanings. When the translators of the KJV have Paul of Tarsus identify himself to the Roman officer as â€Å"a citizen of no mean city† (Acts 21:39), it is not to suggest that Paul was being modest. The words are â€Å"no mean city,† but the meaning is â€Å"a very important city.† Here are other examples of the use of litotes to emphasize the importance of something by using a negative to express the contrary: The history of American freedom is,  in no small measure, the history of procedure.  (i.e., â€Å"to a great extent†) The disparity in government funding is  not easy  to remedy. (i.e, â€Å"extremely difficult†) Litotes is also used to convey modesty, sarcasm, contempt, admiration, and veiled disapproval, as in the following examples: You’ve managed to wreck the car and destroy the front porch all in one go. Good job! He’s no Einstein. Oprah gave every guest a car? Not too shabby. This day-old lobster bisque is not entirely inedible. Understatement has been a popular form of expression in English since the earliest times. For example, the Old English epic Beowulf begins with a gory description of Grendel’s slaughter of thirty of Hrothgar’s thanes. Grendel seizes the thanes and carries some of the bloody bodies back to his lair, â€Å"exulting.† Later, Grendel returns to wreak more slaughter. Says the poet, â€Å"[The monster] did not mourn for it.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:70 "Home" Idioms and ExpressionsWhen to Form a Plural with an ApostropheThe Difference Between "Un-" and "Dis-"