...The Correlations Between Salaries of NBA Players and Their On-court Performance Indicators ZiWEI YONG, 460228934 21, FEB, 2016 Contents Abstract 2 1. Introduction and literature review 3 1. Introduction to Regression Model 3 1.1 Regression Model 3 1.2 Simple Linear Regression Model 3 1.3 Multiple Linear Regression Model 4 1.4 Multicollinearity 4 1.5 Conclusion for Multiple Linear Regression Modelling 5 2. Literature Review 5 2.1 Introduction of NBA 5 2.2 Reasons for High Average Salary in NBA 5 2.3 Salaries based on long term contract 6 2.4 Reasons for Choosing On-court Performance Data 7 3. Preparations for Running the Multiple Regression Model 8 3.1 Objectives of this paper 8 3.2 Introduction of the variables 8 3.2.1 Dependent Variable 8 3.2.2 Independent Variables 8 3.3 Data Source 9 3.4 Scattered Plots 9 3.4.1 Scattered Plots of Salary and Independent Variables 9 3.4.2 Residual Scattered Plots 10 4. Multiple linear regression modelling 11 4.1 The Adjusted R² 11 4.2 The Histogram 12 4.3 Model Generated by Analysis: 12 5. Ethical Problems 13 5.1 Sample Size 13 5.2 Data for Kobe Bryant 14 5.3 Excluded Related Independent Variables 14 5.4 Multi-collinearity 14 6. Conclusion 15 Abstract This paper examines the correlation between NBA players’ salaries and their on-court performance indicators. Before getting into the relationship, I would introduce the essence of what is regression model and how to interpret it, then we would...
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...Justification of the huge salaries paid to some top athletes; an economic perspective. Over the last century there has been much research into the area of Labour Economics, and hence the determinants of supply, demand and wages for labour. In this essay, I will be looking at the unique example of the Sports Labour Market with specific focus on the European Football Market, and use various economic models to justify the huge salaries currently offered to top athletes within this field. The wages of professional footballers have risen dramatically since the Bosman ruling in December 1995, in which EU football players were given the right to a free transfer at the end of their contracts, with the provision that they were transferring from a club within one EU Association to a club within another EU Association (European Commission, 2012).This has been supported by various studies, including (Simmons, 1997), who argued that the move towards a free agency had the consequent impact of increasing players’ salaries, as the forgone transfer fees translate into increased salaries, since the bargaining power is transferred to the player. This was reinforced by (Downward, 2000) who found that post-Bosman, the wages within the United Kingdom’s Premier League rose considerably. However, these findings conflict with other studies conducted, including (Szymanski, 1999), who argued that the new ruling only lead to increased wages for superstar players who have the greatest bargaining power...
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...Professional Sports Major Leagues Minor Leagues State of Women’s Professional Sports Leagues Other Successful Sports Properties The Economic Reality of Professional Sports Team Financial Statements Controlling Player Costs National Football League National Basketball Association Major League Baseball National Hockey League European Soccer’s Path to Financial Health: UEFA’s Financial Fair Play Creative Accounting Roster Depreciation Allowance Franchise Appreciation Summary The Financial Status of Professional Sports Growth of Professional Sports Major Leagues The 1990s and early 2000s was a period of substantial growth for professional sports at all levels. The number of teams in the Big 4 major leagues grew from 103 franchises in 1989 to 122 franchises by 2001. During that time, the National Hockey League (NHL) added eight expansion teams, Major League Baseball (MLB) added four, the National Football League (NFL) added three, and the National Basketball Association (NBA) added five teams. In addition, several new leagues were launched in the 1990s with aspirations of becoming prominent national properties, most notably Major League Soccer (MLS) and the Women's National Basketball Association (WNBA). By 2001, each of the Big 4 leagues had reached a saturation point, having established franchises in nearly every market capable of sustaining a major sports property. A few markets remain available for certain leagues. For example, Los Angeles...
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...MOTIVATION Millionaires may be motivated to make even more money, movie stars to become even more famous, politicians to achieve even more power, daredevils to seek even more thrills. Such motives seem not to diminish when they are fed. The more we achieve, the more we may need to achieve. As you might expect from their persistence and eagerness for realistic challenge, people with high achievement motivation do achieve more. When achievement motivation increases, so does achievement. SOURCES OF ACHIEVEMENT MOTIVATION Highly motivated children often have parents who encourage their independence from an early age and praise and reward them for their successes. Such parents encourage their children to dress and feed themselves and to do in school, and they express delight when their children achieve. Theorists speculate that the high achievement motivation displayed by such children has emotional roots, as the children learn to associate achievement with positive emotions. They may also be cognitive roots, as children learn to attribute their achievements to their own competence to their own competence and effort and to develop higher expectations. The Need to Belong As social creatures, we are deeply motivated not only to eat, to procreate, and to achieve, but also to bond with important others. There now exists wide-ranging evidence of our need to belong. WANTING TO BELONG The need to belong colors our thoughts and emotions. People spend much time thinking about their...
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...How We Know What Isn't So The Fallibility of Human Reason in Everyday Life Thomas Gilovich THE FREE PRESS A Division of Macmillan, Inc. NEW YORK To Karen and liana Contents Acknowledgments 1. Introduction vn 1 PART ONE Cognitive Determinants of Questionable Beliefs 2. Something Out of Nothing: The Misperception and Misinterpretation of Random Data 3. Too Much from Too Little: The Misinterpretation of Incomplete and Unrepresentative Data 4. Seeing What We Expect to See: The Biased Evaluation of Ambiguous and Inconsistent Data 9 29 49 PART TWO Motivational and Social Determinants of Questionable Beliefs 5. Seeing What We Want to See: Motivational Determinants of Belief 6. Believing What We are Told: The Biasing Effects of Secondhand Information 7. The Imagined Agreement of Others: Exaggerated Impressions of Social Support 75 88 112 Contents PART THREE Examples of Questionable and Erroneous Beliefs 8. Belief in Ineffective "Alternative" Health Practices 9. Belief in the Effectiveness of Questionable Interpersonal Strategies 10. Belief in ESP 125 146 Acknowledgments 156 PART FOUR Where Do We Go from Here? 11. Challenging Dubious Beliefs: The Role of Social Science Notes Index 185 195 214 Four people made unusually significant contributions to this work and deserve special thanks. Lee Ross commented on drafts of many of the chapters and provided a number of his uniquely...
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...REASONING SKILLS SUCCESS IN 20 MINUTES A DAY REASONING SKILLS SUCCESS IN 20 MINUTES A DAY 2nd Edition ® NEW YORK Copyright © 2005 LearningExpress, LLC. All rights reserved under International and Pan-American Copyright Conventions. Published in the United States by LearningExpress, LLC, New York. Library of Congress Cataloging-in-Publication Data: Reasoning skills success in 20 minutes a day.—2nd ed. p. cm. ISBN 1-57685-493-0 1. Reasoning (Psychology) I. Title: Reasoning skills success in twenty minutes a day. II. Title. BF442.C48 2005 153.4'3—dc22 2005047185 Printed in the United States of America 987654321 Second Edition ISBN 1-57685-493-0 For information on LearningExpress, other LearningExpress products, or bulk sales, please write to us at: LearningExpress 55 Broadway 8th Floor New York, NY 10006 Or visit us at: www.learnatest.com Contents HOW TO USE THIS BOOK ix PRETEST 1 LESSON 1 Critical Thinking and Reasoning Skills The importance of critical thinking and reasoning skills, justifying your decisions, the difference between reason and emotion 15 LESSON 2 Problem-Solving Strategies Identifying the main issue of a problem and its parts, prioritizing issues 21 LESSON 3 Thinking vs. Knowing Distinguishing between fact and opinion, determining whether facts are true or tentative truths 27 LESSON 4 Who Makes the Claim? Evaluating credibility: recognizing bias, determining level...
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...Killer Cover Letters & Resumes! WetFeet Insider Guide by Rosanne Lurie The WetFeet Research Methodology You hold in your hands a copy of the best-quality research available for job seekers. We have designed this Insider Guide to save you time doing your job research and to provide highly accurate information written precisely for the needs of the job-seeking public. (We also hope that you’ll enjoy reading it, because, believe it or not, the job search doesn’t have to be a pain in the neck.) Each WetFeet Insider Guide represents hundreds of hours of careful research and writing. We start with a review of the public information available. (Our writers are also experts in reading between the lines.) We augment this information with dozens of in-depth interviews of people who actually work for each company or industry we cover. And, although we keep the identity of the rank-and-file employees anonymous to encourage candor, we also interview the company’s recruiting staff extensively, to make sure that we give you, the reader, accurate information about recruiting, process, compensation, hiring targets, and so on. (WetFeet retains all editorial control of the product.) We also regularly survey our members and customers to learn about their experiences in the recruiting process. Finally, each Insider Guide goes through an editorial review and fact-checking process to make sure that the information and writing live up to our exacting standards before it goes out the door. Are...
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...STUDENT’S GUIDE TO Prepared by S. Clayton Palmer and Adjunct Instructor Department of Economics Weber State University & Westminster College of Salt Lake J. Lon Carlson Associate Professor Department of Economics Illinois State University PREFACE Introduction Welcome to the Student’s Guide to Freakonomics! The purpose of this guide is to help you better understand the analyses presented in Freakonomics by providing a sort of “bridge” between the material covered in a traditional course in economic principles and topics addressed in what we consider to be one of the most fascinating books we’ve encountered in economics literature. Many students view economics as a very difficult, if not impossible, course to master.This perception is, however, most likely based on observations of the experiences of other students who did not apply the proper approach to learning economics. In many courses, simple memorization is enough. In economics, we would argue, this is not the case.While you need to understand the meaning of basic terms and concepts, you also need to be able to apply economic concepts in specific situations. In other words, you need to develop the ability to think like an economist.The authors of Freakonomics certainly show the reader how to do just that.The material presented here is intended to make the job a little easier. Organization of the Student’s Guide We organized the material in this guide to help you identify the key points in each chapter and check to ensure...
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...California University of Business and Technology School of Management Studies BA 360 Principles of Microeconomics Table of Contents Chapter 1 Ten Principles of Economics 3 Chapter 2 Thinking Like an Economist 7 Chapter 3 Interdependence and the Gains from Trade 10 Chapter 4 The Market Forces of Supply and Demand 13 Chapter 5 Elasticity and Its Application 20 Chapter 6 Supply, Demand, and Government Policies 26 Chapter 7 Consumers, Producers, and Efficiency of Market 31 Chapter 8 Application: The Costs of Taxation 35 Chapter 9 Application: International Trade 39 Chapter 10 Externalities 42 Chapter 11 Public Goods and Common Resources 45 Chapter 12 The Design of the Tax System 47 Chapter 13 The Costs of Production 49 Chapter 14 Firms in Competitive Markets 53 Chapter 15 Monopoly 57 Chapter 16 Monopolistic Competition 61 Chapter 17 Oligopoly 64 Chapter 18 The Markets for the Factors of Production 68 Chapter 19 Earnings and Discrimination 73 Chapter 20 Income Inequality and Poverty 76 Chapter 21 The Theory of Consumer Choice 79 Chapter 22 Frontiers of Microeconomics 82 Chapter 1 Ten Principles of Economics I. Significance * How people make decisions * How people interact * How the economy as a whole works II. Highlights The word economy comes from the Greek word oikonomos, which means "one who manages a household." A household faces many decisions, which...
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...iCHAPTER 1 TEACHING NOTES You have substantial latitude about what to emphasize in Chapter 1. I find it useful to talk about the economics of crime example (Example 1.1) and the wage example (Example 1.2) so that students see, at the outset, that econometrics is linked to economic reasoning, if not economic theory. I like to familiarize students with the important data structures that empirical economists use, focusing primarily on cross-sectional and time series data sets, as these are what I cover in a first-semester course. It is probably a good idea to mention the growing importance of data sets that have both a cross-sectional and time dimension. I spend almost an entire lecture talking about the problems inherent in drawing causal inferences in the social sciences. I do this mostly through the agricultural yield, return to education, and crime examples. These examples also contrast experimental and nonexperimental data. Students studying business and finance tend to find the term structure of interest rates example more relevant, although the issue there is testing the implication of a simple theory, as opposed to inferring causality. I have found that spending time talking about these examples, in place of a formal review of probability and statistics, is more successful (and more enjoyable for the students and me). 3 CHAPTER 2 TEACHING NOTES This is the chapter where I expect students to follow most, if not all, of the algebraic derivations. In class I like to...
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...CHAPTER 1 TEACHING NOTES You have substantial latitude about what to emphasize in Chapter 1. I find it useful to talk about the economics of crime example (Example 1.1) and the wage example (Example 1.2) so that students see, at the outset, that econometrics is linked to economic reasoning, if not economic theory. I like to familiarize students with the important data structures that empirical economists use, focusing primarily on cross-sectional and time series data sets, as these are what I cover in a first-semester course. It is probably a good idea to mention the growing importance of data sets that have both a cross-sectional and time dimension. I spend almost an entire lecture talking about the problems inherent in drawing causal inferences in the social sciences. I do this mostly through the agricultural yield, return to education, and crime examples. These examples also contrast experimental and nonexperimental data. Students studying business and finance tend to find the term structure of interest rates example more relevant, although the issue there is testing the implication of a simple theory, as opposed to inferring causality. I have found that spending time talking about these examples, in place of a formal review of probability and statistics, is more successful (and more enjoyable for the students and me). 3 CHAPTER 2 TEACHING NOTES This is the chapter where I expect students to follow most, if not all, of the algebraic derivations. In class I like to derive...
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...|HUMAN RESOURCE POLICIES AND PRACTICES | LEARNING OBJECTIVES After studying this chapter, students should be able to: 1. Contrast job descriptions with job specifications. 2. List the advantages of performance simulation tests over written tests. 3. Define four general skill categories. 4. Describe how career planning has changed in the last 20 years. 5. Explain the purposes of performance evaluation. 6. Describe actions that can improve the performance-evaluation process. 7. Clarify how the existence of a union affects employee behavior. 8. Identify the content in a typical diversity-training program. CHAPTER OVERVIEW An organization’s human resource policies and practices represent important forces for shaping employee behavior and attitudes. In this chapter, we specifically discussed the influence of selection practices, training and development programs, performance evaluation systems, and the existence of a union. Selection Practices An organization’s selection practices will determine who gets hired. If properly designed, they will identify competent candidates and accurately match them to the job and the organization. The use of the proper selection devices will increase the probability that the right person will be chosen to fill a slot. While employee selection is far from a science, some organizations fail...
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...USA $25.95 CANADA $27.95 • W h y do our headaches persist after taking a one-cent aspirin but disappear when we take a 50-cent aspirin? • Why does recalling the Ten Commandments reduce our tendency to lie, even when we couldn't possibly be caught? • W h y do we splurge on a lavish meal but cut coupons to save 25 cents on a can of soup? • W h y do we go back for second helpings at the unlimited buffet, even when our stomachs are already full? • And how did we ever start spending $4.15 on a cup of coffee when, just a few years ago, we used to pay less than a dollar? hen it comes to making decisions in our lives, we think we're in control. We think we're making smart, rational choices. But are we? In a series o f illuminating, often surprising experi ments, M I T behavioral economist Dan Ariely refutes the common assumption that we behave in fundamentally rational ways. Blending everyday experience with ground breaking research, Ariely explains how expectations, emotions, social norms, and other invisible, seemingly illogical forces skew our reasoning abilities. N o t only do we make astonishingly simple mistakes every day, but we make the same types of mistakes, Ariely discovers. We consistently overpay, underestimate, and procrastinate. We fail to understand the profound effects of our emotions on what we want, and we overvalue what we already own. Yet these misguided behaviors are neither random nor senseless. They're systematic and predict able—making us predictably irrational...
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...Executive Summary Men and women are entering the labor force in equal numbers but the majority of top management positions still belong to men. More women than ever are entering the labor force but the majority of top management positions in almost all countries are primarily held by men. Female managers tend to be concentrated in lower management positions and hold less authority than men. This suggests that something beyond just sex differences in career patterns must be at work to account for the huge difference in the number of men versus women in top management positions. Although women as a whole may place less emphasis on career success than men, there are a considerable amount of women who strive for top management positions and are unable to attain them. In a recent study almost three-fourths of women and two-thirds of men believe that an invisible barrier (a glass ceiling) prevents women from attaining top management positions. In this report we have tried to find out the barriers causing women advancement in organizational top levels referred to as “Glass Ceiling.” We have conducted our research among some of the top level organizations which are United International University (UIU), MERCANTILE BANK Limited (MBL), Islamic Bank Limited (IBL), and Mutual Trust Bank Limited (MTBL). Without their support we couldn’t have completed this report. Here we have conducted research about some of the factors which correspondents have identified as the major factors. The...
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...Chapter 1 The Evolution of the Modern Firm Chapter Contents 1) Introduction 2) The World in 1840 • Doing Business in 1840 • Conditions of Business in 1840: Life Without a Modern Infrastructure Example 1.1: The Emergence of Chicago 3) The World in 1910 • Doing Business in 1910 Example 1.2: Responding to the Business Environment: The Case of American Whaling • Business Conditions in 1910: A "Modern" Infrastructure Example 1.3: Evolution of the Steel Industry 4) The World Today • Doing Business Today • The Infrastructure Today Example 1.4: Economic Gyrations and Traffic Gridlock in Thailand 5) Three Different Worlds: Consistent Principles, Changing Conditions, and Adaptive Strategies Example 1.5: Infrastructure and Emerging Markets: The Russian Privatization Program Example 1.6: Building National Infrastructure: The Transcontinental Railroad 6) Chapter Summary 7) Questions Chapter Summary This chapter analyses the business environment in three different time periods: 1840, 1910 and the present. It looks at the business infrastructure, market conditions, the size and scope of a firm’s activities and a firm’s response to changes. This historical perspective shows that all successful businesses have used similar principles to adapt to widely varying business conditions in order to succeed. Businesses in the period before 1840 were small and operated in localized markets...
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