...COURSE OUTLINE Term: Fall 2012 Subject Code: Course Number: Course Name: Grade Mode: Length: STAT 2001 Statistics 2 Numeric 42.0 Hours PLA Applicable: Y Credit Value: 3.0 Level: Post Secondary Prerequisites(s): STAT 2000 Statistics 1 or BUS 2238 Stats 1 Co-requisite(s) and Concurrent Prerequisite(s): None Equivalent(s): BUS 2206 Inferential Statistics and BUS 2239 Statistics 2 Students are advised to retain course outlines for future use in support of applications for employment or transfer of credits Course Description This course builds on the topics covered in Statistics 1, extending hypothesis testing and other inferential techniques to a range of new problems. Applications of statistical techniques to quality and productivity management are covered. Students gain further experience with the use of computer-based statistical analysis tools. Learning Outcomes: Upon completion of this course, the student will have reliably demonstrated the ability to: 1. Identify the appropriate technique, then conduct and interpret inference (both estimation and hypothesis tests) of population means when the population variance is known or unknown. 2. Perform hypothesis tests on the differences between two means using both independent samples and matched pairs experiments. STAT 2001 “Statistics 2” 3. Use sampling distributions to calculate interval estimates and select appropriate sample sizes for proportions. 4. Test the significance of a population proportion and...
Words: 766 - Pages: 4
...Coffing Data Warehousing Education Outline 02/17/05 TERADATA EDUCATION OUTLINE Coffing Data Warehousing has provided quality Teradata education, products and services for over a decade. We offer customized solutions to maximize your warehouse. Toll Free: 1-877-TERADAT Business Phone: 1-937-855-4838 Email: mailto:CDWSales@CoffingDW.com Website: http://www.CoffingDW.com In addition to the course material listed in this outline, we also offer Teradata classes in Teradata Basics, Implementation, SQL, Database Administration, Design and Utilities. Please contact us so we can customize a course to fit your specific needs. © 2006 Coffing Data Warehousing – All rights reserved. Confidential. 1 Coffing Data Warehousing Education Outline 02/17/05 PURPOSE Coffing Data Warehousing has been providing quality Teradata education for over a decade. We offer customized courses to maximize the effectiveness of each class. The purpose of this proposal is to build a lasting relationship with your company. To this end, we have combined our comprehensive Teradata education services in a unique package that we feel best suits the diverse needs of your company while offering our high quality product at competitive pricing. Coffing Data Warehousing is excited to offer you, our preferred partner, an innovative new way to look at training at the CoffingDW Teradata University (CDW-TU). This approach provides the ability to maximize learning potential. Our goal is to make your employees...
Words: 1512 - Pages: 7
...[pic] ISOM 491, Section 001 - Managerial Statistics Fall Quarter 2013, Monday 6:00 – 9:00 PM, Maguire Hall Room 330 Quinlan School of Business Policies: Class by Class/Week by Week Course Outline for ISOM 491 Tentative Course Outline: First Class (August 26, 2013) Chapter Topic Session (Week) 1 Introduction 1 Ethical Guidelines for Statistical Practice American Statistical Association (Handout) 2 Summarizing Data 1 3 Describing Data - Numerically…… 2 4 Describing Data – Exploring…….. 2 (Introduce concept of Stable Model) 5. Survey of probability ………… 3 (Emphasis - cross tabbing, (Omit Bayes' Theorem, i.e., Contingency Tables) pp 167-171) 6 Discrete Probability Distributions 3 (Emphasis Binomial) (Omit hypergeometric and poisson sections, pp 204-212) 7 Continuous Probability Distributions...
Words: 1377 - Pages: 6
... | | HIGHER EDUCATION COMMISSION ISLAMABAD CURRICULUM DIVISION, HEC Dr. Syed Sohail H. Naqvi Executive Director Prof. Dr. Altaf Ali G. Shahikh Member (Acad) Miss Ghayyur Fatima Director (Curri) Mr. M. Tahir Ali Shah Deputy Director (Curri) Mr. Shafiullah Deputy Director Composed by Mr. Zulfiqar Ali, HEC Islamabad CONTENTS 1. Introduction………………………………… 6 2. Aims and Objectives……………………… 10 3. Standardized Format for 4-years BS degree programme ………………………. 12 4. Scheme of Studies for BS …………………. 14 5. Details of Courses for BS …………………. 16 6. Elective Group Papers ……………………. 45 7. Scheme of Studies for MS Programme …. 48 8. Details of Courses for MS …………………. 50 9. Optional Courses Model……………………. 56 10. Recommendations …………………………. 61 11. Annexures A,B,C,D & E …………………… 63 PREFACE Curriculum of a subject is said to be the throbbing pulse of a nation. By looking at the curriculum one can judge the state of intellectual development and the state of progress of the nation. The world has turned into a global village; new ideas and information are pouring in like a stream. It is, therefore, imperative to update our curricula regularly by introducing the recent developments in the relevant fields of knowledge. In exercise of the powers conferred by sub-section (1) of section 3 of the Federal Supervision of...
Words: 17448 - Pages: 70
...UNIVERSITY OF ZIMBABWE GRADUATE SCHOOL OF MANAGEMENT BUSINESS RESEARCH METHODS COURSE OUTLINE COURSE DESCRIPTION Business Research Methods seeks to expose MBA students to the theory and praxis of epistemological notions in relation to business phenomena. The course seeks to create an inter-face between the theoretical construct of corporate world. Emphasis is on understanding real corporate life experiences within their proper intellectual framework. The idea is to add value to a student’s appreciation of the business world, its structure, networks and composition. To facilitate this, the course equips the student with practical business research tools and skills such as questionnaire design and application, interview process design and techniques. In essence, BRM is integrative course which seeks to synthesise students’ experiences from other MBA courses into a coherent appreciation of the methodological configuration of business phenomena. Thus, BRM prepares students for their dissertation work. COURSEWORK ASSESSMENT: 30% 1. Research Proposal- First Semester- 10% 2. Research Project- Second Semester- 10% 3. Intra-Sessional Test – Second Semester- 10% COURSE OUTLINE 1. Introduction to business research -The purpose of business and management research -The research process -Outsourcing or internally administered researches 2. Formulating and designing research topics -Attributes of a good research topic ...
Words: 604 - Pages: 3
...research and statistics; the relationship of research and statistics to work; and interest in research and statistics. Pre- and post-survey and achievement data has to be gathered, as well as demographic data. In the quest to improve post-secondary learning environments, team teaching as an androgogical tool has enjoyed sporadic attention, both historically and institution-ally. Instructors and students who have participated in collaboratively taught classes enthusiastically outline its benefits as compared to solo-taught courses. Some recommend team teaching as a fairly low-cost, yet innovative, method of enhancing instruction. “Team teaching most often refers to two or more faculty members who jointly produce a course (Davis,1995). The arrangements vary considerably among teams, and there seems to be little agreement on what constitutes the team part of team teaching or even what to call the arrangement—team teaching, co-teaching, co-enrollment, collaborative teaching, or cooperative teaching. However, empirical analysis of this practice remains scant, particularly over the last two decades. Thus, this study seeks to contribute to a fuller understanding of the efficacy of team teaching as a tool for the improvement of teaching and learning. In so doing, it asks and answers: Is there a statistically significant difference in student comfort with course material, the relationship of course material to work and interest in course material...
Words: 502 - Pages: 3
...Course outline for MBA (PT) Course name: Statistics Analysis for Business Decisions | Course Code: | Term: Trimester I (Operations Management & Decision Science) | Course Objective:To familiarize the participants on the following: (a) Descriptive Statistics - Concepts / Applications(b) Inferential Statistics – Concepts / Applications(c) Scope and Limitation of Use | Evaluation Criteria: Mid Term Test: 30 marks Test 2 / Quiz: 10 marks Test 3 / Quiz: 10 marks End Term Exam: 50 marks | Faculty: Prof. (Dr.) Tohid Kachwala (email contact tkachwala@nmims.edu, Cabin number: 729, Mobile: 9869166393, Extension: 5871) | Pedagogy: 1. Use of problem solving for all the topics. 2. Use of Statistics in Practice / Case lets / Case studies. 3. Use of Software like Excel / SPSS. | Session Outline: | Session | Topic / Description | 1 | Introduction to Probability – Experiments, Assigning Probabilities, Some basic relationships of Probability Read ASW Chapter 4 or LR Chapter 4 | 2 | Theories of Probability - Classical theory, Relative Frequency theory, Axioms, Addition rule, Multiplication rule, Rule of at least one, Concept of Expected number of Success – Numerical Problems & Applications Case Problem: Hamilton County JudgesSIP: Morton International - Chicago, Illinois Read ASW Chapter 4 or LR Chapter 4 | 3 | Bayes Theorem – Theory, Problems & Applications, Probability revision using tabular...
Words: 845 - Pages: 4
...hours: Wednesdays from 2:00 p.m. to 4:00 p.m., or by appointment. Course website: http://users.encs.concordia.ca/~tian/INSE6310 On the course website, you can find lecture slides, handouts, course project information, and other resources. Students are suggested to visit the course website regularly. 2. Course Description • This course teaches basic concepts, models, methods and tools in maintenance management. The related reliability concepts, deterministic replacement, preventive maintenance and condition based maintenance will be discussed. Case studies will be performed. Software tools will be introduced. 3. Prerequisites • • A solid background in Probability and Statistics is required to be successful in this course. MATLAB will be used as a tool to solve assignment problems (primarily Matlab and the Optimization Toolbox). 4. Course Materials • Textbook (required): o Andrew K.S. Jardine, Albert H.C. Tsang. Maintenance, Replacement, and Reliability: Theory and Applications, CRC Press, Taylor & Francis Group, 2006. ISBN: 0849339669 • Available at the Concordia University Bookstore. • Put on reserve at the library, and can be borrowed and kept for up to 24 hours. References: o John D. Campbell, Andrew K.S. Jardine. Maintenance Excellence: Optimizing Equipment Life-Cycle Decisions, Marcel Dekker Inc., 2001. ISBN: 0824704975 o Other related books on maintenance, reliability, probability and statistics. • 5. Schedule (tentative) Lecture No. 1 Date Wed. Jun. 29...
Words: 1173 - Pages: 5
...Department Course Prefix and Number: BUSI 508 Course Title: Decision Science for Business Number of: Credit Hours 3 Lecture Hours 3 Lab Hours 0 Catalog Description: Examination of quantitative skills useful to managers. Discussions focus on selected algebra topics, mathematics for finance and descriptive statistics and probability. Prerequisite: Knowledge of college algebra, Excel, or other computer spreadsheet applications is important. Prerequisite(s) / Corequisite(s): Knowledge of college algebra, Excel, or other computer spreadsheet applications is important. Text(s): Most current editions of the following: Spreadsheet Modeling & Decision Analysis By Cliff T. Ragsdale, Ed. (Thomson Southwestern) Recommended Course Objectives To understand a variety of quantitative methods. To emphasize presentations, peer review and application of quantitative methods. Measurable Learning Outcomes: Use linear programming for optimization and modeling business applications. Apply the concept of sensitivity analysis. Apply regression analysis for problem solving in business applications. Explain queuing theory. Evaluate risk assessment and project management. Topical Outline: • Optimization linear programming • Modeling LP problems • Sensitivity analysis • Network modeling • Regression analysis • Integer linear programming • Project management Culminating Experience Statement: Material from this course may be...
Words: 401 - Pages: 2
...HCA 302 Term Paper Guidelines: Keys to Course Project Success In this assignment, you will write a term paper comparing the U.S. health care system to a country of your choice. Deliverables for your paper will be due in Modules 1, 3, 5, and 7. APA formatting is required. When submitting each of your assignments, please use the following file name format: HCA302_AssignmentName_FirstInitialLastName.docx. So if your name is John Smith and you are submitting Writing Assignment 1, the name of the file will be HCA302_WritingAssignment1_JSmith.docx. Points will be deducted for any late submissions. Module 1 (Writing Assignment 1): Term Paper Topic/Title: Choose a Country (Graded) Students may choose any country to submit for approval in Module 1. This is the beginning of the Term Paper project, and you may use the template located in the Doc Sharing. This assignment requires a cover page with the title indicating the country you wish to compare to the U.S. health care system. Before you submit your country, make sure you are able to find at least three primary sources with enough information to write a quality paper that meets the length requirements and for comparing key indicators of the U.S. health care system to your choice country. Primary sources are the WHO, NIH, CDC, OECD, the county's national health care website, government websites, and so on. NOTE: There is a comprehensive database of health care statistics for 30 different countries, including the U.S., from the Organization...
Words: 1058 - Pages: 5
...Support Material GCE Psychology OCR Advanced GCE in Psychology: H568 Unit: G544 This Support Material booklet is designed to accompany the OCR Advanced GCE specification in Psychology for teaching from September 2008. Contents Contents 2 Introduction 3 Scheme of Work - Psychology : H568 : G544 5 Lesson Plans - Psychology : H568 : G544 27 Other forms of Support 35 Introduction Background A new structure of assessment for A Level has been introduced, for first teaching from September 2008. Some of the changes include: • The introduction of stretch and challenge (including the new A* grade at A2) – to ensure that every young person has the opportunity to reach their full potential • The reduction or removal of coursework components for many qualifications – to lessen the volume of marking for teachers • A reduction in the number of units for many qualifications – to lessen the amount of assessment for learners • Amendments to the content of specifications – to ensure that content is up-to-date and relevant. OCR has produced an overview document, which summarises the changes to Psychology. This can be found at www.ocr.org.uk, along with the new specification. In order to help you plan effectively for the implementation of the new specification...
Words: 6449 - Pages: 26
...Welcome to… π ∑θ Business statistics (MA-205) 1 Business Statistics π ∑θ Why study Business Statistics? • To become a better consumer of other people’s data • To facilitate communication • To improve computer skills • To overcome either too little or too much information • To develop technical literacy • To improve career mobility 2 Business Statistics π ∑θ Lecturer: Business Statistics Ammara 3 Business Statistics π ∑θ Lecture Overheads and Textbook Lecture overheads: posted on the Business Statistics Group Group name: business_statistics_bba Group home page: http://groups.yahoo.com/group/business_statistics_bba Group email: business_statistics_bba@yahoogroups.com before the week in which lectures are given. Textbook: Richard I. Lavin and David S. Rubin, “Statistics for Management”, Prentice Hall, New York,7th edition(2000) 4 Business Statistics π ∑θ • • • • Assessment Final Examination: Midterm Examination: Quizzes/Homework/Term Project: Total: 45% 35% 20% 100% 5 Business Statistics Regular work and study is the key to success π ∑θ • It can never be emphasised strongly enough how true this is for Business Statistics • This course rewards those students who put constant effort into it over the semester 6 Business Statistics π ∑θ How to do well in the class Statistics is a problem-solving subject. Practice in problem solving, and completing and understanding the assigned reading and...
Words: 865 - Pages: 4
...make every effort to get good scores, and made many long-term relations by getting involved; conversely, on top of doing all of these things I had other goals in mind for myself also. To continue, the picks that I need outlines in my profession echoes my durable business motivation, also want me to shape businesses along active and brilliant people. I have obtained a portion about professionalism in my years since I have started school, and I value significantly since it is going to continue my business education in this educational setting. My motive for selecting business school over other instructive chances is pure: business school will offer me the business education courses and management growth that will allow me to efficaciously open my own restaurant in the upcoming. Moreover, my student familiarity at the University of Phoenix Business School is gorgeous as well as satisfying. Furthermore, my steady progress weight and part-time occupation, I for one examined various courses, joined them, and took management parts in several groups, and sustained a well-adjusted public lifestyle. I flourished in the atmosphere, and seized the lead of all chances I had to get the best out of the talent. Subsequently, I for one was certain that accessing a good outline to the occupational society would be great, because I liked solving difficulties and aiding establishments on how to advance. I created a start-up scheme accessing firm that would be abundant fit. I would need the chance...
Words: 552 - Pages: 3
...COURSE SYLLABUS BMGT 230 - BUSINESS STATISTICS Summer Session 0301 - 2014 Instructor Information Professor: Frank B. Alt (falt@rhsmith.umd.edu ) Office: 4323 Van Munching Hall (VMH) Office Hours: After all teaching days (2:00-3:00 p.m.) and by appointment Office Phone: 301-405-2231 Course Assistant Mr. Daniel Klein Office Hours: After all class days (except 6/19) from 3:00pm – 4:30pm Office: 4308 Email: dklein99@terpmail.umd.edu Class Information Classroom: Van Munching Hall, Room 1330 Meeting Times: 10:00 a.m. - 1:10 p.m. Meeting Dates: June 2 - 5 (Monday – Thursday) June 9 - 12 (Monday – Thursday) June 16 – 19 (Monday – Thursday) Information regarding official university closings and delays can be found at the campus website or by calling the weather emergency phone line (301-405-7669). If a class is cancelled, the dates on the Course Outline will be changed to reflect this. Students will be notified of such changes by an email from me. Please refer to the inclement weather policy on page 3. Required Course Materials Text: Basic Statistical Ideas for Managers, 2nd ed, D. Hildebrand, R. Ott and J. Gray, Duxbury Press (Thompson-Brooks/Cole), 2005, ISBN 0-534-37805-6. The text comes with a CD-ROM containing an Excel Add-in and Data Sets. If your text does not have the CD, that is okay since I can post the data sets and we will not...
Words: 2335 - Pages: 10
...Alive at 25 is a defensive driving course that teaches its students the importance of safe driving. In today’s world, car collisions are one of the major causes on deaths in the United States. Thousands of people die every year from car collisions due to driver error, some of which are: drinking and driving, texting while driving, and not wearing a safety belt. The Alive at 25 course is meant to teach young adults the hazards that come with unsafe driving, in the hopes that they will become better and safer drivers so that they will not end up in the emergency room or the morgue due to a car collision. In this essay, I will cover some of the main topics we discussed in the Alive at 25 course and I will outline what I have learned from this material. One of the first topics we discussed in class was some of the statistics that have been developed in regards to car collisions within specific age groups. The Alive at 25 course focuses on the 15-24 year old age group, this group is known as Group 1, as people in this age group are the youngest amongst drivers in the United States. Motor vehicle crashes are the number one cause of death of 15-24 year olds with almost 11,000 people dying every year. We also discussed some percentages of drivers who are considered Group 1 (age 15-25), drivers in this age group consist of: 14% of licensed drivers, 27% of all people involved in collisions, 21% of people who die from collisions with other vehicles, 34% of people who die from collisions...
Words: 807 - Pages: 4
