...Table of Contents: Introduction A. Analysis of Individual Variables 1 – Sales 2 – Calls 3 – Type B. Analysis of Selected Variable Pairs 1 – Sales vs. Calls 2 – Sales vs. Type 3 – Calls vs. Type C. Conclusion Introduction In collecting this data, we are determining the number of sales the employees have closed and correlating that information to the amount of calls the employee makes during the week and type of training that each employee has received. The goal is to determine whether or not the type of training (or the lack thereof) and the amount of calls made affect the amount of sales each employee closes during the week. The inference is that the number of sales that are closed during the week are larger for those who have completed some type of training. Analysis of Individual Variables 1. Sales Mean – 42.467 Median – 42 Mode – 43,44 Range – 20 Standard Deviation – 4.259 Variance – 18.139 Once the data is organized it is clear to see the number of sales each week falls between 32 sales/wk to 52 sales/wk. The average weekly sales come to 42.467 with a majority of employees closing 42 sales or more per week. There is a difference of 20 sales from the employee with the least amount of closed sales to the employee with the most sales closed during the week. 2. Calls Mean – 162.59 Median – 161.50 Mode – 149 Range – 77 Standard Deviation – 18.46 Variance – 340.81 The number...
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...MATH533: Applied Managerial Statistics Course project – part A I. Introduction. AJ DAVIS is a department store chain, which has many credit customers and wants to find out more information about these customers. A sample of 50 credit customers is selected with data collected on the following five variables: 1. Location (Rural, Urban, Suburban) 2. Income (in $1,000’s) 3. Size (Household size) 4. Years (the number of years that the customer has lived in the current location) 5. Credit balance (the customers current credit balance on the store’s credit card, in $) II. Individual variables. 1. Location Tally for Discrete Variables: Location Location Count Percent Rural 13 26.00 Suburban 15 30.00 Urban 22 44.00 N= 50 [pic] Interpretation: Look at the table and the pie chart above, we can see the location of AJ Davis’ customers is distributed in 3 areas: rural, urban and suburban. The majority of customer live in urban areas with 44%. Suburban areas with 30% of customers are the second and rural areas have the least amount of customers with 26%. 2. Income. Descriptive Statistics: Income ($1000) Total Variable Count Mean StDev Minimum Q1 Median Q3 Maximum Income ($1000) 50 43.74 14.64 21.00 30.00 43.00 55.00 67.00 Variable Range Income ($1000) 46.00 [pic] Interpretation: Based on the table and histogram, we have some comments as follow. The range of customer’s...
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...Management Sciences Peshawar Bachelors in Business Studies Course Plan Course Title: Statistics for Business Instructor: Shahid Ali Contact Email shahid.ali@imsciences.edu.pk Semester/Duration: 16 Weeks Course objectives : To introduce students to the concepts of statistics and to equip them with analytical tools to be used in business decision making. The course is intended to polish the numeric ability of the students to identify business problems, describe them numerically and to provide intelligible solutions by data collection and inferential principles. Course pre-requisites Intermediate statistics Attendance Policy: Late arrivals are highly discouraged. Any student coming late to a class late by 5 minutes after the scheduled start time will be marked as absent for the day. The teacher reserves discretion, however, to allow or disallow any student, to sit in the class in case of late arrivals. Attendance is not be entertained once the attendance register is closed. Class Project Students will be divided in groups for a class project. Each group will have to nominate a group leader. The details of the project will be made available to the group leader. Class Presentations Each student will have to make at least one individual presentation and one group presentation in the class. The group presentation will be on the project explained earlier. The individual presentations will start after first...
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...University of Utah David Eccles School of Business Department of Operations and Information Systems (OIS) OIS - 2340-001, BUSINESS STATISTICS Class Times: Tuesday & Thursdays 12:25 pm – 1:45 pm Spencer Fox Eccles Business Building (SFEBB) -160 Fall Semester 2013, Course Syllabus ------------------------------------------------- How we run this class: ------------------------------------------------- To prepare and understand this material, you are invited to participate in class (by asking questions), read the text as specified in the class schedule and do the assigned HW problems. ------------------------------------------------- You can also watch the class video lectures using the link below for review or missed class. ------------------------------------------------- https://eq.utah.edu/u/items/acebb864-436f-458e-9c57-9353d655ec7e/0/ ------------------------------------------------- These lectures will be recorded during fall semester 2013 and will be posted as they are made available by the campus media services. The text used is Business Statistics –a decision making approach, 4th custom edition for David Eccles School of business or 9th edition by David Groebner’ Business Statistics. ------------------------------------------------- ------------------------------------------------- You will also be given online chapter quizzes which can be accessed through the CIS (CANVAS) system (https://cis.utah.edu). These chapter quizzes (“take homes”)...
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...Everett University Standard GPS Business and Gen Ed Syllabus |REGION |Central Virginia | |INSTRUCTOR |Dr. Edward Olanrewaju | |COHORT NUMBER |MBA 3174 | |COURSE NUMBER |BSA -518 | |COURSE TITLE |Business Research and Applications | |MEETING DATES |1/20/2016, 1/27, 2/03, 2/10, 2/17, 2/24, 03/02, 03/09, 03/16, 03/23 | |CLASS MEETING TIMES |6:00PM to 10:00PM | |LOCATION |Innsbrook/122 | |CONSULTATION HOURS |By Appointment | |PHONE...
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...Course Syllabus RES/341 RESEARCH AND EVALUATION I Welcome to RES/341, let’s do everything we can to ensure that the next six weeks will be an enlightening and enjoyable learning experience for all of us. Please print a copy of this syllabus for handy reference. Whenever there is a question about what assignments are due, this syllabus is considered the ruling document. Classroom Management Policies Breaks in the On Campus classes will be when deemed necessary. Please leave the classroom clean. Phones: Turn them off or keep them in silent mode. ***DO NOT answer the phone in the classroom. Laptop/notebook computers: If I determine the use of a laptop during class time is disruptive behavior that hinders or interferes with the educational process, you will be required to turn it off. Technical Support Technical Support is available 24 hours a day, 365 days a year. Call 1-877-832-4867, or use the e-mail support form. For answers to the most common issues, go to “Knowledge Base” by clicking Help, found at the top of every student Web site. Course Description See eCampus. Course Topics & Objectives See eCampus. Course Materials See eCampus. Participation In an intensive, collaborative learning environment such as that of University of Phoenix, class attendance is perhaps the most obvious and objective starting point as a measure for participation. If you are not in attendance, you miss out on many opportunities for learning. Consequently, if you...
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...management skills through my courses at JIU will give me the tools I need to succeed. The fact of changing field of work would require a total different skill set and I do believe my choice in degrees will provide that transition. Plotting the course to a future filled with security and longevity has its questions. The first question that comes to mind is; in my future would a degree in college be worthy for advancement in my career? With that being answered rapidly, I decided to enroll in a degree in business with emphasis in project management. Discussing the question of how the degree I have chosen will help me has many other questions before it. Like, can I use this chosen degree in other fields other than my current field of trade and will this degree be versatile in the workforce? History of Business is one of many courses that prove worthy to indulge in. Through the objectives in the path to complete, the course thoroughly breaks down the history of business in many markets. Learning the structure of today’s businesses they were form and refined from the businesses of yesteryear and with that knowledge it will allow me to become more versatile in today’s business world. The chosen career I am seeking after my degree at JIU is that of a Project Manager and a Project Manager is a professional in the field of managing projects no matter the detail or the size of the project.. Project Managers usually plan, coordinate, budget and supervise projects from early development...
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...University of Cincinnati Clermont College Fall Semester 2015 Course Title: Business Analytics I Course #: BANA2081 Online Course: Therefore, there is neither a classroom nor a specific day/time. Course Facilitator: Dr. Barry Smith Work Phone: 307-251-2029 (No texting please!) Office Location: Casper, Wyoming Office Hours: Usually online from 7:30 to 9:30 pm MT daily. It does vary as I am on during the day, as well as later on some days. Email: smith4bw@ucmail.uc.edu (I check throughout the day so please feel free to email me any questions you may have in class.) Skype: doctorwho1971 (If you choose this option please state you are my student and the class name and section or I will not accept invitation.) Faculty Service Center: (513)732-5335 Electronic Communication This is an online course which uses Blackboard linked to MyMathLab. Course Description: This course develops fundamental knowledge and skills for applying statistics to business decision making. Topics include descriptive statistics, probability distributions, confidence intervals and hypothesis testing and the use of computer software for statistical applications. Learning Outcomes: The successful Business Analytics I student should be able to: 1) Organize and summarize data using appropriate descriptive statistics and graphical methods. 2) Understand the concept of probability and to be able to calculate probabilities...
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...The Effect of Learning Styles on Course Performance: A Quantile Regression Analysis Working Paper Series—08-02 | January 2008 Pin Ng, Ph.D. Associate Professor James Pinto, Ph.D. Professor Susan K. Williams, Ph.D. Associate Professor All professors at: Northern Arizona University The W. A. Franke College of Business PO Box 15066 Flagstaff, AZ 86011.5066 The Effect of Learning Styles on Course Performance: A Quantile Regression Analysis Introduction Students have different learning styles. “They preferentially focus on different types of information, tend to operate on perceived information in different ways, and achieve understanding at different rates” (Felder, 1993, p. 286). In this study, we investigated the relationship between student performance and learning styles for students enrolled in a basic business statistics course. This course was recently redesigned in order to facilitate learning for students of all learning styles. A learner-centered approach that incorporated multiple teaching styles such as student responsibility via mastery and co-operative learning that used teams in several course components was adopted. In addition, the focus of the redesigned course was on interpretation and implications of statistical results instead of the mechanics of computation (Lockwood, Ng, & Pinto, 2007). To assess our success in designing a course that facilitates learning for all learning styles, we evaluated the impact of students’ learning style...
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...Nizar Zaarour E-mail address: n.zaarour@neu.edu Office: 214 Hayden Hall Office hours: Monday and Wednesday: 12 – 2 PM and by appointment. Course Overview The objectives of this course are: (1) To provide you with an understanding of statistical methods and techniques and their usefulness in the decision-making process, (2) To expose you to the methods of descriptive and inferential statistics and how can be used to solve business problems, (3) To improve upon your data analysis and computer skills, (4) To help you develop the skills to recognize the appropriate statistical tool to analyze business problems, and (5) To provide you with the necessary tools for critical evaluation, correct interpretation, and presentation of the results of statistical analyses. Textbook and Software 1) Business Statistics: For Contemporary Decision Making, 7th Edition, by Ken Black, (Wiley). 2) Microsoft Excel. Course Organization The course web page is located in the Blackboard system at http://blackboard.neu.edu. Course materials and announcements will be posted on the course site. A Blackboard tutorial is available at http://www.discoveringblackboard.neu.edu. The textbook is quite easy to read and covers a lot of ground. However, some of the topics are not covered in depth. Class discussions, handouts, and my lecture notes will fill these gaps. Course Policies • Please display your nameplate in every class session until the end of the semester. • You are expected to read through the assigned...
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...Mid-Term Project is worth 100 points. Please download this document to your computer and save it using the naming convention specified in the course syllabus. For the Mid-Term Project you will be using the MM207 Student Data Set, the survey codebook, and StatCrunch as necessary. You should enter your answers/responses directly after the question. There is no need to retype the project. After completing and saving the project, submit your project in the Mid-Term Drop Box. In the course, go to Unit 4 -> Instructor Graded Project -> StatCrunch to access the MM207 Student Data Set. When the page loads you will need to click on Data Set on the left side of the page. You do not need a StatCrunch ID or a password to access the data set; simply click the on Data Set to load the data file. Name: 1. In the following situation identify the implied population. A recent report on the weekly news presented the findings of a study on the effectiveness of Onglyza, along with diet and exercise, for treating diabetes. Implied population is people with diabetes. 2. In the following scenario identify the type of statistical study that was conducted. A Gallop poll surveyed 1,018 adults by telephone, and 22% of them reported that they smoked cigarettes within the past week. Polls are an Observational type of study as they do not try to sway the numbers. Statistical stats are gathered to measure ‘variables of interest’. 3. In the following scenario what is the statistic and the...
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...M&M® Project Report Before your write your report, watch the video titled “mnmunwrapped.wmv” located in the course shell. It is a 3:30-minute video segment from the TV show “Unwrapped,” showing many parts of the production process, which might give you some ideas. Imagine you are a quality control manager at the Masterfoods plant. Write a two to three (2–3) page report on all the parts of the project. Structure your paper using the following headers: • Introduction: Purpose of Report • Project Part 1: Sampling Method • Project Part 2: Method, Analysis, Results • Project Part 3: Method, Analysis, Results • Project Part 4: Method, Analysis, Results • Project Part 5: Method, Analysis, Results • Quality Control: Assume that at least one of the tests from Part 4 was rejected (proportion not equal to targeted amount set by Masterfoods). Discuss how you would investigate the operations of the plant to determine why the proportions were off the targeted values. Speculate on three or more possible conditions in plant and bagging process that could have caused the observed results. • Conclusion: You should explain what was done as well as the results. Tables can be used to present results and information. Your audience is a supervisor or manager who is unfamiliar with this project and may or may not be familiar with statistical terms. As a result, you will either need to explain/define statistical terms or write them in a way that a layman can understand. You...
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...Introduction to Statistics QTM403 Basic Information Program | BBA 3 (Hons.) | Semester | Fall 2015 | Credit Hours | 3 | Pre requisites (if any) | Mathematics | Resource Person | Iftikhar Hussain | Contact information | ihgrw85@gmail.com | Course Description: Important decisions are rarely made by intuition alone. We need to use the data to develop our insights and to support our analysis. Quantitative analysis includes the tools and techniques with which we seek to replicate reality mathematically and statistically. Statistical Techniques are applied in all the functions of business like Operations, Marketing, HR, Finance etc. The aim of this course is to learn when a technique is appropriate and what it can achieve. The emphasis throughout the course is on concepts and reasoning rather than technical details. You should acquire some basic data analysis skills but most importantly, become a more informed and critical producer and user of business Statistical analyses. Learning Objectives: Ser. # | Course Learning Objectives | Link with Program Learning Objectives | 1 | To understand the basic concepts and principles used in Business Statistics. | To inculcate business knowledge and analytical skills in graduates to think decisively in order to develop innovative solutions to problems in a business environment. | 2 | Organizing qualitative and quantitative data into a frequency table, displaying the data through charts...
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...Course: Health & Society Course ID: HEA101 Course Instructor: Kazi Md. Abul Kalam Azad Contact Information: Room 10010, 10th floor, School of Public Health, IUB. E-mail: akazad71@gmail.com Course Duration: January –April, 2011 on Mondays and Wednesdays Course content: The course will provide a brief overview of human anatomy and functioning of the body. The course will also look into elements of the society that improve or negatively impacts people’s health and well-being. A contextual focus is important to understand individual and community health and health disparities within a multicultural, global context. Different understandings of health, well-being and illness, how people cope and live with disease, and how health and illness is shaped by contextual factors will be seen. Learning outcomes: At the end of the course the students will know the fundamentals of how the human body functions and factors associated with illness and disease. They will know how health of people around the globe has been shaped over time with changes in sanitation, food consumption, and education, access to diverse kind of health facilities e.t.c. Students learn to engage in critical reflection of health related issues in any particular populations and take look into it with a diversified perspective in order to plan, implement and evaluate population health initiatives. Teaching: The teaching will be given through lectures, class room discussions/seminars of health related...
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...Training Service in the School of Statistics Almeda, Josefina V. School of Statistics University of the Philippines Diliman Magsaysay Avenue, Diliman, Quezon City, 1101 Philippines jcvalmeda@yahoo.com Civic Welfare Training Service (CWTS) is one of the three program components of the National Service Training Program (NSTP) established under Republic Act 9163. CWTS covers programs or activities that will add improvement to the common wellbeing for members of the community or its facilities. It aims to instill among the students: citizenship, volunteerism, and career exploration and development. All students of the University of the Philippines need to complete two semesters of CWTS as a requirement for graduation if the student selected this as his or her choice of NSTP component. The teacher has to inculcate to the students that, being scholars of the country, they have to volunteer their service not only to the people but also to the country. This is to show appreciation for the people’s support for their quality tertiary education. Thus, there is integration of civic and social values in the course. What makes teaching CWTS challenging and exciting is that the teacher incorporates statistics in the volunteer work that the students will do. Hence, the teacher prepares the students to do statistical work needed by the public and makes them aware of the different paths they can take in their respective careers. CWTS in the School of Statistics Each college in the University of...
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