...DE LA SALLE UNIVERSITY COURSE SYLLABUS COLLEGE : COLLEGE OF BUSINESS DEPARTMENT: DSI COURSE CODE : MANASCI CLASS DAYS AND CLASS TIME: TH, 1800-1930/1940-2110 ROOM: L330 INSTRUCTOR: MR. ENRICO L. CORDOBA (lance_emeric@yahoo.com) COURSE DESCRIPTION: MANASCI (MANAGEMENT SCIENCE) is a 14-week course on the study of quantitative techniques in business decision-making. The course covers linear programming models and its special algorithms; network (PERT/CPM) models; decision-making theories and processes; and decision tree construction and analysis. LEARNING OUTCOMES (LO): On completion of the course, the student is expected to be able to do the following: |ELGA |LEARNING OUTCOME | |Effective communicators |To present in class the application of quantitative techniques to management decision | | |models through case analysis | |Critical and creative thinkers |To develop analytical thinking and proper reasoning in the application of quantitative | | |techniques to management decision models | | |To acquire the essential skills for the proper use of quantitative...
Words: 1361 - Pages: 6
...Australian School of Business Banking and Finance FINS3625 Applied Corporate Finance Course Outline Semester 1, 2014 Part A: Course-Specific Information Part B: Key Policies, Student Responsibilies and Support Table of Contents PART A: COURSE-‐SPECIFIC INFORMATION 1 STAFF CONTACT DETAILS 1.1 Communication with Staff 2 COURSE DETAILS 2.1 Teaching Times and Locations 2.2 Units of Credit 2.3 Summary of Course 2.4 Course Aims and Relationship to Other Courses 2.5 Student Learning Outcomes 3 LEARNING AND TEACHING ACTIVITIES 3.1 Approach to Learning and Teaching in the Course 3.2 Learning Activities and Teaching Strategies 4 ASSESSMENT 4.1 Formal Requirements 4.2 Assessment Details 4.3 Assessment Format 4.4 Assignment Submission Procedure 4.5 Late Submission 5 COURSE RESOURCES 6 COURSE EVALUATION AND DEVELOPMENT 7 COURSE SCHEDULE PART B: KEY POLICIES, STUDENT RESPONSIBILITIES AND SUPPORT 8 PROGRAM LEARNING GOALS AND OUTCOMES 9 ACADEMIC HONESTY AND PLAGIARISM 10 STUDENT RESPONSIBILITIES AND...
Words: 6032 - Pages: 25
...Problem Solving Why This Is The Most Important Course Any Professional Can Take. Life is a series of problems to solve and decisions to make. Solve a problem well, and you meet your goals. Solve it poorly, and your goals remain elusive. This course makes the difference. A One-Day Workshop Guaranteed To Result In Effective Solutions To Even The Most Difficult Problems. BANKERSACADEMY.COM Throw Away The Trigger. This course teaches one of the most fundamental lessons of problem solving — Never confuse the problem trigger with the goal. This helps the participants avoid knee-jerk reactions and other pitfalls of problem solving. What’s The Workshop Like? Real problems are solved in this high-energy, one-day course. There are three parts to it: (1) Learning the SOLVER™ Model and how to apply it, (2) Individual Cases, and (3) Targeted Team Problems. Participants learn how to define goals, determine problem triggers, set requirements and choose a course of action. Then they put these techniques to work — on problems we assign to them and on problems they bring to class. How Is SOLVER™ Different From A Hundred Other Problem-Solving Models? SOLVER ™ works! It works because it makes participants focus on their goals. It begins by redefining the problem to determine goals. It shapes the way in which participants identify alternatives, set criteria for choosing among alternatives, and finally select the solution that ensures that the goals are met. What Are The Benefits? ...
Words: 301 - Pages: 2
...Email aypolat@ku.edu.tr gulermis@ku.edu.tr Office Hours Office Location Course Description Introduction to modeling with integer variables and integer programming; network models, dynamic programming; convexity and nonlinear optimization; applications of various optimization methods in manufacturing, product design, communications networks, transportation, supply chain, and financial systems. Course Objectives The course is designed to teach the concepts of optimization models and solution methods that include integer variables and nonlinear constraints. Network models, integer, dynamic and nonlinear programming will be introduced to the students. Students will be exposed to applications of various optimization methods in manufacturing, product design, communications networks, transportation, supply chain, and financial systems. Several different types of algorithms will also be presented to solve these problems. The course also aims to teach how to use computer programs such as Matlab and GAMS to solve mathematical models. Learning Outcomes Students are expected to model real life problems using mathematical models including integer variables and nonlinear equations. Students will be able to apply mathematical modeling techniques such as dynamic, integer and nonlinear programming to different types of problems. They will also be able to model and solve transportation and network problems such as shortest path, maximum flow and minimum cost network flow...
Words: 768 - Pages: 4
...GEORGIA SOUTHERN UNIVERSITY COLLEGE OF BUSINESS ADMINISTRATION Fall, 2009 COURSE: MGNT 7330-SAV, “ Leadership and Motivation” INSTRUCTOR: Dr. William W. McCartney, Department of Management, Marketing and Logistics, College of Business Administration, Room 3306B, Office: 478-5272 (Statesboro), Home:912- 898-3893 (Savannah), email: bmccart@georgiasouthern.edu (GSU) or bkm1963@comcast.net (home) OFFICE HOURS: Tuesdays 1:30-3:30 pm, 5:00-6:30 pm (in Statesboro); Wednesdays 1:30-3:30 pm; Thursdays 5:00-6:30pm (in Savannah); and by appointment. I am also available by telephone and email. PREREQUISITES: Completion of the MBA Core. COURSE DESCRIPTION: A study of Leadership and Motivation. This course provides an overview of existing theories and models of leadership and motivation. Using readings, cases, discussion, and guest speakers the course explains the importance of leadership, motivation, power and influence in organizational life. Special emphasis is placed on leadership of change. |LEARNING OUTCOMES |EXPECTED RESULTS |ASSESSMENT | |Enhance leadership skills as they pertain |Express an understanding of the importance |Problem solving and decision-making skills | |to problem solving and decision-making. |of problem solving and decision making in |will be evaluated using cases and exercises| | |the leadership process. ...
Words: 1257 - Pages: 6
...Lovely Professional University,Punjab Format For Instruction Plan [for Courses with Lectures and Tutorials Course No ECE210 Cours Title ANALOG CIRCUITS AND LINEAR ICS Course Planner 14649 :: Mohina Kharbanda Lectures Tutorial Practical Credits 3 1 0 4 Text Book: 1 Microelectronics Circuits: Analysis and design by Muhammad H Rashid Other Specific Book: 2 Ramakant A.Gayakwad,”Op-Amps and Linear Integrated Circuits,”4th edition,Pearson Education 3 Electronic Devices and circuits by Millman-Halkias, Tata Mcgraw Hill 4 Roy Choudhary and Shail Jain,”Linear Integrated Circuits”, Wiley Eastern Ltd. Other Reading Sr No Jouranls atricles as compulsary readings (specific articles, Complete reference) Relevant Websites Sr. No. (Web adress) (only if relevant to the courses) 5 http://www.rosehulman.edu/.../Rose_Classes/ECE351/Notes/Differential Amplifier Notes.pdf 6 http://en.wikipedia.org/wiki/Electronic_amplifier 7 http://www.doctronics.co.uk/555.htm 8 http://focus.ti.com/lit/an/sboa092a/sboa092a.pdf Salient Features Introduction to differential amplifiers Introduction and Classification of Electronics amplifier 555 Introduction and Application Applications of operational amplifiers Detailed Plan For Lectures 1 Approved for Spring Session 2011-12 Week Number Lecture Number Lecture Topic Chapters/Sections of Pedagogical tool Textbook/other Demonstration/case reference study/images/anmatio n ctc. planned Part 1 Week 1 Lecture 1 Lecture 2...
Words: 1382 - Pages: 6
...Cooperative Problem Solving in Physics A User’s Manual Why? What? How? STEP 1 Recognize the Problem What's going on? STEP 2 Describe the problem in terms of the field What does this have to do with ...... ? STEP 3 Plan a solution How do I get out of this? STEP 4 Execute the plan Let's get an answer STEP 5 Evaluate the solution Can this be true? Kenneth Heller Patricia Heller University of Minnesota With support from the National Science Foundation, University of Minnesota, and U.S. Department of Education © Kenneth & Patricia Heller, 2010 Acknowledgments In reaching this stage in this work, we gratefully acknowledge the support of the University of Minnesota, the U.S. Department of Education FIPSE program, and the National Science Foundation. This work would not have existed without the close cooperation of the University of Minnesota School of Physics and Astronomy and Department of Curriculum and Instruction. We have incorporated the suggestions of many faculty members from both Physics and Education at the University of Minnesota and other institutions that have communicated with us at workshops, meetings, and by e-mail. This work has depended on the efforts and feedback of many graduate student teaching assistants in the School of Physics and Astronomy over the years. Much of this development is directly based on the research of the graduate students in the University of Minnesota Physics Education Program: Jennifer...
Words: 40122 - Pages: 161
...Case Study Guidelines Objective: This course uses case studies to bring real-world perspective to course material about how information systems are used in organizations. Some cases focus on global and ethical situations. Students learn how to apply systematic problem-solving techniques to decision-making problems in the information systems area. Students also build teamwork and oral skills through a group presentation of a case to their peers. A traditional Harvard Business School guideline for case analysis follows. You should be aware that this is essentially the same as the traditional systematic approach to problem-solving. Mastery of this approach will serve you well in any problem-solving situation in your professional career. 1. “Problem ” or “Opportunity” Statement: Provide a single statement of the problem (dissatisfactory condition) or opportunity (awareness of need) facing the organization. If servable problems are apparent, identify them in priority order. Generally, several problems are all symptoms of one overriding problem. Try to abstract up to the overriding problem after the symptoms are known. Often the symptoms are really key factors related to the problem. 2. Key factors: List the key factors that give evidence that there is a problem or opportunity condition in the organization. Identify them in priority order. Explain why they are relevant. It is often best to start the case study here. 3. Alternative Solutions: ...
Words: 387 - Pages: 2
...PAMANTASAN NG CABUYAO Cabuyao, Laguna COLLEGE OF COMPUTER STUDIES Course Code: Course Title: Number of Units: Description: CS102a Computer Programming 1 4 units (3 hours lecture with 3 hours laboratory per week) This course introduces the students to the fundamentals of logic formulation together with their implementation in the C++ Programming language. This course should serve as a foundation for students in the Computer Science, Information Technology, and Computer Technology Program. None BSIT/BSCS/ACT Prerequisite: Department/Program: GENERAL OBJECTIVES: At the end of this course, the students should be able to: 1. 2. 3. 4. 5. 6. To learn the components in problem solving Explore the strategies in problem solving in relation to procedural programming Analyze problems Design algorithms to solve problems Implement algorithms in a programming language Test programming solutions to problems Preliminary Grading Period Time Table Specific Objectives 1stand 2ndWeek Introduction in Programming Learn how to analyze and design a program To understand the basic of Programming Topic Algorithms Programming Language Levels Steps in writing a Program Programming Techniques Pseudocode Flowchart Teaching-Learning Strategies Lecture with Hands-On Exercises Tools/Aid Blackboard Handouts Multimedia Presentation Evaluation Assignment Recitation Seatwork Quizzes Machine Problem or Case Study 3rdWeek Introducing C++ Determine how C++ originate Remarks about...
Words: 952 - Pages: 4
...Batch 2015-17 Semester II Course Outline 1 Shanti Business School, Ahmedabad PGDM 2015-17: Program Structure Semester-1 Semester-2 Semester-3 Semester-4 Course credit Course credit Course credit Language Skills @ Written Analysis & Communication @ Soft skills II @ Employability Skills @ IT & MIS 2 Soft skills I @ Computing skills 2 Social Media Marketing @ 2 Legal Aspects of Business 2 Business Strategy 3 Management Control Systems 3 Micro Economics 3 Macro Economics 3 Business Environment 3 Business Ethics & Corporate Governance 2 Quantitative Methods-1 3 Business Research Methods 3 Quantitative Methods-2 3 Core Elective-1 3 Core Elective1 3 Core Elective-2 3 Core Elective2 3 Elective-1 3 Elective-1 3 Elective-2 3 Elective-2 3 Grand Project-1 3 Grand Project-2 3 Principles of Management Basic Building Blocks Autumn Break Executive Skills Organisational Behavior Human Resources Management 3 Marketing Management 1 3 Marketing Management -2 3 Understanding Financial Statements 3 Financial Mgt 3 Operation Management Management Domain 3 3 Basics of Business Planning 2 Electives Credits Autumn Break credit SUMMER INTERNSHIP Course S 1 22 S 2 24 ...
Words: 7010 - Pages: 29
...Lovely Professional University,Punjab Format For Instruction Plan [for Courses with Lectures and Tutorials Course No CHE101 Course Category Cours Title CHEMISTRY Courses with numerical focus Course Planner 14863 :: Ashish Kumar Pandey Lectures Tutorial Practical Credits 3 1 0 4 Text Book: 1 Zumdahl,S., Chemistry: Concepts and applications, Cengage Learning,Indian Edition-2011 Other Specific Book: 2 Suba Ramesh, S.Vairam, Pradnya Tej Godbole ,Engineerig Chemistry, John Wiley, Ist edition ,2011 3 R.T. Morrison and R.N. Boyd, S.K.Bhattacharjee, Organic Chemistry, 7th Edition, Pearson Other Reading Sr No Jouranls atricles as compulsary readings (specific articles, Complete reference) 4 http://onlinelibrary.wiley.com/journal/10.1002/(ISSN)1097-4601 5 http://www.springer.com/chemistry/electrochemistry/journal/10800 6 http://www.sciencedirect.com/science/journal/13882481 7 http://www.springerlink.com/content/100224/ 8 http://www.sciencedirect.com/science/journal/00108545 9 http://pubs.acs.org/journal/joceah 10 http://www.sciencedirect.com/science/journal/00323861 Relevant Websites Sr. No. (Web adress) (only if relevant to the courses) 11 http://www.klte.hu/~lenteg/animate.html 12 http://dwb4.unl.edu/chemAnime/atomic_orbits.htm Salient Features Chemistry animation and videos Atomic orbital animations 13 http://www.mhhe.com/physsci/chemistry/essentialchemistry/fla Hybridization animation sh/hybrv18.swf 1 Approved for Spring Session 2011-12 14 http://www.mhhe.com/physsci/chemistry/animations/chang_7e...
Words: 1906 - Pages: 8
...Case Study Method in Management Management education is mainly aimed at developing managerial skills in students. Amongst the various methods adopted in teaching management and management functions, the case study method developed in 1910 in U.S.A. and is now being propagated during the last decade or so, providing opportunities to both the teacher and the taught to promote managerial I understanding and competence, since it helps in contemplation and discussion of an actual situation. It is a wrong notion that the case studies are confined to management students. Cases may pertain lo any discipline, where skills for solving complex unstructured problems or preparing plans are required. The origin of case study methods itself can be traced to Harward Lawyers. Cases may describe problems facing individuals, groups, institutions or even Nations. Through a case study one learns a broad range of skills and has many alternatives. Case studies encourage the practice and attainment of analytical and communicative skills. Case studies allow a different kind of learning. It is close to the learn by doing' approach. Cases are intended to stimulate the reality of the manager's job. The material in the case provides data for analysis and decision-making. Cases require the student to make decisions about the situations presented and to defend those decisions. In real decision-making the student will have lo persuade superiors that his analysis and solutions are the best and hence the...
Words: 3549 - Pages: 15
...| | |INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA | |COURSE OUTLINE | | | |Kulliyyah / Institute |Kulliyyah of Economics and Management Sciences | |Department / Centre |Department of Business Administration | |Programme |Bachelor of Business Administration | |Name of Course / Mode |Strategic Management | |Course Code | | | |MGT 4760 | |Name (s) of Academic staff / | ...
Words: 1426 - Pages: 6
...Decision Making and Problem Solving: Benefits and Techniques Defining Problem Solving and Decision Making Definition of a Problem: A problem exists when there is a gap between what you expect to happen and what actually happens. Definition of Decision Making: Decision making is selecting a course of action from among available alternatives. The Difference between Decision Making and Problem Solving While both processes are systematic, problem solving involves defining a problem and creating solutions for it. Decision making is selecting a course of action from among available alternatives. Problem solving always involves decision making. However, not all decision making involves solving a problem. For example, a supervisor may have to make decisions about employees, resources, workload, etc. without having a problem to solve. Problem-Solving and Decision-Making Process Problem solving is a process in which we perceive and resolve a gap between a present situation and a desired goal, with the path to the goal blocked by known or unknown obstacles. In general, the situation is one not previously encountered, or where at least a specific solution from past experiences is not known. In contrast, decision making is a selection process where one of two or more possible solutions is chosen to reach a desired goal. The steps in both problem solving and decision making are quite similar. In fact, the terms are sometimes used interchangeably. Steps in Decision Making...
Words: 2995 - Pages: 12
...Course code Course title Type of course Level of course Department in charge Year of study Semester Number of credits Lecturer Email of the lecturer Prerequisites Form of studies Teaching language GRAV009 Advanced Topics in International Marketing Compulsory Graduate Graduate school 1 2 st nd 6 ECTS; 36 hours of class work, 126 hours of self-study Prof. Dr. Hemant Merchant hemant.merchant@yahoo.com Marketing, International Marketing; Programme requirements (pre-reading) Consecutive (Evenings & Online) English COURSE ANNOTATION This course is designed to facilitate a more “applied/practical” understanding of contemporary issues facing companies who market (or intend to market) their products/services across national boundaries. The course focuses on real-life challenges that companies encounter in the context of their international marketing function (broadly defined). In general, these challenges relate to identifying, evaluating, and making tradeoffs across national, organizational, and personal contexts. Thus, we will discuss formulation- and implementation-related challenges as well as generate solutions to ‘international marketing’ dilemmas. COURSE LEARNING OUTCOMES Learning Methods: Case discussion; Role plays; Mini-debates; Mini-lectures Assessment methods: Class participation; Case presentation; Final exam CLO1. Understand the international marketing environment; Contemplate and analyze international marketing opportunities. CLO2. Gain an understanding of international...
Words: 3323 - Pages: 14
