...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”) are due on or before specified date/times as shown in the class calendar below. ------------------------------------------------- ------------------------------------------------- You will also have three proctored midterms on dates specified below and a departmental final exam on Friday December 20th from 3:30 – 5:30 pm. REQUIRED TEXT: Business Statistics, A Decision Making Approach,...
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...E-Leader Croatia 2011 Case Studies in Channels of Distribution Donald K. Hsu, PhD Associate Professor Division of Business Administration Dominican College Orangeburg, New York, USA Abstract Case studies were employed as research tools, for undergraduate and MBA students for 25+ years. The International Management course was taught in two classes at an undergraduate Business program. Channel of Distribution course was given at a MBA program. Real-world examples were utilized and applied in class whenever applicable. Students did final projects individually or in a team, by employing case studies via library and internet search. Class evaluations indicated that the case studies enhanced significantly their overall learning experience. Students rated the courses good to excellent. This paper gave the summary. Keyword: Case Studies, In-Class Team Assignment, Final Projects, International Management and Channels of Distribution Harvard University, Cranfield University (UK) and many other research institutions published case studies for 25 years. International Management and Channels Distribution were taught in an undergraduate business program and a MBA program respectively. Job market is very good. A quick search on Indeed (2011) yielded 5,850 jobs for international manager and 1,160 jobs for channels distribution. This search was done for Manhattan zip code 10001, and within a twenty-mile radius. In the down economy, managers and distributors are still...
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...and salary reviews. In most cases, the mechanism used to measure teaching effectiveness is a locally developed evaluation form that is completed by an instructor’s students toward the end of the course, usually before students have received their final course grades. The practice of using student evaluations of teaching (SETs) to evaluate faculty teaching effectiveness raises a number of concerns, including the basic validity of these forms and their sensitivity to external biases. The question of validity involves the extent to which SETs (or items on these forms) accurately predict student learning. Questions of bias involve the possibility that student responses are influenced by factors unrelated to the faculty member’s instructional effectiveness. The topic of this article is the biasing effect that faculty grading practices have on SETs. A broader discussion of this and related issues may be found in my book The GPA Myth, from which most of the following analyses are drawn. Both the validity of SETs and potential biases to SETs have been discussed extensively in the educational literature. A simple search of the ERIC database produces thousands of articles concerning various aspects of SETs, and Greenwald summarizes more than 170 studies that examined the specific issue of whether SETs represented valid measures of student learning. Clearly, a comprehensive review of this literature is not possible here, and so I will simply summarize the current state of knowledge concerning...
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...ALLIED AMERICAN UNIVERSITY Personalized. Flexible. Dedicated. Online Programs – Individual Support – Open Enrollment – Ease of Transfer Credits UNIVERSITY CATALOG 2013 Seventh Edition 22952 Alcalde Drive, Laguna Hills, CA 92653 Phone: (888) 384-0849 ∼ Fax: (949) 707-2978 7:00 A.M. – 5:00 P.M. (Monday – Friday) Email: info@allied.edu Website: www.allied.edu KEY STAFF AND FACULTY Charlotte Hislop, Ph.D. Candidate, President/CEO Bonny Nickle, Ed.D., Provost Eric Sharkey, M.Ed., Director of Education Bill Luton, Ph.D., Director of Assessment and Dean of Business Carlo Tannoury, Ph.D. Candidate, Dean of Computer Information Systems Patricia Drown, Ph.D., Dean of Criminal Justice and General Studies C.J. Bishop, M.B.A., Institutional Research Frank Vazquez, Operations Director Parrish Nicholls, J.D., Director of Compliance Lindsay Oglesby, Admissions Director Abby Dolan, B.A., Registrar Sasha Heard, M.B.A., Student Services Manager Barbara Jobin, B.S.B.A., Career Center Manager Hugo Aguilar, B.A., Chief Financial Officer Richard Madrigal, B.A., Financial Aid Officer As a prospective student at Allied American University, you are encouraged to review this catalog prior to signing an enrollment agreement. You are also encouraged to review the student performance fact sheet which must be provided to you prior to signing an enrollment agreement. This catalog is not a contract between the student, AAU, or any party or parties. Reasonable effort was made at the time this document...
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...ECON 125-HK2. Economics for Managers Exam http://homeworkfy.com/downloads/econ-125-hk2-economics-for-managers-exam/ To Get this Tutorial Copy & Paste above URL Into Your Browser Hit Us Email for Any Inquiry at: Homeworkfy@gmail.com Visit our Site for More Tutorials: (http://homeworkfy.com/ ) > TAKE ASSESSMENT: EXAM 1 Question 1 2 points Save Which of the following economic systems abolishes all private property? communism socialism fascism all of the above Question 2 2 points Save The profit motive is one characteristic of a command economy. True False Question 3 2 points Save In a market system, the government enforces laws ensuring that private enterprises and conditions of competition will prevail. True False Question 4 2 points Save The most common type of business in the United States is the corporation. True False Question 5 2 points Save Laissez-faire is a policy of no government intervention in the economic activities of individuals and businesses. True False Question 6 2 points Save In a partnership, each partner’s liability is limited to his or her contribution to the partnership. True False Question 7 2 points Save There are no government-regulated markets in the U.S. economy. True False Question 8 2 points Save Which of the following is not among the United States’ economic goals? ...
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...OFFICIAL CATALOG This Catalog contains information, policies, procedures, regulations and requirements that were correct at the time of publication and are subject to the terms and conditions of the Enrollment Agreement entered into between the Student and ECPI University. In keeping with the educational mission of the University, the information, policies, procedures, regulations and requirements contained herein are continually being reviewed, changed and updated. Consequently, this document cannot be considered binding. Students are responsible for keeping informed of official policies and meeting all relevant requirements. When required changes to the Catalog occur, they will be communicated through catalog inserts and other means until a revised edition of the Catalog is published. The policies in this Catalog have been approved under the authority of the ECPI University Board of Trustees and, therefore, constitute official University policy. Students should become familiar with the policies in this Catalog. These policies outline both student rights and student responsibilities. The University reserves the right and authority at any time to alter any or all of the statements contained herein, to modify the requirements for admission and graduation, to change or discontinue programs of study, to amend any regulation or policy affecting the student body, to increase tuition and fees, to deny admission, to revoke an offer of admission and to dismiss from the...
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...Does your career plan include a world of lifelong success? Program of Professional Studies THE CERTIFIED GENERAL ACCOUNTANTS ASSOCIATION OF BRITISH COLUMBIA We see more than numbers. Choose a career that places you on the path to lifelong success. It’s all about opportunity. Accounting professionals can work in any sector, anywhere in the world. And when you choose CGA, you’ll gain the leadership, problem-solving and technical skills that are sought after by organizations in the private, public and not-for-profit sectors. The CGA Program of Professional Studies gives you the tools to succeed in business, no matter where your career takes you. You’ll enter the workforce with the applied knowledge and demonstrated expertise that employers want, including specialized technical knowledge, sectorspecific competencies, problem-solving skills and the ethical integrity to lead. CGA’s competency-based curriculum is simply your best way to prepare for a rewarding career in financial management. Flexible study options and the freedom to choose the career you want CGA is all about choice. You choose the professional-studies path and real-world experience that best match your career goals and interests. We give you the skills and freedom to work in any type of organization, in any industry, at any level of management. With a CGA designation, your opportunities—both professional and personal, at home and around the world—are limitless. Take your place as a highly respected...
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...2012 Catalog Volume 20 Issue 1 March 5, 2012 – December 31, 2012 This Catalog contains information, policies, procedures, regulations and requirements that were correct at the time of publication and are subject to the terms and conditions of the Enrollment Agreement entered into between the Student and ECPI University. In keeping with the educational mission of the University, the information, policies, procedures, regulations and requirements contained herein are continually being reviewed, changed and updated. Consequently, this document cannot be considered binding. Students are responsible for keeping informed of official policies and meeting all relevant requirements. When required changes to the Catalog occur, they will be communicated through catalog inserts and other means until a revised edition of the Catalog is published. The policies in this Catalog have been approved under the authority of the ECPI University Board of Trustees and, therefore, constitute official University policy. Students should become familiar with the policies in this Catalog. These policies outline both student rights and student responsibilities. The University reserves the right and authority at any time to alter any or all of the statements contained herein, to modify the requirements for admission and graduation, to change or discontinue programs of study, to amend any regulation or policy affecting the student body, to increase tuition and fees, to deny admission, to revoke an offer...
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...Now the perfect companion for anyone sitting the PMI’s PMBOK exams THE DEFINITIVE 2ND EDITION PROJECT MANAGEMENT THE FAST TRACK TO GETTING THE SEBASTIAN NOKES AND SEAN KELLY GUIDE TO JOB DONE ON TIME AND ON BUDGET the definitive guide to project management In an increasingly competitive world, we believe it’s quality of thinking that gives you the edge – an idea that opens new doors, a technique that solves a problem, or an insight that simply makes sense of it all. The more you know, the smarter and faster you can go. That’s why we work with the best minds in business and finance to bring cutting-edge thinking and best learning practice to a global market. Under a range of leading imprints, including Financial Times Prentice Hall, we create world-class print publications and electronic products bringing our readers knowledge, skills and understanding, which can be applied whether studying or at work. To find out more about Pearson Education publications, or tell us about the books you’d like to find, you can visit us at www.pearsoned.co.uk the definitive guide to project management the fast track to getting the job done on time and on budget Second Edition SEBASTIAN NOKES AND SEAN KELLY PEARSON EDUCATION LIMITED Edinburgh Gate Harlow CM20 2JE United Kingdom Tel: +44(0)1279 623623 Fax: +44(0)1279 431059 Website: www.pearsoned.co.uk First published 2003 Second edition published in Great Britain 2007 © Aldersgate Partners LLP 2003 © Casnus Limited...
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...FFA PAPER F3 FINANCIAL ACCOUNTING BPP Learning Media is the sole ACCA Platinum Approved Learning Partner – content for FIA and ACCA qualifications. In this, the only FFA/F3 study text to be reviewed by the examiner: We highlight the most important elements in the syllabus and the key skills you will need We signpost how each chapter links to the syllabus and the study guide We provide lots of exam focus points demonstrating what the examiner will want you to do We emphasise key points in regular fast forward summaries We test your knowledge of what you’ve studied in quick quizzes We examine your understanding in our exam question bank We reference all the important topics in our full index I N T E R A C T I V E T E X T BPP’s Practice & Revision Kit, i-Pass and Interactive Passcard products also support this paper. Note FIA FFA and ACCA Paper F3 are examined under the same syllabus and study guide. FOR EXAMS FROM FEBRUARY 2013 TO JANUARY 2014 FFA/F3 FINANCIAL ACCOUNTING First edition March 2011 Second edition September 2012 ISBN 9781 4453 9966 9 Previous ISBN 9781 4453 7305 8 eISBN 9781 4453 9242 4 British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library Published by BPP Learning Media Ltd BPP House, Aldine Place 142-144 Uxbridge Road London W12 8AA www.bpp.com/learningmedia Printed in the United Kingdom by Printers Polestar Wheatons Hennock Road Marsh Barton Exeter EX2 8RP Your...
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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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...1 Learn Java/J2EE core concepts and key areas With Java/J2EE Job Interview Companion By K.Arulkumaran & A.Sivayini Technical Reviewers Craig Malone Stuart Watson Arulazi Dhesiaseelan Lara D’Albreo Cover Design, Layout, & Editing A.Sivayini Acknowledgements A. Sivayini Mr. & Mrs. R. Kumaraswamipillai 2 Java/J2EE Job Interview Companion Copy Right 2005-2007 ISBN 978-1-4116-6824-9 The author has made every effort in the preparation of this book to ensure the accuracy of the information. However, information in this book is sold without warranty either expressed or implied. The author will not be held liable for any damages caused or alleged to be caused either directly or indirectly by this book. Please e-mail feedback & corrections (technical, grammatical and/or spelling) to java-interview@hotmail.com First Edition (220+ Q&A): Dec 2005 Second Edition (400+ Q&A): March 2007 3 Outline SECTION DESCRIPTION What this book will do for you? Motivation for this book Key Areas index SECTION 1 Interview questions and answers on: Java Fundamentals Swing Applet Performance and Memory issues Personal and Behavioral/Situational Behaving right in an interview Key Points SECTION 2 Interview questions and answers on: Enterprise Java J2EE Overview Servlet JSP JDBC / JTA JNDI / LDAP RMI EJB JMS XML SQL, Database, and O/R mapping RUP & UML Struts Web and Application servers. Best practices and performance considerations. Testing and deployment. Personal and...
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...BooK 1 ETHICAL AND PROFESSIONAL STANDARD S, QuANTITATIVE METHODS, AND EcoNOMics - Readings and Learning Outcome Statements .......................................................... 6 Study Session 1 - Ethical and Professional Standards ............................................ 13 Study Session 2 - Ethical and Professional Standards: Application Self-Test - Ethical and Professional Standards ....................... 110 128 138 256 262 339 344 349 358 ..................................................... Study Session 3 - Quantitative Methods for Valuation Self-Test - Quantitative Methods for Valuation Study Session 4 - Economics for Valuation Self-Test - Economics for Valuation Formulas ........................................ ................................................... ......................................................... .................................................................... ............................................................................................................ Appendices Index ........................................................................................................ ................................................................................................................. SCHWESERNOTES™ 2013 CFA LEVEL II BOOK 1: ETHICAL AND PROFESSIONAL STANDARDS, QUANTITATIVE METHODS, AND ECONOMICS ©20 12 Kaplan, Inc. All rights reserved. Published in 20 12 by...
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...College Trigonometry Version π Corrected Edition by Carl Stitz, Ph.D. Lakeland Community College Jeff Zeager, Ph.D. Lorain County Community College July 4, 2013 ii Acknowledgements While the cover of this textbook lists only two names, the book as it stands today would simply not exist if not for the tireless work and dedication of several people. First and foremost, we wish to thank our families for their patience and support during the creative process. We would also like to thank our students - the sole inspiration for the work. Among our colleagues, we wish to thank Rich Basich, Bill Previts, and Irina Lomonosov, who not only were early adopters of the textbook, but also contributed materials to the project. Special thanks go to Katie Cimperman, Terry Dykstra, Frank LeMay, and Rich Hagen who provided valuable feedback from the classroom. Thanks also to David Stumpf, Ivana Gorgievska, Jorge Gerszonowicz, Kathryn Arocho, Heather Bubnick, and Florin Muscutariu for their unwaivering support (and sometimes defense) of the book. From outside the classroom, we wish to thank Don Anthan and Ken White, who designed the electric circuit applications used in the text, as well as Drs. Wendy Marley and Marcia Ballinger for the Lorain CCC enrollment data used in the text. The authors are also indebted to the good folks at our schools’ bookstores, Gwen Sevtis (Lakeland CC) and Chris Callahan (Lorain CCC), for working with us to get printed copies to the students...
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