...Jet Copies Shaneka Thompson Assignment 1 Math 540 Case Problem Finding the average days of repair in the simulation, first you click on the module at the top and scroll to simulation. Click simulation and open new file. There was a pop up box which you label. I labeled mine Average days of repair. Then I picked 4 categories and put in 100 trails and clicked Ok. When the spreadsheet came up I place in the value section 1, 2, 3, 4 and he frequency I placed 0.2, 0.45., 0.25, and 0.10 and clicked solved in the top. This gave me an average of 2.31 days. By hand I calculated the copies per day. I repeated the steps for getting the weeks between break down. I picked 4 categories and 100 trials. For the values I placed in 1, 2, 3, 4 symbolizing the weeks and 1,1,1,1 for the frequency. This simulation gave me the average of 2.68. By hand I calculated the estimated loss of revenue per year. The third simulation was to determine the loss of revenue per day. The values that were used were the estimated dollar amount and the frequency that I used was 1, 1, 1. This gave me an average of 521 days. I then by hand found the estimated revenue lost. Once the average numbers were tallied, I placed the numbers in the stimulation to gather the average cost per year which was by, simulation 23,633. 58 to 23,931.54 and by estimate was 23,100. The overall view the QM simulation if uses correctly and numbers are used correctly gives a correct simulation of loss or profit. I believe just using one...
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...|[pic] |Syllabus | | |College of Information Systems & Technology | | |MTH/221 Version 1 | | |Discrete Math for Information Technology | Copyright © 2010 by University of Phoenix. All rights reserved. Course Description Discrete (as opposed to continuous) mathematics is of direct importance to the fields of Computer Science and Information Technology. This branch of mathematics includes studying areas such as set theory, logic, relations, graph theory, and analysis of algorithms. This course is intended to provide students with an understanding of these areas and their use in the field of Information Technology. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the...
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...student success. 1.2Develop educational and professional goals. 1.3Recognize the importance of personal responsibility. 1.4Demonstrate the key elements of the writing process. Learning Activities Required Reading Becoming a Master Student, Introduction Reading Becoming a Master Student, Ch. 2 Reading Becoming a Master Student, Ch. 10 Reading Becoming a Master Student, Ch. 11 Reading Week One Electronic Reserve Readings Recommended Video Center for Writing Excellence (CWE) video Video Center for Math Excellence (CME) video Interactive/Tutorial University Library Interactive/Tutorial Financial Options Interactive/Tutorial The Writing Process Audio Audio: Goal Setting and Time Management Exploration Time Management and Goals Website Ethical Lens Inventory Assignments ASSIGNMENT STATUS FRIENDLY NAME TITLE DUE DATE POINTS UNREAD COMMENTS Participation Week One Participation Graded 4.5/4.5 7 Practice/Simulation/Homework/Game Ethical Lens Inventory submission Graded 3/3 Instructor Feedback Great discussion about goals last week. Students often cite procrastination as an obstacle to their productivity in achieving their goals. If you struggle with procrastination, please review pp. 50, 76, and 77 in your textbook Becoming a Master Student and think about implementing a "7-day antiprocrastination plan." Let me know how it works for you.Again, welcome to UOPX and GEN/200! Please let me know if you have any questions or concerns...
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...Research on Educational Impact of Games A Literature Review Institute for Games for Learning NYU Education/Assessment Group CUNY Education/Assessment Group White Paper # 02/2009 Version 0.1 June 25, 2009 Florrie Ng Helen Zeng Jan L. Plass Gaming Literature Coding In response to researchers’ calls for more systematic investigations of the use of games for learning, we conducted an extensive literature review on this topic. By surveying prior research, we examined the themes that emerged, the methodology employed, and the findings yielded, the ultimate goal being to identify knowledge gaps in the literature. To this end, we reviewed the relevant research conducted in the last 15 years by following the procedures outlined below. (a) Using the widely used social science database PsycINFO, we searched for articles which focused on both games and learning. The keywords chosen were “gam*” and either “learn*”, “teach*”, or “educat*” (the wildcard * can stand for any of a defined subset of all possible characters; for example “gam*” includes “game,” “games,” “gaming,” etc.). This generated about 4000 peer-reviewed articles from the earliest date (i.e., before 1960) to the end of 2008. (b) Given that studies conducted a decade ago tended to be less rigorous methodologically or yield obsolete results, we decided to focus our attention on more recent research. Once we narrowed down the time period to the years of 1995 to 2008, about 2400 peer-reviewed articles were left in the...
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...tenets of corporate strategy; Diversification and the notion of core competences; Vertical integration, Transaction Cost Economics (TCE) & the “make or buy decision”; and Corporate governance and “managing” the managers We examine these issues through both Harvard Business Review readings and Harvard and Stanford Business School cases. Module 2: Competitive Rivalries examines in more detail how firms compete with each-other in fast-moving markets. We read several chapters from the Hitt, Ireland & Hoskisson (2005) book Strategic Management: Competitiveness and Globalization (Concepts and Cases). By this stage of the course, we will also be immersed in the corporate simulation (see below for more information), and we will use the materials in Hitt, et al. book to help formulate corporate strategy for the simulation....
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...Marketing Principles FALL 2012 Marketing 345 – Section 004 Instructor: Phone: E-mail: Dr. Gwen Fontenot 337-482-6136 fontenotg@louisiana.edu Class Time & Location: MW 1:00 – 2:15 p.m. – MX 103A Office: Office Hours: Moody Hall 332 9:30 a.m. – 11:00 a.m. -- M, W 9:30 a.m. – 11:00 a.m. 2:30 p.m. – 3:00 p.m. -- M, W 9:00 a.m. – 11:00 a.m. – T, R Students are advised to email the instructor to schedule appointments for meetings (even for meetings during office hours) to ensure that the instructor doesn’t have other appointments at those times. PREREQUISITE: Students must be in Upper Division. REQUIRED TEXT: Marketing, 3rd Edition by Grewal & Levy; ISBN - 978-0077632694. You must have access to Connect. REQUIRED SIMULATION LICENSE: $25 Marketplace Simulation Live COURSE DESCRIPTION: This course provides an introduction to the vocabulary, theories, and practices of the business functional area of marketing to include segmentation, target marketing and positioning. It emphasizes developing and implementing marketing strategies and deciding appropriate product distribution, price, and promotion strategies for identified target markets. COURSE LEARNING EXPECTATIONS: The expectations of this course are for you to: 1. Define and apply marketing terms and vocabulary. 2. Explain the role of marketing in an organization, the philosophy of the marketing concept, the marketing mix, and how ethical and environmental factors affect marketing decisions. 3. Explain how marketing theories...
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...Inbox My Profile What's New Help Logout Welcome Kimberly Raetano (IRN:9038043721) Home Classroom Library Program Account PhoenixConnect MMPBL/590 Materials Discussion Assignments Grades MMPBL/590 STRATEGIES FOR COMPETITIVE ADVANTAGE Start Date: 01/17/2012 Print COURSE DESCRIPTION This course focuses on creating the value proposition as a driver of sustainable competitive advantage. Topics include translating key emerging trends into business opportunities; strategic challenges of global expansion; opportunities and constraints posed by regulatory change; competitor intelligence; scenario planning/planning for multiple futures; maximizing core business value; differentiating the value proposition; distribution channel development and integration; tailoring the value chain; building successful strategic alliances; and off-shoring models and approaches. Week 1 - Topic 1: Mission, Vision, and Values Objectives Distinguish between strategy and tactics. Explain the essential components of the strategic management process. Analyze the relationship among leadership, culture, stakeholder interests, and strategic outcomes. Create vision, mission, and values statements. Materials MIND MAP Mind Map Concept Outline EBOOK EBOOK COLLECTION: Chapter 1 - Pearce & Robinson. (2005). Strategic management (9th ed.). New York: McGraw-Hill. EBOOK COLLECTION:...
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...Affecting Change This paper is about affecting change that occurs in business. This paper will focus on the Leadership in Action Simulation which addresses key issues that Smith and Falmouth (S&F) was facing. In this paper, there will be a description of the established methods of control. Discussion will center around current organizational and departmental cultures, reconstruction strategy to improve the culture and empower the employees, effective management practices, provide an explanation on the size, structure, and affect on the organization, team, group, individuals, and future. First, there will be a brief discussion on the simulation that is the focus of this paper. Simulation of Smith and Falmouth The simulation for this assignment is about a company called Smith and Falmouth (S&F). This is a teleshopping and mail order network kind of company. The location of this company is located in Canada and the United States. Smith and Falmouth has also added an online department to their company. The simulation provided opportunity for key employees to make decisions that would bring the employees together and make a profit in the process. The decisions that were made have enabled the organization to improve by 100 percent, which was the ultimate goal. All members have influence in the company but by using the project manager’s influence as well as implementing changes to make improvements in uniting the employees, the company was able to have success. (University...
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...TROY UNIVERSITY eTROY IS2241 Section XTIC Computer Concepts and Applications COURSE SYLLABUS Term 1, 2014 August 11 – October 12 INSTRUCTOR INFORMATION: onn Dr. Joe Teng Troy University Chair, Information Systems and Quantitative Methods Office Location/Hours: Mailing Address: via email; within 24 238B Bibb Graves Hall Troy University Troy, Alabama 36082 Office: 334-670-3195 office jteng@troy.edu Dr. Joe Teng Troy University Chair, Information Systems and Quantitative Methods 334-670-3195 jteng@troy.edu Telephone: E-Mail: Troy Department Chair: The syllabus for this class includes the TROY Department Chair contact information for Dr. Teng. This is provided in the event you cannot resolve a situation with me, your instructor. PLEASE do not contact (e-mail or phone) Dr. Teng with a question, problem, or concern unless you have first contacted me and you have not received a response from me within 24-48 hours, or if you do not agree with my response. Thank you for your help in this matter. Students: Please place IS 2241 XTIC in the subject line of any emails sent to me. NOTE: For a course syllabus posted prior to the beginning of the term, the instructor reserves the right to make minor changes prior to or during the term. The instructor will notify students, via email or Blackboard announcement, when changes are made in the requirements and/or grading of the course. INSTRUCTOR EDUCATION: Ph.D., Management Information Systems. The University of Memphis, Memphis, Tennessee...
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...| University Library User Manual | Prepared by Team A | | Christine Polatis, Tchangwe Nchumuluh, Bryan Thomas, Emily Glasser, William Cross, | 1/21/2013 | | University Library User Manual Contents Online Access to Course Textbooks 5 My Papers 7 Grammar and Plagiarism Review: 7 River point Writer: 7 Grammar and Writing Guides 7 Element K Tutorials 8 Websites for Aid 9 Center for Mathematics Excellence 9 Step-By-Step Math Review 9 ALEKS Running Start - Practice 10 Building Math Confidence 12 Student Labs 13 Learning Team Toolkit 15 Useful Links 21 Submit a Paper for Review 21 WritePoint® 21 CWE Review 21 Plagiarism Checker 22 Reference and Citation Generator 22 APA Information 23 Sample Paper 24 Reference and Citation Examples 24 Reference and Citation Generator 24 APA Style Blog 24 Title Page Template 24 Riverpoint Writer 24 Grammar and Writing Guides 25 Student Resources Guide 25 o Math Resources 25 o Writing Resources 25 o Formatting and Writing Guidelines 25 o Technical Services 25 o Student Workshops and Labs 25 o University Library 26 o Learning Teams 26 o Critical Thinking 26 o University Disability Services 26 o Career Services 26 o University Perks 26 References 27 Library. (2013). Retrieved from https://portal.phoenix.edu/library.html 27 Online Access to Course Textbooks The University of Phoenix provides access to course materials and textbooks online...
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...November 05, 2013 Dr. Juan Gomez Superintendent YISD 123 Fake Street El Paso TX, 79936 Dear Dr. Gomez: Financial Literacy of El Paso (FLEP) is pleased to present this proposal for services to support the City of El Paso in achieving its goals for improving the financial literacy from youth to senior citizens by providing advocacy, research, standards and educational resources. The objective of the proposed personal high school finance class is to help high school students develop the ability to use knowledge and skills to manage financial resources effectively throughout their lifetime. In the past, high school students have been required to take an economics class which helped them get a basic understanding of the world of economics in today's world. We are now seeking to have a finance class which will not only help students get a basic understanding of finance but help students use the skills they develop to help them manage their personal finances responsibly. FLEP has partnered up with GECU, a local financial institution, to make this class possible. The class will teach students the basics of finance as well as teach students how to spend, invest, and save money effectively. The class will include setting up savings and checking accounts with GECU for the students and provide them with special support with their accounts. Our proposal requests that the FLEP personal high school finance class be a required course in the high school diploma curriculum...
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...Course Syllabus School of Business XACC/290 Version 1 Principles of Accounting I Copyright © 2013 by University of Phoenix. All rights reserved. Course Description This course covers the fundamentals of financial accounting as well as the identification, measurement, and reporting of the financial effects of economic events on an enterprise. Students will learn to examine financial information from the perspective of management. Other topics include decision-making, planning, and controlling from the perspective of a practicing manager. Policies Faculty and students will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Kimmel, P. D., Weygandt, J. J., & Kieso, D. E. (2011). Financial accounting: Tools for business decision making (6th ed.). Hoboken, NJ: John Wiley & Sons. All electronic materials are available on the student website. Week One: Basic Accounting Principles and Concepts Details Due Points Objectives...
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...COURSE-SPECIFIC INFORMATION 3 1 STAFF CONTACT DETAILS 3 2 COURSE DETAILS 3 2.1 2.2 2.3 2.4 2.5 Teaching Times and Locations Units of Credit Summary of Course Course Aims and Relationship to Other Courses Student Learning Outcomes 3 LEARNING AND TEACHING ACTIVITIES 3 3 3 4 4 6 3.1 Approach to Learning and Teaching in the Course 3.2 Learning Activities and Teaching Strategies 6 6 4 7 ASSESSMENT 4.1 Formal Requirements 4.2 Assessment Details INDIVIDUAL ASSESSMENTS 7 7 8 4.2.1 Individual Written Assignment (25%) 8 4.2.2. Quiz (total 20%) 9 4.2.3. Individual Participation (10%) 9 4.2.4. Peer Evaluation and Team Reflective Journal 10 4.2.4.1. Peer Evaluation (weighting marks on group assessments) 10 4.2.4.2. Team Reflective Journal (5%) 10 4.2.5. Team Case Analysis (15%) 11 4.2.6. Team Simulation Performance (25%) 12 4.3. Late Submission 14 14 5 COURSE RESOURCES 14 6 COURSE EVALUATION AND DEVELOPMENT 15 7 COURSE SCHEDULE 16 PART B: KEY POLICIES, STUDENT RESPONSIBILITIES AND SUPPORT 17 8 PROGRAM LEARNING GOALS AND OUTCOMES 17 9 ACADEMIC HONESTY AND PLAGIARISM 18 10 STUDENT RESPONSIBILITIES AND CONDUCT 18 10.1 10.2 10.3 10.4 Workload Attendance General Conduct and Behaviour Occupational Health and Safety 18 18 18 19 business.unsw.edu.au CRICOS Code 00098G 10.5 ...
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...COURSE-SPECIFIC INFORMATION 3 1 STAFF CONTACT DETAILS 3 2 COURSE DETAILS 3 2.1 2.2 2.3 2.4 2.5 Teaching Times and Locations Units of Credit Summary of Course Course Aims and Relationship to Other Courses Student Learning Outcomes 3 LEARNING AND TEACHING ACTIVITIES 3 3 3 4 4 6 3.1 Approach to Learning and Teaching in the Course 3.2 Learning Activities and Teaching Strategies 6 6 4 7 ASSESSMENT 4.1 Formal Requirements 4.2 Assessment Details INDIVIDUAL ASSESSMENTS 7 7 8 4.2.1 Individual Written Assignment (25%) 8 4.2.2. Quiz (total 20%) 9 4.2.3. Individual Participation (10%) 9 4.2.4. Peer Evaluation and Team Reflective Journal 10 4.2.4.1. Peer Evaluation (weighting marks on group assessments) 10 4.2.4.2. Team Reflective Journal (5%) 10 4.2.5. Team Case Analysis (15%) 11 4.2.6. Team Simulation Performance (25%) 12 4.3. Late Submission 14 14 5 COURSE RESOURCES 14 6 COURSE EVALUATION AND DEVELOPMENT 15 7 COURSE SCHEDULE 16 PART B: KEY POLICIES, STUDENT RESPONSIBILITIES AND SUPPORT 17 8 PROGRAM LEARNING GOALS AND OUTCOMES 17 9 ACADEMIC HONESTY AND PLAGIARISM 18 10 STUDENT RESPONSIBILITIES AND CONDUCT 18 10.1 10.2 10.3 10.4 Workload Attendance General Conduct and Behaviour Occupational Health and Safety 18 18 18 19 business.unsw.edu.au CRICOS Code 00098G 10.5 ...
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...In Class Workshop on Learning Theory and Technology Integration What is an authentic learning experience? Give examples of learning activities that use authentic learning experiences. Authentic learning aligns well with the needs of today’s participatory learners. The challenge is to channel their online and collaborative abilities and interests into academic pursuits, helping them develop the higher-order thinking skills they may not acquire on their own. Instructors are encouraged to design activities for their students that match as nearly as possible the real-world tasks of professionals in the field. The challenges students are asked to undertake should be complex, ambiguous, and multifaceted in nature, requiring sustained investigation. Reflection, self-assessment, and performance review are fully integrated into the exercise. The real-world challenge comes with its own criteria for success. Students are held accountable for achieving the milestones that practitioners would have to meet under genuine working conditions. Teamwork is as essential to the authentic learning experience as it is likely to be in modern workplace settings. Groups of students have to draw on multiple sources and negotiate among multiple perspectives—including those of the stakeholders (business partners, clients, customers, citizens) who will be impacted by their performance. An authentic learning exercise highlights a student’s capacity to affect the world beyond the classroom and to make...
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