...|School of Business | | |QRB/501 Version 3 | | |Quantitative Reasoning for Business | Copyright © 2011, 2010, 2008 by University of Phoenix. All rights reserved. Course Description This course applies quantitative reasoning skills to business problems. Students learn to analyze data using a variety of analytical tools and techniques. Other topics include formulas, visual representation of quantities, time value of money, and measures of uncertainty. 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 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. The discussion question points are now combined with the participation points for each week. Course...
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...|[pic] |Course Syllabus | | |School of Business | | |QRB/501 Version 2 | | |Quantitative Reasoning for Business | Copyright © 2010, 2008 by University of Phoenix. All rights reserved. Course Description This course applies quantitative reasoning skills to business problems. Students learn to analyze data using a variety of analytical tools and techniques. Other topics include formulas, visual representation of quantities, time value of money, and measures of uncertainty. 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 policies at the beginning of each class. Policies may be slightly different depending on the modality in which you...
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...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 techniques in | | ...
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...BUSINESS SCHOOL Unit of Study Outline Unit Code QBUS5001 Unit Title Quantitative Methods for Business Semester 2, 2013 Pre-requisite Units: None Co-requisite Units: None Prohibited Units: ECMT5001, QBUS5002 Assumed Knowledge and/or Skills: Basic calculus, basic concept of probability and statistics Unit Coordinator: Dr Boris Choy Address: Room 482, Merewether Building(H04), The University of Sydney NSW 2006 Email: boris.choy@sydney.edu.au Phone: 0293512787 Consultation Hours: Mondays 2pm-3pm at Room 482, H04 Class Day(s): Thursdays 6pm-9pm at Merewether Lecture Room 5, H04 Required Text / Resources: 1. Textbook: Selvanathan E.A., Selvanathan, S & Keller, G. (2011) Business Statistics, Australia & New Zealand 5th Edition. CENGAGE Learning. www.cengage.com.au/selvanathan5e 2. Online resources: Blackboard and Aplia 3. Software: MS Excel with Data Analysis Plus add-in This Guide to Unit Learning Content and Assessment MUST be read in conjunction with the Business School Student Administration Manual for information about all processes (sydney.edu.au/business/currentstudents/student_information/student_administration_manual) and the Business School unit of study common policy and implementation information that apply to every unit of study offered by the Business School (http://sydney.edu.au/business/currentstudents/policy). In determining applications and appeals relating to these matters it will be assumed that every student has taken the time to familiarise themselves...
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...Individual Week Two Practice Problems Resources: MyMathLab® Complete the Week Two Practice Problems in MyMathLab®. 04/25/2013 4 Individual Week Two Quiz Resources: MyMathLab® Complete the Week Two Quiz in MyMathLab®. 04/26/2013 3 Learning Team Inventory Systems Summary The purpose of this assignment is to prepare for subsequent assignments in this course. Research one inventory system per team member used in an organization with which you are familiar. (e.g. perpetual, periodic, FIFO, LIFO) Collect four years of inventory data from each organization. If you are not abel to find data, you may also use the University of Phoenix Material: Summer Historical Inventory Data or University of Phoenix Material: Winter Historical Inventory Data. Collaborate as a team to compare the inventory systems. Write a summary which includes: • 250- to 350-word description of each inventory system. • 350- to 700-word comparison describing the advantages and disadvantages of each system. Format your summary consistent with APA guidelines. 04/23/2013 5 Week Three: Visual Representation of Quantities Details Due Points Objectives 3.1 Construct histograms and bivariate plots. 3.2 Determine the value of a slope by using the slope-intercept formula. 3.3 Conduct a linear regression analysis. 04/30/2013 N/A Readings Read Ch. 6 & 9 of Quantitative Reasoning for Business. Read Topics 2–3 & 5 of Quantitative Reasoning. 04/30/2013 N/A In-Class Exercises 1. In-Class Team Exercise ...
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...Week 2 Individual Assignment RES-320 Business Research Methods Question #2 - Define the distinctions between primary, secondary, and tertiary sources in a secondary search. Primary sources are original pieces of information. It is raw data without any input or hypothesis from outside sources. Secondary sources are interpretations of a primary data source, or anything that is derived from a primary source. Tertiary sources are in turn interpretations of any secondary resources, or any data that is derived from a secondary resource. Question #5 - Some researchers find that their sole sources are secondary data. Why might this be? Name some management questions for which secondary data sources are probably the only ones feasible. There are certain researchers who find secondary data as their sole source of data because; by using secondary data much of the original research has already been completed. Using secondary data is useful in saving time and resources while gathering information. It can also be the only source of information when the only primary information which exists is proprietary information which is not accessible to the public. Historical data can also play a factor if the data being researched is of historical nature, and there is not any original primary data that exists anymore. Question #7 - What problems of secondary data quality must researchers face? How can they deal with them? There can be multiple problems with secondary data quality...
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...Eternal Truths, Academic Fundamentals, Science, Cultural Awareness, and Connections. While some courses are required, others are left to personal preference. You will be blessed as you enter these inspired classes with an open mind and willing heart. I invite you to carefully review the Foundations courses available and determine which classes will benefit you most. I wish you success in this and every other endeavor here at BYU-Idaho. Best regards, Kim B. Clark President, Brigham Young University-Idaho 47 Foundations Brigham Young University–Idaho 2013-2014 Foundations Requirements for Eternal Truths, FDREL 325 Doctrine and Covenants (2:2:0) Academic Fundamentals, Science, Cultural Awareness and Connections: Fulfills Foundations requirement. A study of the history, content and teachings of sections 77 through Declaration 2. (Fall, Winter, Spring) Eternal Truths: There are 14 credits required in the...
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...Introduction WELCOME The TPR Plan Welcome to The Princeton Review! We’re delighted that you chose us to help you prepare for the GMAT. This course provides two important benefits: • A review of the content tested by the GMAT • Test-taking strategies to help you maximize your performance The Quantitative (or Math) section of the GMAT tests concepts from high school arithmetic, algebra, and geometry. The Verbal section measures your reading, grammar, and logical reasoning skills. The Analytical Writing Assessment essay tests your organization and writing skills. The Integrated Reasoning section tests much of the same content that you see on the Math and Verbal sections but does so using question formats that often display data in charts or tables. You have seen most of these topics previously, in high school or elsewhere. However, you probably haven’t used these skills in quite some time. This course will review these areas and introduce you to a few topics you may not have seen before. In addition to reviewing the material tested by the GMAT, you will learn testtaking strategies to help you best use your knowledge within the format of the test. You will learn the traps the test writers set for you and learn how to avoid them. You will learn how to use the multiple-choice format to your advantage. We’ll cover everything you need to know to meet the specific challenges posed by the GMAT. Use the multiple-choice format to your advantage. Structure...
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...Taker Information (Self-Reported) Graduation Date: Undergraduate GPA: 3.90 (Based on a 4.0 scale) Highest Education Level: Completed my undergraduate or university degree Undergraduate Institution: Undergraduate Major: Intended Graduate Study: Hotel Administration Test Information (Score / % Below) For the Quantitative, Verbal, Total and Analytical Writing sections, the percentages shown below represent the proportion of tests taken in the previous three years with reported scores lower than this score. The percentage shown below for the new Integrated Reasoning section represents the proportion of IR tests taken so far with reported scores lower than this score. This percentage is updated monthly for the first six months and annually thereafter. To view the most recent percentile table, please visit mba.com. See below for alphabetic score key. Test Date Verbal Quantitative Total 06 June 2012 35 / 76% 51 / 99% 680 / 89% § C (Self canceled)-Test taker voluntarily canceled the score on the day of the test. § ~ (Not Available)-Score is missing because the GMAT did not include an Integrated Reasoning section prior to June 5, 2012. § P (Policy Violation)-GMAC® canceled the score due to a testing policy violation by the test taker. Policy violation for purposes of this identifier includes improperly accessing a mobile phone or study materials, disruptive...
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...lums.edu.pk COURSE BASICS Credit Hours Lecture(s) Recitation/Lab (per week) Tutorial (per week) 3 Nbr of Lec(s) Per Week Nbr of Lec(s) Per Week Nbr of Lec(s) Per Week 2 Duration Duration Duration 75 Minutes COURSE DISTRIBUTION Core Elective Open for Student Category Close for Student Category COURSE DESCRIPTION This course surveys quantitative marketing methodology. Our emphasis will be on the selection and use of models to support marketing strategy. Topics include: analysis of consumer behavior; segmentation, targeting, positioning, forecasting methods; new product decisions; and advertising decision models; sales force decision models and pricing decision models. The focus of the course is on the use of analytical approaches and computer-based models to formulate and solve problems. This course will also provide you an opportunity to improve your statistical and analytical skills. COURSE PREREQUISITE(S) • • • Statistics OR Statistics and Data Analysis OR Probability and Statistics COURSE OBJECTIVES (CO) 1. 2. 3. 4. Develop an understanding of the use of analytical techniques and computer models in enhancing marketing decision making in modern enterprises Improve students’ skills in viewing business processes and relationships systematically and analytically Provide students with the software tools that will enable them to apply the models and methods taught in the course to real business problems. Provide students an opportunity to demonstrate effective communication...
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... Click Link Below To Buy: http://hwaid.com/shop/management-2/ MGT 521 Week 1 Individual Assignment – Scavenger Hunt Individual Assignment: Scavenger Hunt Complete the scavenger hunt by following the instructions provided in Week 1 on the rEsource page. Post your responses as a Microsoft® Word attachment. MGT 521 Week 1 Assessed DQ – MBA Matrix Assessed Discussion Question: MBA Matrix Which program outcome do you feel will add the most value for you? Which managerial competencies reflect current strengths for you? MGT 521 Week 2 Individual Assignment – Construct and Support an Argument 1. Individual Assignment: Construct and Support an Argument Complete the Jungian Personality self-assessment located on the rEsource page. You can access this self-assessment, by selecting the Assessment tab, then scrolling to the What About Me section and then to Personality Insights. Select What’s My Jungian 16-Type Personality? Write an APA formatted paper of no more than 1,050 words in which you construct and support an argument on your decision to pursue an MBA degree to further your career, start a new career, or achieve a personal goal. Your paper should include consideration of the Jungian Personality self-assessment on how others perceive you. Use and evaluate published information in support of your argument. Post your assignment as a Microsoft® Word document. MGT 521 Week 3 Individual Assignment – Analysis of Team Charter Individual Assignment: Analysis...
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...QRB/501 – Quantitative Reasoning for Business University of Phoenix Inventory Proposal This proposal is for a solution for an inventory problem within an organization. The details of the organization’s business operations are established and the problem identified so a potential solution may be formulated and proposed. The expected benefits to the organization are also examined as the motivation for implementation. Additionally, an inventory index is used to compare and contrast historical trends leading to the inventory problem and supporting evidence is presented through a histogram and slope-intercept calculations. Organization Vertical Entertainment (VE) is a fireworks wholesaler headquartered in Austin, Texas. VE has been in business since 2005 and provides fireworks products through business-to-business and business-to-consumer channels. The organization’s key segments are the small-box retailers and fireworks display companies. The small-box retailers account for increased volume during the summer months (e.g. 4th of July) whereas the fireworks display companies purchase goods year-round. In recent years VE has expanded to direct sales via the company website. Inventory Problem VE purchases all firework inventories directly from China and they arrive in roughly 12 weeks. Product backorder usually result in lost sales because most events are time specific. The main inventory issue...
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...Ethics and Research in Professional Contexts Part 2 2012-13 Welcome to Part 2 We hope you find this second part of the module as informative and stimulating as ethics in Part 1. Part 2 builds on your critical reasoning and your ability to apply concepts to different contexts developed in Part 1. It will help you to acquire knowledge of the research process and some practical research skills. You will develop valuable transferable skills to help you not only in your final year but also for your career and employment. Module aims Provide a foundation for understanding approaches to social research and evidence based practice Facilitate the development of research skills and knowledge for professional and academic development in a range of practice-based professional contexts Learning outcomes On successful completion of this part of the module you will be able to: 4. How you will learn? Well that is largely up to you! We will help! We encourage you to set your own goals so that you can get the most out of your learning. We will provide a mix of teaching, tailored learning activities, assessment advice and signposting to key sources as well as direct feedback in class. Additionally, key research staff will be invited to share their research experiences with you so that you can develop a deeper understanding of all aspects of research especially research design. The weekly workshops will help you to shape your own research project, setting...
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...educational, health services, retail, and manufacturing. Manufacturing industries in the area include non-electrical machinery, transportation equipment, rubber, and various plastic products. Scope The research will provide an overview of the vital changes in the demoagraphics of South Bend, Indiana. Focusing on what the changes are and how they have affected the demographics of this area. This study is not intended to be a complete analysis and will be conducted primarily with the use of existing validated data and peer reviews on subject matter gathered over a four-week period. Additional limiters imposed on this study include the...
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...|Telephone |Email | |Andrew Edwards |AB479 |88180513 |andrew.edwards@nottingham.edu.cn | |Anna Du |AB482 |88182467 |min du@nottingham.edu.cn | CREDITS AND LEVEL 10 credits, level 3 PRE-REQUISITES AND PRIOR LEARNING Pre-requisites are MAD I and MAD II. This module assumes that you have good understanding of core management accounting techniques and concepts as taught in MAD I and MAD II. In addition, you will be expected to recall the basic principles of how to do analysis as taught in Year 2 and 3 of your degree course, but to a higher level this year. Knowledge should include the ability to both critically describe techniques and also apply numerical analysis to scenario based problems. EDUCATION AIMS The principle aim of this module is to critically review current management accounting theory and practice by reference to up to date research monographs/reports and academic papers. The secondary, related aim is to enrich students' understanding of management accounting techniques by enabling them to evaluate how such techniques evolve over time and are sensitive to use in different contexts. LEARNING OUTCOMES Knowledge and understanding This module develops a knowledge and understanding of: • Customer expectations...
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