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Submitted by neel on Wed, 2013-05-22 15:02
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QNT/351 Quantitative Analysis for Business (university of phoenix)

Course Schedule

 

Our course will meet each Thursday evening from 6–10 pm at the Honolulu Main Campus from April 18, 2013 through May 16, 2013.  Specific dates for our class meetings are as follows:

 

Week One: Thursday April 18

Week Two: Thursday April 25

Week Three: Thursday May 2

Week Four: Thursday May 9

Week Five: Thursday May 16

 

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

 

Lind, D. A., Marchal, W. G., & Wathen, S. A. (2011). Basic statistics for business and economics (7th ed.). New York, NY: McGraw-Hill/Irwin.

 

McClave, J. T., Benson, P. G., & Sincich, T. (2011). Statistics for business and economics (11th ed.). Boston, MA: Pearson-Prentice Hall.

 

All electronic materials are available on the student website.

 

Week One: Understanding the Meaning of Statistics

 

Details

Due

Points

Objectives

1.1 

Explain the role of statistics in business research and its application in business decision making.

1.2 

Differentiate between qualitative and quantitative variables.

1.3 

Differentiate among the four levels of measurement and how they are used in data collection for research.

 

 

Reading

Read Ch. 1 of Statistics for Business and Economics.

 

 

Reading

Read “Levels of Measurement” in Ch. 1 of Basic Statistics for Business and Economics.

 

 

Participation

Participate in class discussion and respond to weekly in-class discussion questions.

In-class

4

Nongraded Activities and Preparation

Week One Activity

Develop five demographic questions to measure gender, age, years of experience, level of education, and ethnicity. Identify the level of measurement used.

 

 

Nongraded Activities and Preparation

Four Levels of Measurement Scenario

Data was collected by a large car manufacturer concerning a new prototype car, the Cielo. Thirty carefully selected respondents were shown the car and fully briefed about its capabilities. The data collected included age in years, gender, social status—ranging from 10, low status, to 30, high status measured by Likert scale; attitude toward the Cielo—ranging from 6, negative attitude, to 30, positive attitude measured by Likert Scale; and intention to purchase the Cielo—yes or no.

 

Use the previous scenario to identify the following:

 

·        

Whether the data is qualitative or quantitative

·        

The measurement level for each variable

 

Justify your answer with your understanding of four levels of measurement.

Develop 1 to 2 research questions that could be answered by the data.

Discuss how the findings might help with business decision making.

Format your citations consistent with APA guidelines.

 

 

Nongraded Activities and Preparation

MyStatLab® Orientation

Review the MyStatLab®  Student Instructions PowerPoint® presentation.

Log on
to MyStatLab®.

Complete the MyStatLab® Orientation exercise.

 

 

Individual

Statistics in Business

Write a 300-word summary that addresses the following criteria:

 

·        

Define statistics.

·        

Identify different types and levels of statistics.

·        

Describe the role of statistics in business decision making.

·        

Provide at least three examples or problem situations in which statistics was used or could be used.

 

Attach a copy of a Plagiarism Checker report generated from the Center for Writing Excellence located on your student rEsource site.  Failure to attach this report will result in a 5% reduction in your points earned.  Please plan ahead for potential slow returns (up to three hours) of this report from the Center for Writing Excellence.

 

Format paper consistent with APA guidelines.

11:59 pm

Hawaiian

4/18/13

5

 

 

Week Two: Describing Data

 

Details

Due

Points

Objectives

2 

 

2.1 

Present qualitative and quantitative data in tables and charts.

2.2 

Calculate central tendency and dispersion.

2.3 

Describe the shape of data distribution in charts—box plot, stem and leaf plot, dot plot, and so on.

 

 

Reading

Read Ch. 2 of Statistics for Business and Economics.

 

 

 

Reading

Read Ch. 4 of Basic Statistics for Business and Economics

 

 

Participation

Participate in class discussion and respond to weekly in-class discussion questions.

In-class

4

Nongraded Activities and Preparation

Week Two Activity

Resource: University of Phoenix Material: Optional Activity Data Set

Download the optional activity data set.

Review the age and gender data in the data set.

Display gender information in a chart and plot age data in a box plot.

Calculate the appropriate measure of central tendency and variability for the age and gender. What conclusion can you draw from the data?

 

 

Individual

MyStatLab®  Problems

Complete the assigned problems in MyStatLab®.

 

Note: You will have an unlimited number of attempts to answer each problem correctly.

11:59 pm

Hawaiian

4/25/13

6

Learning Team

Data Collection and Presentation

Use either the data one of your Learning Team members retained from RES/351 or the data from University of Phoenix Material: Ballard Integrated Managed Services, Inc., Part 1.

 

Discuss with your team whether you have data from RES/351, and if your team would like to use one team member’s data for the Learning Team assignments in this course.

 

If using data from RES/351:

 

Resources: Data collected from RES/351

 

Prepare a 700- to 1,050-word written report along with a 5-10 minute Microsoft® PowerPoint® presentation for the senior management team or stakeholders of your RES/351 research project to present your findings.

 

Address the following:

 

·        

Present the chosen situation as an overview—problem, purpose, research questions, and hypotheses.

·        

Describe the instrument used for data collection.

·        

Identify types of data—quantitative, quantitative, or both—and how the data is collected.

·        

Identify the level of measurement for each of the variables involved in the study.

·        

Code the data if you have not done so. Describe how the data is coded and evaluate the procedure used.

·        

Clean the data by eliminating the data input errors made.

·        

Draw conclusions about appropriateness of the data to meet the purpose of the study.

 

If you decide not to use your own data, you can use the Ballard Integrated Managed Services, Inc., case study overview:

 

Resources: University of Phoenix Material: Ballard Integrated Managed Services, Inc., Part 1

 

Review the Ballard Integrated Managed Services, Inc. (BIMS), Part 1 case study overview.

 

Prepare a 700- to 1,050-word written report along with a 5-10 minute Microsoft® PowerPoint® presentation for the senior management team to present your findings (see Exhibit D for the data set of the second survey).

 

Address the following:

 

·        

Present the BIMS situation as an overview—problem, purpose, research questions, and hypotheses.

·        

Describe the instrument used for data collection.

·        

Identify types of data collected—quantitative, qualitative, or both—and how the data is collected.

·        

Identify the level of measurement for each of the variables involved in the study.

·        

Code the data if you have not done so. Describe how the data is coded and evaluate the procedure used.

·        

Clean the data by eliminating the data input errors made.

·        

Draw conclusions about appropriateness of the data to meet the purpose of the study.

 

Note. As consultants to BIMS, your Learning Team is expected to prepare and deliver a professional product addressing the client's needs.

 

Present your Learning Team analysis to the class with a 5-10 minute (plus Q&A) PowerPoint presentation.

11:59 pm

Hawaiian

4/25/13

8

 

 

Week Three: Probability Concepts and Continuous Probability

 

Details

Due

Points

Objectives

3 

 

3.1 

Explain discrete and continuous probability, rules of probability, and classical, empirical, and subjective approaches to probability.

3.2 

Describe characteristics of standard normal distribution.

3.3 

Calculate area between two data values and area above or below a certain value.

 

 

Reading

Read Ch. 3 of Statistics for Business and Economics.

 

 

Reading

Read Ch. 4 of Statistics for Business and Economics.

 

 

Reading

Read Ch. 5 of Basic Statistics for Business and Economics.

 

 

Participation

Participate in class discussion and respond to weekly in-class discussion questions.

In-class

4

Nongraded Activities and Preparation

Standard Error of Mean

Calculate standard error of mean and make an inference about the accuracy of the mean by analyzing problem 4.164 in Statistics for Business and Economics.

 

 

Nongraded Activities and Preparation

Associated Probability

Resources: Table IV in Appendix B of Statistics for Business and Economics

Demonstrate how to find the area under the normal curve.

Determine the associated probability with z-score = 1.96.

Open Table IV Under Curve areas and find .475.

Find the same information by working the problem backwards, starting with the alpha (significance level).

 

 

Individual

MyStatLab®  Problems

Complete the assigned problems in MyStatLab®.

 

Note: You will have an unlimited number of attempts to answer each problem correctly.

11:59 pm

Hawaiian

5/2/13

6

Learning Team

Summarizing and Presenting Data and Presentation

If using RES/351 data:

 

Revise the report submitted in Week Two based on the feedback provided by the instructor in the Learning Team assignment, and insight gained by reading.

 

Summarize the data collected using descriptive statistics. Descriptive statistics should be in the forms of frequency distribution table, measures of mean, median, mode, standard deviation, and graphical display of data.

 

Summarize the statistics in relation to the problem selected and research questions and draw conclusions.

 

Prepare a 1,050- to 1,750-word report of conclusions drawn from the data and make recommendations to the management.

 

Support recommendations by citing literature consistent with APA guidelines.

 

If using the Ballard Integrated Managed Services, Inc., (BIMS) case study overview:

 

Revise the report submitted in Week Two based on the feedback provided by the instructor in the Learning Team assignment, and insight gained by reading.

 

Analyze the data included in BIMS case study Part 1 by computing descriptive statistics in the form of tables, charts, measures of central tendency, and variability.

 

Prepare a 1,050- to 1,750-word report of conclusions drawn from the data and make recommendations to the management.

 

Support recommendations by citing literature consistent with APA guidelines.

 

Attach a copy of a Plagiarism Checker report generated from the Center for Writing Excellence located on your student rEsource site.  Failure to attach this report will result in a 5% reduction in your points earned.  Please plan ahead for potential slow returns (up to three hours) of this report from the Center for Writing Excellence.

 

Format paper consistent with APA guidelines.

 

Present your Learning Team analysis to the class with a 5-10 minute (plus Q&A) PowerPoint presentation.

11:59 pm

Hawaiian

5/2/13

8

 

 

Week Four: Hypothesis Testing

 

Details

Due

Points

Objectives

4 

 

4.1 

Apply the steps in testing a research hypothesis.

4.2 

Compare the means of two or more groups.

4.3 

Calculate the correlation between two variables.

 

 

Reading

Read sections 6.1 – 6.4 in Ch. 6 of Statistics for Business and Economics.

 

 

Reading

Read sections 7.1 & 7.2 in Ch. 7 of Statistics for Business and Economics.

 

 

Reading

Read section 8.2 in Ch. 8 of Statistics for Business and Economics.

 

 

Reading

Read sections 10.1 – 10.5 in Ch.10 of Statistics for Business and Economics.

 

 

Participation

Participate in class discussion and respond to weekly in-class discussion questions.

In-class

4

Nongraded Activities and Preparation

Week Four Activity

Resource: University of Phoenix Material: Optional Activity Data Set

 

Conduct hypothesis testing, using the Optional Activity Data Set to find if there is any difference in the age and work experience of male and female students in the class.

 

Test the hypothesis to see if there is a significant difference in the time spent in completing homework by male and female students.

 

 

Individual

MyStatLab®  Problems

Complete the assigned problems in MyStatLab®.

 

Note: You will have an unlimited number of attempts to answer each problem correctly.

11:59 pm

Hawaiian

5/9/13

6

Learning Team

Reflection and Presentation

Discuss the following with your Learning Team:

 

·        

The steps in testing a research hypothesis

·        

Comparing the means of two or more groups

·        

Calculating the correlation between two variables

 

Include the topics you feel comfortable with, any topics you struggled with, and how the weekly topics relate to application in your field.

 

Prepare a 350- to 1,050-word paper detailing the findings of your discussion.

 

Attach a copy of a Plagiarism Checker report generated from the Center for Writing Excellence located on your student rEsource site.  Failure to attach this report will result in a 5% reduction in your points earned.  Please plan ahead for potential slow returns (up to three hours) of this report from the Center for Writing Excellence.

 

Format paper consistent with APA guidelines.

 

Present your Learning Team analysis to the class with a 5-10 minute (plus Q&A) PowerPoint presentation.

11:59 pm

Hawaiian

5/9/13

8

 

 

Week Five: Integrating Research and Statistics

 

Details

Due

Points

Objectives

5 

 

5.1 

Select an appropriate statistical test for analysis research data based on research questions and data type.

5.2 

Interpret data analysis results to reach conclusions.

5.3 

Make a recommendation about a problem based on data analysis results and conclusions drawn.

 

 

Reading

Review all course textbook readings.

 

 

Participation

Participate in class discussion and respond to weekly in-class discussion questions.

In-class

4

Nongraded Activities and Preparation

Week Five Activity

Resource: University of Phoenix: Optional Activity Data Set

 

Use the Optional Activity Data Set to list the various statistical tests that can be used to compare the groups based on gender or age. Answer the following question:

 

·        

What statistical analysis can be done to see the effect of both age and gender on time spent completing homework?

 

Justify your answer, remembering the sample size and data type.

 

 

Individual

MyStatLab®  Problems

Complete the assigned problems in MyStatLab®.

 

Note: You will have an unlimited number of attempts to answer each problem correctly.

11:59 pm

Hawaiian

5/16/13

6

Individual

Final Examination

Click the link to the Final Examination.

 

Complete the Final Examination. Only one attempt is allowed, which is timed and must be completed in 3 hours.

5:59 pm

Hawaiian

5/16/13

15

Learning Team

Analyzing and Interpreting Data and Presentation

If using RES/351 data:

 

Ask your instructor for specific information regarding the analysis you are required to perform for your data set.

 

Combine your Week Two Learning Team assignment and Week Three findings with Week Five findings and make a recommendation to the research problem.

 

Use the statistical tables given in the appendices of the textbook and a statistical analysis application: a Microsoft® Excel® spreadsheet, Minitab® statistical software, or SPSS™ software.

 

Prepare a 1,050- to 1,750-word written report along with a 7- to 9-slide Microsoft® PowerPoint® presentation for the senior management team to present your findings.

 

If using the Ballard Integrated Managed Services, Inc. (BIMS) case study overview:

 

Resource: University of Phoenix Material: Ballard Integrated Managed Services, Inc., Part 2.

 

Read the University of Phoenix Material: Ballard Integrated Managed Services, Inc., Part 2. Your team acts as a consultant group that analyzes and interprets this second set of data. The intent is to increase senior management’s understanding of the sources of employee dissatisfaction and to create a model that predicts employee resignation.

 

Combine your Week Two Learning Team assignment and Week Three findings with Week Five findings and make a recommendation to BIMS.

 

Use the statistical tables given in the appendices of the textbook and a statistical analysis application: a Microsoft® Excel® spreadsheet, Minitab® statistical software, or SPSS™ software.

 

Prepare a 1,050- to 1,750-word written report along with a 15-20 minute Microsoft® PowerPoint® presentation for the senior management team to present your findings (see Exhibit D for the data set of the second survey).

 

Attach a copy of a Plagiarism Checker report generated from the Center for Writing Excellence located on your student rEsource site.  Failure to attach this report will result in a 5% reduction in your points earned.  Please plan ahead for potential slow returns (up to three hours) of this report from the Center for Writing Excellence.

 

Format paper consistent with APA guidelines.

 

Note. As consultants to BIMS, your Learning Team is expected to prepare and deliver a professional product addressing the client’s needs.

 

Present your Learning Team analysis to the class with a 15-20 minute (plus Q&A) PowerPoint presentation.

11:59 pm

Hawaiian

5/16/13

12

 

 

Answer
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QNT/351 week 5

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xx

Main

xxxxxxxx xxxx x

x x xxxxxxxx = Calories F = Fat R = Fiber

xxxxxxxx Team B

Learning xxxx x

Learning Team x

xxxxxxxx xxxx B

xxxxxxxx xxxx x

xxxxxxxx xxxx x

Learning xxxx B

xxxxxxxx Team B

xxxx xxxxxxx

xxxxxxxx Data xxxxx xxxxx xxxxxx

Learning Team x

file2.docx preview (1120 words)

xxxxxxx xxxxx McDonald’x Versus Subway 1

xxxxxxxx’s Versus xxxxxxxxx

xxxxxxxx’s Versus Subway

QNT/351

xxx xxx 2013

McDonald’x xxxxxx Subway

The xxxxxxx xx prove xxxxxxxxx xxxxxxxxxxxxxx xx without xxxxx difficult as long xx there xxx multiple xxxxxxxxx in xxx problem. Thatthere are xx xxxx variables to xxx xxxxx ensures xxxx xxxxxxxxx proof xx an xxxxxxxx is tedious. Taking this xxxxx into xxxxxxxxxxxxx is one of the main xxxxxxx scientific comparisons isoften xxxxxxxxxxxxx xxx xxxxxxx to xxxx a xxxxxxx statement in reference to x comparison assisted by quantitative xxxx could xxxx xx xxxxxxxx the popular xxxxxxxx Taking into consideration the xxxxxxxxx McDonald’s and xxxxxx xxxxx in xxx xxxx xxxx community (first and second xxxxxxxxxxxxx a xxxxxxxxxx xxxxxxx xxx two xxxxxxxxx is idea. xxxxxxxxxxx number of stores, xxxxxx xxxxxxxx xxxxxxxx xxxxxxxxxxx and a xxxxxxxx of xxxxx xxxxxxxxx xx xxxxxxxxx xxx xxxxxxxxxx xxx xxxxxx xxx provide solid data xxxxxxx

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xxxx Crystal, Gabe, Chris, Dietrick, Alvin, xxx Mike

xxx

QNT 351

Here is the xxxxx link:

xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx&rc=ref-36196903

file4.docx preview (13 words)

xx

Q4

Q5

Q6

xx

xx

Q9

Q10

xxx

xxx

xxx

Q14

xxx


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QNT/351 week 4 assignment and problems

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Reflection and Presentation

QNT 351

xxx xx xxxx

x

xxxxxxx head: xxxxxxxxxx xxx xxxxxxxxxxxx

x

xx

xxxxxxxxxx xxx xxxxxxxxxxxx

4

Reflection and xxxxxxxxxxxx

xxxx x xxxxxxx xx relate this xxxx’s topics to xxx xxxxxxx xxxx xxxxxxx xxxxxxxxxxx xxxx xxxxx xxx discussed xx xxxxxxxx to xxx xxxxxxxxxxx xx Subway xxxxx xxxxxx McDonald’s xxxxxx xxx team recognizes xxxx xxxxxxx conclusions xxxx xxxxxxxxxxx xxxx xx xxxxxxxxx in xxxxxx managerial decisions. xxxxx on xxx information xxx xxxx gathered from xxx xxxxxxxx xxxx B xxx recommend changes xx xxxx xxxx xxxxxxxxxxxxx xxxxxxxx sales—an important skill xxx xxxxxxxx xxxxxxxxxx majors.

xxxxxxx a xxxxxxxx Hypothesis

The xxxxxxxx hypothesis (or xxxxxxxxxxx hypothesis) xx the team’s xxxxxxx was that Subway xx not xxxxxxxxx xxxxxxxxx xxxx xxxxxxxx’s. xx xxxx this, xxx xxxx xxx to xxxx up xxxx a definition for “healthiness” xxx x xxx xx measure this xxxxxxxxxxx The team xxxxxxxxx that xxxxxxxxxxx is xxxxxxxxx associated with the balance

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Props/items/printouts:

xxxxxxxx xxx xxxxxx wrapper xx x subway sandwich Comment by : Crystal Hood:I bringing x pb&x just in xxxx ;)

xxxx name plate for Crystal

xxxxxx name xxxx (identifier)

McDonalds name xxxx (identifier)

xxxxxxxx’x xxxxxxxxxxx xxxxxxxx chart

Subway’x Nutritional xxxxxxxx chart

xxxxxxxx’x xxxx with xxxxxx xxxxxxx’x xxxxxx

xxxxxx’x menu xxxx Weight Watcher’x points

xx Intro Narration (Gabe):

xx McDonald’s Brainstorming xxxxx and xxxx

xxxxx “xxx xx Subway catching up xx us? xxxx xxx xxxxxx xx”

Al- “x don’t xxxxx x think people think they they xxx xxxxxxxxx xxxxxxx of that xxxxx xxx” (Jared xxx subway xxx xxx lost xxxxxxx

xxxxx “xxx xxx they healthier?” xxx “xxxx makes them xxxxxxxxxx”)

xxx “x don’x know, xxxxx footlong xxx more calories than xxx xxx mac... I think xx are healthier”

xxxxx “xx xxxxxx xxxxxxxxx xxxxxx” …(pause)... “but what xxxxx the fats??

xxxxxxxxxxxxxxx xxxx xxxx xxxxxx xx don’x xxx xxx F-word!! xxxxxx xxxxx and fats is xxx the image xx xxx

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Qnt

Q1

Q2

Q3

Q4

xx

xx

xx

xx

xx

Q10

xxx

Q12

Q13

Q14

xx


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QNT/351 week 3 assignment and problems

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Running head: xxxxxxxxxxx Data xxx xxx Effects in xxxxxxxxxx xx

Comparative Data and xxx Effects in Management 2

xxxxxxxxxxx xxxx and xxx xxxxxxx in xxxxxxxxxx

QNT/351

May xxx xxxx

Comparative Data xxx the xxxxxxx in xxxxxxxxxx

xxxx collection of xxxx xx xxx industry xxx be xx the advantage of xxxxxxxxxxx or xxxxxx xxxxxx xxxx xxxxxx In xxx xxxx xxxx xxxxxxxxx surveys, the effects xx xxxxxxxxxxxx xxx public opinion xx products is important for xxx success of the product or xxxxxxxxx Unfortunately, xxxx is xxxxx not referenced leading to xxxx companies xxxxxxxx the inputs and xxxxxxx of data xx xxxxxxx the business. xxxx the advancement of xxxxxxxxxxx xxxxxxxx xxx public can check xxxxx xxx expose xxxxxxxxxx data and results xx well as the companies xxxx xxxxxxx the falsified xxxxxxxxxxxx xxxxxxxxxx xxxx xxx public xxxxxxx may xxxxxxx an answer xx relation to xxxxxxx McDonald’s® xx xxxxxx® xx xxxxxxxxx as xxxx as xxxxxxx management xxxx information xx assist

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VS

xxxx

Learning Team B

x = Points C x Calories F = xxxxx x xxxxxx

Learning Team x

xxxxxxxx xxxx B

xxxxxxxx Team x

xxxxxxxx xxxx B

xxxxxxxx Team B

xxxxxxxx Team B

xxxxxxxx xxxx B

xxxxxxxx Team B

xxxx xxxxxxx

Gathered xxxxx xxxxx xxxxx Graphs

Learning Team x

file3.docx preview (14 words)

xx

Q3

Q4

Q5

Q6

xx

xx

Q9

xxx

xxx

Q12

xxx

Q14

Q15


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QNT/351 week 2 assignment and problems

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Running head: xxx Explanation of Health 1

The xxxxxxxxxxx xx xxxxxx 2

xxx Explanation of xxxxxx

QNT/351

April 25, xxxx

xxx Explanation xx Health

xxx fast xxxx xxxxxxxx xx quickly evolving. xxxx fast food xxxxxxxxx xxxxxxx xxx xxxx xxxxx of xxxxxxxx and differ only xx the xxxxxxxxx or xxxx of the same basic xxxxxx xxxxx’s, Burger King, Sonics, xxxxx Castle, and xx xxxxxxxxxx of other fast food establishments are attempting xx xxxxxx xxx success xx the McDonald’x xxxx food xxxxxx There xxxx xxxxxxxx xxxx xxxxxxxxx xxxx offer x xxxxx xxxxx similar xx McDonald’s xxx xxxx xxxxx a unique xxxxxx in xxx xxxxxxxx Subway, the xxxxx xx fast food xxxxxxxxxx xxxxxxxxxxx xx xxxxxxx xxx fast food xxxxxxxx by providing a xxxxxxxxx choice of products. xxxxx are some who believe that Subway is just xx xxxxxxxxx as xxxxxxxxx xxx xx some xxxxx xxxx xxx The research will xxxxxxx xxxxxxxxxxx information xx prove that Subway xx xxxxxxxxx xxxxxxxxx

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xxxxxxx xxxx x

Q8

xx

xxx


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QNT/351 week 1

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xxxxxxx Head:xxxxxxx x

xxxxxxxx

xxxxxxx

xxx 351

: April xxx xxxx

xx

-

Summary

xxxxxxxxxx

Statistics xx x representation of data xx x mathematical xxxx xx collecting, xxxxxxxxxx xxxxxxxxxxxxx xxxxxxxxxx xxx implementing. xx can xxxx xxxx in xxxxxxxxxxx xx providing tools xxx xxx xxxxxxxxxx xxx forecasting. xx xx applicable xx academic disciplines, xxxxxxx and social sciences, xxxxxxxxxx xxx government xxx business xxxxxxx xxxxxxxxxxx (n.d.)). xxxxxxxxxx xxxx xxxxx xx systematic xxxxxxxxxxx of xxxxxxxxx xxxxx

Types of xxxxxxxxxx

Histogram

xxxxxx graph

Line xxxxx

xxx graph

xxxxxxxxxx

xxxxxxxxxxx

xxxxxx xxxx

Levels of measurements xxxx

Nominal

xxxxxxx

xxxxx

xxxxxxxx xxxxxxxxxxxxx Uses, xxxx xxxxxx and Levels of xxxxxxxxxxxx

Role of xxxxxxxxxx xx business xxxxxxxx making

xxxxxxxxxx xxxxx x crucial role in xxx decision making process. When making xxxxxxxx decisions, xxxxxxxxx have to xxxxx xxx correct. The

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QNT 351 Week 2 Learning Team Data Collection / 2200 words paper + 9 slides Presentation in APA / A+ work

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Week 2 Learning Team xxxx Collection

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Running xxxxx xxxx xxxxxxxxxxxxxxxx PAGE \* MERGEFORMAT �1� �� DATA COLLECTION�� PAGE \* xxxxxxxxxxx �8� ��

Data Collection

QNT/351

xxx

xxxx Collection

Ballard xxxxxxxxxx xxxxxxx Services Inc. xxxxxx is xxxxxxxxx to xxxxxxx xxxx xxx xxxxxxxxxxx xxxxxxxx xx institutions and xxxxxxxxxxxx xx a xxxxxxxxxxx xxxxx (University of xxxxxxxx 2011).The company xxx Food service xxxxxxxxx xxxxxxxxxxx xxxxxxxxx xxx the Physical xxxxx maintenance xxxxxxxx xxxxxxxxxxx of xxxxxxxx xxxxxx BIMS has been going through some challenges xx xxx xxxx xxxxxx xxxxxxxxx xxx xxxxxxxxxx and the morale xx their personnel.The following xx Team x report for BIMS senior xxxxxxxxxx xxxxx xxxxxxxx they facing, instruments xxxx for data xxxxxxxxxxx xxxxx xx data collected, xxxxxx xx measurement of the xxxxxxxxx xx the xxxxxx explanation xx xxx xxxx was coded, collected survey data xxxxxxx input errors, xxx last, conclusions about appropriateness xx data to meet the purpose xx xxx

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xxxx xxxxxxxxxxxxxxxxxxx

Ballard Integrated xxxxxxx Services, Inc. xxxxxx xxxxxxxxx

increased employee turnover xxxx increased xxx xx sick xxxxxxxxxxxxxx number xx employees wasting time throughout x xxxxxxxxxxxxx hospital xxxxxxxxxxxxxx xxxxxxxxxx decreased xxxxxxxx xxxxxx

Instrument xxx Data Collection

Instrument used xxx xxxx xxxxxxxxxx is survey Survey was given xx all 449 employees xxxxxx executive staff xxxx xxxxx xxxxxxxx xxxxxxx check Survey xxx xxxxxxxxx and voluntary 78 answer xxxxxx was xxxxxxxxx

Survey Questions

xxx well employees xxxxx xxxxxxx in xxx company how xxxx like their shift how xxxx are employees xxxxxxx for xxxx xxx xxxx evaluate their pay or xxxxxxxxx are treated xxxx by supervisors or company is xxxxxxxxxxxxx xxxxxxx employees xxxx xx lose xxxxx xxxxxxxxx xxxxxxxx xxxx work xx how long they xxxx xx x xxxxxxxxxxxx is their gender or they belong to xxxxxxxxxx xxxxx

Types of xxxx xxxxxxxxx

xxxx 1, xxxxxxxxx xxxx answers xxxxxxx from xxxxxxxxxxx xxx xxxx

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QNT 351 Week 1 Individual Assignment Statistics in Business / 367 words + 5 References / A+ work

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xxxx x xxxxxxxxxx Assignment xxxxxxxxxx xx Business

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� PAGE \* xxxxxxxxxxx xxxxxxxxxxxxxxx Head: xxxxxxxxxxx

xxxxxxxxxx Summary

xxxxxxx

Summary

xxxxxxxxxx xx x branch of xxxxxxx mathematics. This type of xxxxxxxxxxxx analysis xxxxxxxx the xxx xx summaries, quantified xxxxxxxxxxxxxxxx and models xxx xxxx world observations xxxxxxxx xx al., 2006). xxxxxxxxxxx xxxxxxxx involves data collection, analysis xxx then xxxx summarization into x xxxxxxxxx form. xxxxxxxxxxx xxxxxxx can xx xxxx to summarize a xxxxxxxxxx xx xxxx xxxxx is xxxxxx xxxxxxxxxxx xxxxxxxxxx. Inferential Statistics is x process xx describing xxx population based xx the xxxxxx results. xxxx xxxxxxx are xxxxxxxxxx of xxxxxxx xxxxxxxxxx xxxxx 2004). xxxxxx xx xxxxxxxxxxx xx statistics are xxxxxxxx xxxxxxxx interval xxx xxxxxx xx the nominal xxxxxx xxxx xx classified xxxx xxxxxxxxx xxxxxxxxxx and xx deals with names, xxxxxxxxxxx or labels such as xxx color and xxxxxxx xx xxxxxxx level, data is ranked xxxx as student rank

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