Robert Frost How Many Things Would You Attempt If You...

â€Å"How many things would you attempt if you knew you could not fail?† – Robert Frost Robert Frost is one of the most successful American poets, he reached a large and diversified readership. His career spanned fifty years, throughout those fifty years he achieved more than the average poet. Frost was born on March 26, 1874 in San Francisco, California. His family moved from Pennsylvania shortly after his parent’s marriage. After his father’s death from tuberculosis he moved with his mother and younger sister to Massachusetts. During his high school career, is when he became interested in reading and writing. He enrolled in a Dartmouth College and later in Harvard. Frost never earned a formal college degree. Nevertheless, after leaving school he went through several occupations. In 1895, Frost married Elinor Miriam White, who was a major inspiration for his poetry until her death in 1938. Most of Frost’s success in American literature came from his capability to speak in poetic but plain language to common people and scholars. His poetry is the cu lmination, combining all elements of poetic craft and modern themes. What separates him from most poets is instead of writing about his own experiences, Frost wrote about the process of discovery and the relationship between people and their surroundings. Because Frost’s poems operate on so many levels, it is possible for almost everyone to find his or her own beliefs about life reflected in Frost’s poetry. Furthermore, theShow MoreRelatedFear Essay1615 Words   |  7 PagesWhat is fear? Is fear just a protective mechanism our brain creates when we encounter a problem? 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Statistics for Management and Economics Free Essays

Course: Professor: Term: Sections: 001: 002: 003: 502: Contact Information: Office Phone Office Location Email OPRE 6301/SYSM 6303 (cross-listed courses) FALL 2012 Carol A. Flannery, Ed. D. We will write a custom essay sample on Statistics for Management and Economics or any similar topic only for you Order Now Fall 2012 Friday Tues/Thurs Wednesday Thursday 4:00 pm to 6:45 pm 11:30 am to 12:45 pm 1:00 pm to 3:45 pm 7:00 pm to 9:45 pm SOM 1. 217 SOM 2. 106 SOM 1. 117 SOM 1. 212 972-883-5853 (Answered only during office hours) JSOM 2. 416 flannery@utdallas. edu All contact concerning your class must be via eLearning class website. Email sent via eLearning is checked daily Monday through Friday. Voicemail on office phone is not checked daily. Office Hours Tuesday Wednesday Thursday Friday 10:00 am to 11:15 am 11:30 am to 12:30 pm 10:00 am to 11:15 am and 6:00 pm to 6:45 pm 3:00 pm to 3:45 pm Teaching Assistant To be posted for each section on eLearning Please note: Office hours are not to be used to reiterate a class that was missed. Have your questions or problems prepared before coming to see either your professor or TA. Written evidence you have attempted problems will be required. General Course Information Pre-requisite: MATH 5304 or equivalent Course Description OPRE 6301 Quantitative Introduction to Risk and Uncertainty in Business (3 semester hours) Introduction to statistical and probabilistic methods and theory applicable to situations faced by managers. Topics include: data presentation and summarization, regression analysis, fundamental probability theory and random variables, introductory decision analysis, estimation, confidence intervals, hypothesis testing, and One Way ANOVA (Some sections of this class may require a laptop computer). Prerequisite: MATH 5304 or equivalent. ( 3- 0) S 1 Learning Objectives Students are expected to develop skills on problem formulation, identification of appropriate statistical techniques, computer implementations in Excel and/or manual calculations and written explanations, and interpretation of empi rical results of the following and be able to: 1) Organize and summarize raw data; 2) Build and evaluate a regression model from raw data; 3) Apply the basic rules of Probability Theory; 4) Apply the concept of a random variable to solve business problems ; 5) Apply the Normal, Poisson, and Binomial Distributions to solve business problems ; 6) Simulate data from the Normal, Poisson, and Binomial; ) Identify significant changes in averages and proportions 8) Determine if two populations have the same mean or the same proportion ; and 9) Determine if several populations have the same mean. Required Text and Software Textbook: STATISTICS FOR MANAGEMENT AND ECONOMICS, 9th EDITION, by G. KELLER, 2012. (ISBN 10 digit: 0538477490 / ISBN 13 digit: 980538477499) T his is the required edition of the text. Any other editions will have different problems and/or chapter topics. Since your exam problems may contain textbook problems, you are risking a low exam grade by not having the correct edition. The required 9th edition will have an access code that will permit you to download the necessary Excel data files, Excel Workbooks, and Data Analysis Plus macros from t he Publisher’s website. If you have bought, or are buying a used 9th edition textbook, use the following procedure to obtain an online content access code: 1. Go to www. cengagebrain. com 2. In the search box at the top of the page, search â€Å"Statistics for Management and Economics 9th Edition†. 3. Scroll down the search results until you find the following: â€Å"Online Content Instant Access Code for Keller’s Statistics for Management and Economics, 9th Edition Keller ISBN-10: 1-111-74841-1 ISBN-13: 978-1-111-74841-8  © 2012 The price is $34. 95(subject to change), not including tax. After purchasing, the content is available instantly in your account. You will need to sign in with your email and the password you created. Software: This course uses a Windows-based laptop, eLearning, Internet Access, Microsoft Excel 2007 or higher (no trial versions), Data Analysis Activated (this comes with Excel), Data Analysis Plus and Excel Workbooks (both available for download from the textbook Publisher’s website). If you choose not to install Data Analysis Plus, it will be the student’s sole responsibility to utilize and learn other available existing Excel statistics tools/packs to work problems throughout the semester. Lectures and the Textbook utilize Data Analysis and Data Analysis Plus. Instruction on other tools and/or stat packs will not be provided. Data Analysis Plus is student-friendly and saves time in working problems. Existing Excel statistics tools cannot do all of the problem work as done by Data Analysis Plus. Macs do not have the scripting ability necessary to run Data Analysis Plus . If you are using a Mac, it is necessary to install a Windows Virtual machine, such as Parallel Desktop, or VMWare Fusion 4 which will then allow the use of Windows within the Mac Operating System. You must have the Windows version of Excel or the Parallel Desktop or VMWare Fusion is of no use. 2 Exams All exams will be cumulative with focus on certain chapters. Your exam day/time schedule and homework assignments are listed on pages 5 – 8 of this syllabus. TEST 1 (cumulative, focusing on Chapters 1, 2, 3, 4, 5, 6) closed book, closed notes, in -class. Time: 75 minutes Format: multiple choice Bring 882 Scantron, #2 pencil, eraser. No scratch paper permitted. Calculators OK, but no cell phones. TEST 2 (cumulative, focusing on Chapters 7, 8, 9, 10, 11) open textbook, open notes, laptop, in-class. Time: 75 minutes Format: multiple choice and/or written problem solving No Scantron. The professor will instruct you on how to provide answers and work on this exam. TEST 3 (cumulative, focusing on Chapters 12, 13, 14, 16, 17) open textbook, open notes, laptop, online. Time: 2 hours Format: multiple choice and/or written problem solving This exam is to be taken online, via eLearning under ASSESSMENTS on the menu, strictly beginning at your class section day and time. This exam will not be given in the classroom. This is a timed, one-attempt only exam. WEEKLY QUIZZES (online, timed , one-attempt) located online under ASSESSMENTS on the eLearning class website menu. Time: 10 minutes approximately (may vary for each quiz) Format: multiple choice and/or written short answer Ten weeks during the semester will have a weekly quiz on class lecture material and/or homework problems. There will be NO makeup of weekly quizzes. The weekly quiz will be available online Tuesday through Friday. After the time-limit has expired, you cannot see or take the previous quiz. It is the student’s responsibility to take each weekly quiz. There will not be a final exam during finals week. Tests Will Not Be Returned Students have seven working days after the posted exam grade of Test 1 and of Test 2 to review their exam with the Teaching Assistant. Students have three working days after the posted exam grade of Test 3 to review their exam with the Teaching Assistant. After the deadline has passed, there will be no discussion of grades/exams. Make-up Exams Make-up exams may be considered only for excused absences, which must be determined prior to the exam. Excused absences may be given for verifiable medical or family emergencies. Written document ation must be provided for substantiation of the absence. Students who do not show up for an exam, and for whom prior arrangements have not been made will receive a score of zero. There is no guarantee that the level of difficulty of the make -up exam, or the exam format, will be compatible to that of the scheduled test. All make-up exams will be written exams and taken at a time determined with the professor. Any make-up exam will be taken on campus with a proctor, even if the missed exam was an online, home exam. Be prepared for significant written discussion, problem-solving, and short-answer questions. No make-ups will be given for a Weekly Quiz for any reason, excused or unexcused. 3 Grading Criteria: Test 1 Test 2 Test 3 Weekly Quizzes QUANTITY 1 1 1 10 VALUE 100 100 100 100 COURSE TOTAL: POINTS 100 100 100 100 400 Letter Grades For the Semester Will Be Determined As Follows: TOTAL POINTS 358 – 400 346 – 357 318 – 345 306 – 317 278 – 305 277 and below LETTER GRADE A B+ B C+ C F There are no D grades in Graduate School. Undergraduates taking this graduate course will be subject to the same grading policy as graduate students. Lectures, Classroom Participation, PowerPoint slides, and DigiNotes PowerPoint slides are utilized to enhance the in -class lecture. The slides are not available for download. To encourage critical thinking, students are required to attend class and take notes. Being proactive in the classroom by asking questions is encouraged. Students will be expected to have read the required reading for each week before coming to class. After the first test, electronic DigiNotes will be posted each Friday night on the eLearning class website. DigiNotes are not intended to replace a lecture and may not contain everything discussed in class . Attendance Success in class is correlated to attending class and taking notes during the lecture. The professor’s office hours, and those of the TA, will not be utilized to reiterate lecture material missed in class. Due to large class sizes, it may not be possible for a student to attend another class section than the one in which they are officially enrolled. Priority is given to students enrolled in a certain section. Cell Phones and Surfing the Net during Class/Lecture No use of cell phones, or texting within the classroom, at any time. If you must make a call during class or during class breaks, please step outside of the classroom. Surfing the net during lecture is distracting to all and int erferes with learning. These distractions will be regarded as infringement upon the rights of others to learn within the classroom, and subject to being referred to the appropriate dean. Extra Credit/Late Work No extra credit available. Late work is not accepted. Emails to your professor, after each test and/or after the semester is completed, asking for extra credit work and/or to bump up your grade more than what you actually earned, will not be answered. These types of email questions are presumptuous and may contain unethical and/or illegal requests and are subject to being forwarded to the appropriate academic dean. Homework Assignment and Required Reading Homework problems are provided within this syllabus on page 6. These problems are for your benefit and not to be turned in for grading. Should you need assistance in solving the problems, please utilize the Discussion Board to help each other, and/or visit your TA or Professor and show written and/or laptop evidence that you have attempted the problems. 4 SCHEDULE OF EVENTS FOR OPRE 6301: SECTIONS 001, 002, 003, 502 2012 Week of Chapters/Sections August 27 12 September 3 34 September 10 45 September 17 September 24 6 78 October 1 TEST 1 (Chapters 1, 2, 3, 4, 5, 6) Note: Tues/Thu class Sec 002 has lecture on Oct 2 covering sections 8. 1 and 8. 2 October 8 9 10 October 15 8. 4, 11 12 October 22 8. 4, 12 13 October 29 TEST 2 (chapters 7, 8, 9, 10, 11) Note: Tues/Thu class Sec 002 has lecture on Oct 30 covering sections 13. 1 and 13. 2 November 5 13, 14 16 November 12 1 6 17 November 19 November 26 December 3 17 and TEST 3 review TEST 3 (chapters 12, 13, 14, 16, 17) December 3 17 and TEST 3 review December 10 TEST 3 (chapters 12, 13, 14, 16, 17) Topics/Event What is Statistics? , Graphical Descriptive Techniques I Graphical Descriptive Techniques II, Numerical Descriptive Techniques Numerical Descriptive Techniques (cont. ), Data Collection and Sampling Probability Random Variables and Discrete Probability Distributions, Continuous Probability Distributions TEST 1 for Sec 003 Wed class – Oct 3* Required Reading Chapters/Sections 1. 1 – 1. 4, 2. 1 – 2. 3 3. 1 – 3. 4, 4. 1 – 4. 3 4. 4, 4. 7, 4. 8, 5. 1 – 5. 4 6. 1 – 6. 5 7. , 7. 4, 7. 5, 8. 1, 8. 2 TEST 1 for Sec 002 Tues/Thu class – Oct 4* TEST 1 for Sec 502 Thurs night class – Oct 4* TEST 1 for Sec 001 Fri night class – Oct 5* Sampling Distributions, Introduction to Estimation T Distribution (8. 4), Introduction to Hypothesis Testing, Inference about One Population F Distribution (8. 4), In ference about One Population (cont. ), Inference about Two Populations TEST 2 for Sec 003 Wed class – Oct 31* 9. 1, 9. 2, 9. 4, 10. 1 – 10. 3 8. 4, 11. 1 – 11. 4, 12. 1 8. 4, 12. 3, 13. 1, 13. 2 TEST 2 for Sec 002 Tues/Thu class – Nov 1* TEST 2 for Sec 502 Thurs night class – Nov 1* TEST 2 for Sec 001 Fri night class – Nov 2* Inference about Two Populations (cont. ), Analysis of Variance (ANOVA), Simple Linear Regression Simple Linear Regression (cont. ), Multiple Linear Regression THANKGIVING HOLIDAY (Nov 19-24) Multiple Linear Regression (cont. ) TEST 3 for Sec 502 Thurs night class – Dec 6* 13. 3, 13. 4, 14. 1, 14. 2, 16. 1, 16. 2 16. 3 – 16. 6, 17. 1 – 17. 4 17. 1 – 17. 4 Last Class Meeting TEST 3 for Sec 001 Fri night class – Dec 7* Multiple Linear Regression (cont. ) Sec 002 and Sec 003 TEST 3 for Sec 002 Tues/Thu class – Dec 11* Last Class Meeting 17. 2 – 17. 4 TEST 3 for Sec 003 Wed class – Dec 12* Last Class Meeting. *Students must take tests with the sections in which they are enrolled. 5 Last Class Meeting HOMEWORK ASSIGNMENTS Required Reading Chapter/Sections and Problem Assignments (Not to be turned in for grading) Please Note: Check your eLearning website for any changes throughout the semester. Chapter 1: What is Statistics? 1. 1. Key Statistical Concepts 1. 2. Statistical Applications in Business 1. 3. Statistics and the Computer 1. 4. World Wide Web and Learning Center Appendix 1 – Instructions for installation of files Problems: 1. 2 – 1. (Even numbered problems); Pages 1 – 9 Chapter 2: Graphical Descriptive Techniques 2. 1. Types of Data and Information 2. 2. Describing a Set of Nominal Data 2. 3. Describing the Relationship between Two Nominal Variables and Comparing Two or More Nominal Data Sets Problems: 2. 14 – 2. 50 (Even numbered problems); Pages 11 – 39 Chapter 3: Graphical Descri ptive Techniques II 3. 1. Graphical Techniques to Describe a Set of Interval Data 3. 2. Describing Time-Series Data 3. 3. Describing the Relationship between Two Interval Variables 3. 4. Art and Science of Graphical Presentations Problems: 3. 6 – 3. 0, 3. 32, 3. 34, 3. 48 – 3. 58 (Even numbered problems); Pages 43 – 92 Chapter 4: Numerical Descriptive Techniques 4. 1. Measures of Central Location 4. 2. Measures of Variability 4. 3. Measures of Relative Standing and Box Plots 4. 4. Measures of Linear Relationship 4. 7. Comparing Graphical and Numerical Techniques 4. 8. General Guidelines for Exploring Data Appendix 4 Review Of chapters 2 to 4 Problems: 4. 2 – 4. 16, 4. 32 – 4. 36, 4. 42 – 4. 54 (Even numbered problems), 4. 65, 4. 66, 4. 74, 4. 80 (All); Pages 97 – 144, 153, 154 Chapter 5: Data Collection and Sampling 5. 1. Methods of Collecting Data . 2. Sampling 5. 3. Sampling Plans 5. 4. Sampling and Nonsampling Errors Problems: 5. 2 , 5. 3, 5. 7, 5. 12; Pages 161 – 173 Chapter 6: Probability 6. 1. Assigning Probability to Events 6. 2. Joint, Marginal, and Conditional Probability 6. 3. Probability Rules and Trees 6. 4. Bayes’ Law 6. 5. Identifying the Correct Method Problems: 6. 6, 6. 11, 6. 16, 6. 17, 6. 20, 6. 28 – 6. 40, 6. 48, 6. 56, 6. 62 – 6. 68 (Even numbered problems); Pages 176 – 210 6 Chapter 7: Random Variables and Discrete Probability Distributions 7. 1. Random Variables and Probability Distributions 7. 4. Binomial Distribution . 5. Poisson Distribution Problems: 7. 2, 7. 10 – 7. 20, 7. 27, 7. 32, 7. 84, 7. 92 – 7. 100 (Even numbered problems), 7. 110, 7. 112 – 7. 119 (All); Pages 217 – 228, 244 – 261 Chapter 8: Continuous Probability Distributions 8. 1. Probability Density Functions 8. 2. Normal Distribution 8. 4. Other Continuous Distributions – T distribution F distribution Problems: 8. 16 – 8. 56 (Even numbered p roblems), 8. 83 – 8. 88, 8. 96 -8. 100 (All); Pages 263 – 286, 291 – 296, 301 – 306 Chapter 9: Sampling Distributions 9. 1. Sampling Distribution of the Mean 9. 2. Sampling Distribution of a Proportion . 4. From Here to Inference Problems: 9. 2 – 9. 24, 9. 30 – 9. 42 (Even numbered problems), 9. 52, 9. 54 (All); Pages 307 – 333 Chapter 10: Introduction to Estimation 10. 1. Concepts of Estimation 10. 2. Estimating the Population Mean when the Populat ion Standard Deviation is known 10. 3. Selecting the Sample Size Problems: 10. 2, 10. 12, 10. 22 – 10. 32 (Even numbered problems), 10. 52, 10. 54 (All); Pages 335 – 358 Chapter 11: Introduction to Hypothesis Testing 11. 1. Concepts of Hypothesis Testing 11. 2. Testing the Population Mean when the Population Standard Deviation is known 11. . Calculating the Probability of a Type II Error 11. 4. The Road Ahead Problems: 11. 7 – 11. 12 (All), 11. 14 – 11. 46 (Even numbered problems); Pages 361 – 397 Chapter 12: Inference about One Population 12. 1. Inference about a population Mean when th e Standard Deviation is Unknown 12. 3. Inference about a Population Proportion Problems: 12. 4, 12. 8, 12. 24 – 12. 34 (Even numbered problems), 12. 70, 12. 74, 12. 94, 12. 96 (All); Pages 399 – 412, 421 – 431 Chapter 13: Inference about Two Populations 13. 1. Inference about the Difference between Two Means: Independent Samples 13. 2. Observational and Experimental Data 13. 4. Inference about the Ratio of Two Variances 13. 5. Inference about the Difference between Two Population Proportions Appendix 13 Review of Chapters 12 and 13 Problems: 13. 12 – 13. 20, 13. 32 – 13. 36 (Even numbered problems), 13. 78 – 13. 81, 13. 90, 13. 91, 13. 92 (All) Pages 449 – 471, 489 – 511 Chapter 14: Analysis of Variance 14. 1. One Way Analysis of Variance 14. 2. Multiple Comparisons Appendix 14 Review of Chapters 12 to 14 Problems: 14. 4 – 14. 14 (Even numbered problems), 14. 38, 14. 41, 14. 42 (All), Utilize Tukey’s Omega; Pages 525 – 545, 548 – 553 Chapter 15: Chi Squared Tests (Chapter 15 is not covered in this course) Read Appendix 15 Review of Chapters 12 – 14 only Chapter 16: Simple Linear Regression 16. 1. Model 16. 2. Estimating the Coefficients 16. 3. Error Variable: Required Conditions 16. 4. Assessing the Model 16. 5. Using the Regression Equation 16. 6. Regression Diagnostics – I Appendix 16 Review of Chapters 12 – 16 (Exclude Chapter 15) Problems: 16. 1, 16. 2, 16. 6 – 16. 11, 16. 32, 16. 34(b, c), 16. 38, 16. 39, 16. 40, 16. 56, 16. 62, 16. 89, 16. 90, 16. 100, 16. 102, Case 16. 2; Pages 633 – 660, 666 – 679 Chapter 17: Multiple Regression 17. 1. Model and Required Conditions 17. 2. Estimating the Coefficients and Assessing the Model 17. 3. Regression Diagnostics – II 17. 4. Regression Diagnostics- III (Time Series) Appendix 17 Review of Chapters 12 – 17 (Exclude Chapter 15) Problems: 17. 8, 17. 10, 17. 18; Pages 692 – 712 8 University of Texas at Dallas Policies and Procedures Field Trip Policies Off-Campus Instruction Course Activities Off-campus, out-of-state, and foreign instruction and activities are subject to state law and University policies and procedures regarding travel and risk-related activities. Information regarding these rules and regulations may be found at the website address http://www. utdallas. edu/BusinessAffairs/Travel_Risk_Activities. htm. Additional information is available from the office of the school dean. There are no field trips associated with this class. Technical Support: If you experience any problems with your UTD account you may send an email to: assist@utdallas. edu or call the UTD Computer Helpdesk at 972-883-2911. Student Conduct Discipline The University of Texas System and The University of Texas at Dallas have rules and regulations for the orderly and efficient conduct of their business. It is the responsibility of each student and each student organization to be knowledgeable about the rules an d regulations which govern student conduct and activities. The University of Texas at Da llas administers student discipline within the procedures of recognized and established due process. Procedures are defined and described in the Rules and Regulations of th e Board of Regents of the University of Texas System, Part 1, Chapter VI, Section 3, and in Title V, Rules on Student Services and Activities of the Course Syllabus Page 8, University’s Handbook of Operating Procedures. Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and regulations (SSB 4. 400, 972/883- 6391). A student at the university neither loses the rights nor escapes the responsibilities of citizenship. He or she is expected t o obey federal, state, and local laws as well as the Regents’ Rules, university regulations, and administrative rules. Students are subject to discip line for violating the standards of conduct whether such conduct takes place on or off campus, or whether civil or criminal penalti es are also imposed for such conduct. Academic Integrity The faculty and administration of the School of Management expect from our students a high level of responsibility and academ ic honesty. Because the value of an academic degree depends upon the absolute integrity of the work done by the student for that degree, it is imperative that a student demonstrate a high standard of individual honor in his or her scholastic work. We wan t to establish a reputation for the honorable behavior of our graduates , which extends throughout their careers. Both your individual reputation and the school’s reputation matter to your success. The Judicial Affairs website lists examples of academic dishonesty. Dishonesty includes, but is not limited to cheating, plag iarism, collusion, facilitating academic dishonesty, fabrication, failure to contribute to a collaborative project and sabotage. Some of the ways students may engage in academic dishonesty are: Coughing and/or using visual or auditory signals in a test; Concealing notes on hands, caps, shoes, in pockets or the back of beverage bottle labels; Writing in blue books prior to an examination; Writing information on blackboards, desks, or keeping notes on the floor; Obtaining copies of an exam in advance; Passing information from an earlier class to a later class; Leaving information in the bathroom; Exchanging exams so that neighbors have identical test forms; Having a substitute take a test and providing falsified identification for the substitute; Fabricating data for lab assignments; Changing a graded paper and requesting that it be regraded; Failing to turn in a test or assignment and later suggesting the faculty member lost the item; Stealing another student’s graded test and affixing one’s own name on it; Recording two answers, one on the test form, one on the answer sheet; Marking an answer sheet to enable another to see the answer; Encircling two adjacent answers and claiming to have had the correct nswer; Stealing an exam for someone in another section or for placement in a test file; Using an electronic device to store test information, or to send or receive answers for a test; Destroying or removing library materials to gain an academic advantage; Consulting assignment solutions posted on websites of previous course offerings; Transferring a computer file from one person’s account to another; Transmitting posted answers for an exam to a student in a testing area via electronic device; 9 Downloading text from the Internet or other sources without proper a ttribution; Citing to false references or findings in research or other academic exercises; Unauthorized collaborating with another person in preparing academic exercises ; Submitting a substantial portion of the same academic work more than once without wr itten authorization from the instructor. http://www. utdallas. edu/judicialaffairs/UTDJudicialAffairs -Basicexamples. html Updated: August, 2011 Plagiarism on written assignments, especially from the web, from portions of papers for other classes, and from any other source is unacceptable. During tests and quizzes, students in this section are not allowed to have with them any food or drinks, scratch paper, cours e materials, textbooks, notes, invisible ink pens, or electronic devices, including IPads, IPhones, IPods, MP3 Players, earphones, radios, smart phones, cameras, calculators, multi-function timepieces, or computers. When possible, students should sit in alterna ting seats, face forward at all times, and remove any clothing which might conceal eye movements, reflect images of another’s work, or hide co urse material for copying. Exam proctors will monitor any communication or signaling between students by talking, whispering, or making sounds, or by using your hands, feet, other body movements, the test paper itself or your writing implement. Students in this course suspected of academic dishonesty are subject to disciplinary proceedings, and if found responsible, the following minimum sanctions will be applied: 1. Homework – Zero for the Assignment 2. Case Write-ups – Zero for the Assignment 3. Quizzes – Zero for the Quiz 4. Presentations – Zero for the Assignment 5. Group Work – Zero for the Assignment for all group members 6. Tests – F for the course These sanctions will be administered only after a student has been found officially responsible for academic dishonesty, eith er through waiving their right for a disciplinary hearing, or being declared responsib le after a hearing administered by Judicial Affairs and the Dean of Student’s Office. In the event that the student receives a failing grade for the course for academic dishonesty, the student is not allowed to withdraw as a way of preventing the grade from being entered on their record. Where a student receives an F in a course and chooses to take the course over to improve their grade, the original grade of F remains on their transcript, but does not count towards calculati on of their GPA. The School of Management also reserves the right to review a student’s disciplinary record, on file with the Dean of Students, as one of the criteria for determining a student’s eligibility for a scholarship. Judicial Affairs Procedures Under authority delegated by the Dean of Students, a faculty member who has reason to suspect that a student has engaged in academic dishonesty may conduct a conference with the student in compliance with the following procedures: (i) The student will be informed that he/she is believed to have committed an act or acts of academic dishonesty in violation of University rules; (ii) The student will be presented with any information in the knowledge or possession of the instructor which tends to support the allegation(s) of academic dishonesty; iii) The student will be given an opportunity to present information on his/her behalf; (iv) After meeting with the student, the faculty member may choose not to refer the allegation if he/she determines that the allegations are not supported by the evidence; or (v) After meeting with the student, the faculty member may refer the allegations to the dean of students along with a referral form and all supporting documentation of the alleged violati on. Under separate co ver, the faculty member should forward the appropriate grade to be assessed if a student is found to be responsible for academic dishonesty; (vi) The faculty member may consult with the dean of students in determining the recommended grade; (vii) The faculty member must not impose any independent sanctions upon the student in lieu of a referral to Judicial Affairs; (viii) The faculty member may not impose a sanction of suspension or expulsion, but may make this recommendation in the referral documentation If the faculty member chooses not to meet with the student and instead forwards the appropriate documentation directly to the dean of students, they should attempt to inform the student of the allegation and notify the student that the information has been forwarded to the Office of Dean of Students for investigation . 10 The student, pending a hearing, remains responsible for all academic exercises and syllabus requirements. The student may re main in class if the student’s presence in the class does not interfere with the professor’s ability to teach the class or the ability of other class members to learn. See Section 49. 0, page V-49-4 for information regarding the removal of a student from class). Upon receipt of the referral form, class syllabus, and the supporting material/documentation from the faculty member, the dean shall proceed under the guidelines in the Handbook of Operating Procedures , Chapter 49, Subchapter C. If the respondent disputes the facts upon which the allegations are based, a fair and impartial disciplinary committee comprised of UTD faculty and students, shall hold a hearing and determine the responsibility of the student. If they find the student in violation of the code of conduct, the de an will then affirm the minimum sanction as provided in the syllabus, and share this information with the student. The dean will review the student’s prior disciplinary record and assess additional sanctions where appropriate to the circumstances. The dean will inf orm the student and the faculty member of their decision. Email Use The University of Texas at Dallas recognizes the value and efficiency of communication between faculty/staff and students through electronic mail. At the same time, email raises some issues concerning security and the identity of each individual in an email exchange. The university encourages all official student email correspondence be sent only to a student’s U. T. Dallas email address and that faculty and staff consider email from students official only if it originates from a UTD student account. This allows the university to maintain a high degree of confidence in the identity of all individual corresponding and the security of the transmitted information. UTD furnishes each student with a free email account that is to be used in all communication with university personnel. The Department of Information Resources at U. T. Dallas provides a method for students to have their U. T. Dallas mail forwarded to other accounts. Withdrawal from Class The administration of this institution has set deadlines for withdrawal of any college -level courses. These dates and times are published in that semester’s course catalog. Administration procedures must be followed. It is the student’s responsibility to handle withdrawal requirements from any class. The professor cannot drop or withdraw any student. The student must do the proper paperwork to avoid receiving a final grade of â€Å"F† in the course if the student chose not to attend the class after enrollment. Student Grievance Procedures Procedures for student grievances are found in Title V, Rules on Student Services and Activities, of the university’s Handbook of Operating Procedures. In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments of academic responsibility, it is the bligation of the student first to make a serious effort to resolve the matter with the instructor, supervisor, administrator, or committee with whom the grievance originates (hereafter called â€Å"the respond ent†). Individual faculty members retain primary responsibility for assigning grades and evaluations. If the matter cannot be resolved at that level, the grievance must be submitted in writing to the respondent with a copy of the resp ondent’s School Dean. If the matter is not resolved by the written response provided by the respondent, the student may submit a written appeal to the School Dean. If the grievance is not resolved by the School Dean’s decision, the student may make a written appeal to the Dean of Graduate or Undergraduate Education, and the deal will appoint and convene an Academic Appeals Panel. The decision of the Academic Appeals Panel is final. The results of the academic appeals process will be distributed to all involved parties. Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and regulations. Incomplete Grade Policy As per university policy, incomplete grades will be granted only for work unavoidably missed at the semester’s end and only if 70% of the course work has been completed. An incomplete grade must be resolved within eight (8) weeks from the first day of the subsequent long semester. If the required work to complete the course and to remove the incomplete grade is not submitted by the specified deadline, the incomplete grade is changed automatically to a grade of F. Disability Services The goal of Disability Services is to provide students with disabilities educational opportunities equal to those of their non -disabled peers. Disability Services is located in room 1. 610 in the Student Union. Office hours are Monday and Thursday, 8:30 a. m. to 6:30 p. m. ; Tuesday and Wednesday, 8:30 a. m. to 7:30 p. m. ; and Friday, 8:30 a. m. to 5:30 p. m. The contact information for the Office of Disability Services is: The University of Texas at Dallas, SU 22 PO Box 830688 Richardson, Texas 75083-0688 (972) 883-2098 (voice or TTY) 11 Essentially, the law requires that colleges and universities make those reasonable adjustments necessary to eliminate discrimination on the basis of disability. For example, it may be necessary to remove classroom prohibitions against tape recorders or animals (in the case of dog guides) for students who are blind. Occasionally an assignment requirement may be substituted (for example, a research paper versus an oral presentation for a student who is hearing impaired). Classes enrolled students with mobility impairments may have to be rescheduled in accessible facilities. The college or university may need to provide special services such as registration, note-taking, or mobility assistance. It is the student’s responsibility to notify his or her professors of the need for such an accommodation. Disability Services provides students with letters to present to faculty members to verify that the student has a disability and needs accommodations. Individuals requiring special accommodation should contact the professor immediately during the first class meeting. Religious Holy Days The University of Texas at Dallas will excuse a student from class or other required activities for the travel to and observance of a religious holy day for a religion whose places of worship are exempt from property tax under Section 11. 0, Tax Code, Texas Code Annotated. The student is encouraged to notify the instructor or activity sponsor as soon as possible regarding the absence, preferably in advance of the assignment. The student, so excused, will be allowed to take the exam or complete the assignment within a reasonable time after the absence: a period equal to the length of the abs ence, up to a maximum of one week. A student who notifies the instructor and completes any missed exam or assignment may not be penalized for the absence. A student who fails to complete the exam or assignment within the prescribed period may receive a failing grade for that exam or assignment. If a student or an instructor disagrees about the nature of the absence [i. e. , for the purpose of observing a religious holy day] or if there is similar disagreement about whether the student has been given a reasonable time to complete any missed assignments or examinations, either the student or the instructor may request a ruling from the chief executive officer of the institution, or his or her designee. The chief executive officer or designee must take into account the legislative intent of TEC 51. 911(b), and the student and instructor w ill abide by the decision of the chief executive officer or designee. Off-Campus Instruction and Course Activities Off-campus, out-of-state, and foreign instruction and activities are subject to state law and University policies and procedures regarding travel and risk-related activities. Information regarding these rules and regulations may be found at the website address given below. Additional information is available from the office of the school dean. (http://www. utdallas. edu/BusinessAffairs/Travel_R isk_Activities. htm) Descriptions/ timelines for your class are subject to change at the discretion of the Professor. It is the responsibility of the student to read and understand this syllabus. Any errors and/or omissions found after the official posting of this syllabus, at any time, will be corrected with announcement to class via lecture classroom and/or eLearning. Calculation of Letter Grades stated within this syllabus applies to the current semester. 12 How to cite Statistics for Management and Economics, Essay examples

Ontological Argument Essay Example For Students

Ontological Argument Essay Most people have not witnessed or experienced God andtherefore are confused about its existence. In Westerntheology, three theories have emerged to demonstrate theexistence of God. These theories are the ontologicalargument, the cosmological argument, and the teleologicalargument. St. Anselm of eleventh century, and Descartes ofseventeenth century, have used the ontological argument forproving the existence of God. The God, for them, issupreme, needing nothing outside himself, but needful forthe being and well-being of all things. (Pg. 305). St Anselms account of the ontological argument for theexistence of God deals with the existence in theunderstanding vs. existence in reality. He defines God asthe greatest conceivable or possible being. He adds thatany person who hears this statement describing Godunderstands what is meant. His argument is that if God didnot exist, then a being greater than God would be possible. This being then would be greater than the greatest possiblebeing, which is impossible. Therefore he proves that thereis no being greater than God and hence God exists. Hisargument is also based on the premise that the idea of aneternal being who either does not yet exist or no longerexists is self-contradictory, so that the very idea we have ofsuch a being requires existence. (Pg. 307). In his Meditations, Decartes offers the following version ofthe ontological argument. He considers the idea of God, asupremely perfect being, just as real as the idea of theexistence of any shape or a number. His understanding ofGods existence is no less clear and distinct than his proofsfor the existence of any shape or number. Therefore headds, although all that I concluded in the precedingMeditations were found to be false, the existence of Godwould pass with me as at least as certain as I have everheld the truths of mathematics. (Pg. 308). Initially, thismight not be all clear, and may have some a ppearance ofbeing a sophism. He argues that unlike other things he mightpersuade himself that existence can be separated from theessence of God, and hence that God can be thought of asnot existing. He adds that when he thinks of it with moreattention, he clearly sees that existence can no more beseparated from the essence of God, than the fact that itsthree angles equal two right angles can be separated fromthe essence of a triangle, or that the idea of a mountain canbe separated from the idea of a valley (Pg. 308). Hence, itis just as much of a contradiction to think of God (that is, asupremely perfect being) lacking existence (that is, lackingperfection), as it is to think of a mountain without a valley. His theory is that he cant think of God without it existingand therefore it exists. Also he gives God all kinds ofperfection and because existence is one of the perfection,God necessarily exists. (Pg. 309). Kants critique of Anselms and Descartes arguments statethat existence is not a perfection because all perfections arequalities, and existence is not any kind of characteristic,quality, attribute, or property. When we say that somethingexists, Kant argued, we add nothing to our concept ofthat thing we merely say that there is something similar tothat concept. It follows that no matter how manycharacteristics of a thing we list; we will still not haveanswered the question whether there is something having allthose characteristics. Being is evidently not a realpredicate, or a concept of something that can be added tothe concept of a thing. It is merely the admission of a thing,and of certain determinations in it. (Pg. 311). His argumentis that it is all right to say that God has certaincharacteristics but it is another to say that such a Godexists. Many contemporary philosophers agree with Kantsargument, but many others do not. Furthermore,contemporary logicians have developed versions of theontological argument that can even dispense with thecontroversial notion of existence as a property. It is clearthat, considered simply as a logical argument, theontological argument does not have the power to convertnonbelievers into believers. Or if you are a believer, it isclear that an objection to the proof is not going to shakeyour faith in any way whatsoever. So the significance of theproof is ambiguous; as a logical exercise it is brilliant, as anexpression of faith it may be edifying, but as an actual proofthat God exists or as a means of converting atheists itseems to have no power at all. (Pg.313). I agree with Anselms argument that in order for God to bethe Supreme Being, the best, He must exist in both theunderstanding as well as in reality. Where did the worldstart? Where did everything start? If we believe that onething came after another then there has to be a startingpoint. The only possible answer to this starting point isGod. Thus, there must have been a creator, the God. Fromour experience we know that everything arises fromsomething else, and therefore God started everything. Theontological argument does not clearly prove where God isto show how God started. What characteristics does God possess? Traditionaltheology has believed that God is omnipotent(all-powerful), omniscient (all knowing), andomnibenevolent (all good), Omni-present (everywhere),eternal (with no beginning and no end), etc. In short, God isthe greatest being and none greater is possible. Thesecharacteristics have left people to have faith in the existenceof God. When people can not show cause and effe ct forcertain happenings they attribute their cause to God. Theremust be God to keep order in the world or as some peoplesay to keep the world going in utter disorder. Free Euthanasia EssayMost humans are religious and generally speaking olderpeople are more religious than younger people are. Whydo people turn to religion? There are many differentanswers given to this question. Some do it for givingguidance to their lives. For others, it gives them hope, orgives them rationalization for the lack of justice in thisworld. Others turn to religion as a kind of irresponsiblereaction to a world we cannot cope with. This reaction issimilar to a childs unwillingness to give up an illusion ofsecurity that he or she should have outgrown inadolescence. Marx, Nietzsche, and Freud were critical ofreligion and believed it to be an obstacle to mansself-determination and self-realization. Their basic idea wasthat humans invented religion to escape their intolerablesocial conditions. I do not believe in their premise becausereligion gives humans an understanding of their purpose inthis world. Religion keeps people sane and makes thembelieve in the order of things . The basis of Marxs religious criticism is that man makesreligion; and that religion does not make man. It is the manthat is the human world, a state, society. This state, thissociety, produces religion, which is an inverted worldconsciousness, because they are an inverted world. Religion is the general theory of this upside-down world. Itgives the world its logic, its spiritual guidance, itsenthusiasm, its moral sanction, its solemn complement, itsgeneral basis of consolation and justification. The struggleagainst religion is, therefore, indirectly a struggle against theworld whose spiritual aroma is religion. According toMarx, religious suffering is at the same time an expressionof real suffering and protest against real suffering. (Pg.347). Marx advocated that the abolition of religion as the illusoryhappiness of men, is a demand for their real happiness. Hewas appalled at the masses flocking to religion. He said, itis clear that the arm of criticism cannot replace the criticismof arms. Material force can only be overthrown bymaterial force; but theory itself becomes a material forcewhen it has seized the masses. Theory is capable of seizingthe masses when it demonstrates ad hominem and it isdemonstrate ad hominem as soon as it becomes radical. (Pg.348). Marxs criticism of religion ends with the thought that manis the Supreme Being for man. This thought desires tooverthrow all those conditions in which man is an abased,enslaved, abandoned, contemptible being conditionswhich can hardly be better described than in theexclamation of the Frenchman on the occasion of aproposed tax upon dogs: Wretched dogs! They want totreat you like men! (Pg.348). Friedrich Nietzsche was another critique of religion. Hecalled the Bible, the book that is perhaps the greatestaudacity and sin against the spirit which literary Europehas on its conscience. (Pg.348). According to him theChristian conception of God God as god of the sick, Godas a spider, God as spirit is one of the most corruptconceptions of the divine ever attained on earth. Notsurprisingly, Nietzsche saw the decline of Christianity andreligion in general, with great enthusiasm. It is Nietzschewho popularized the old Lutheran phase, God is dead,but with an anti-religious twist and a shout of delight thatdeclared open war on all remaining forms of religiousweaknesses. (Pg.349). This call for God is dead, wasbased on the belief that the Christian God had becomeunworthy of belief. Many philosophers and free spirits feltredemption in this event. Another person to attack religion was Sigmund Freud, whoreduced the grand aspirations of religion to, mere illusions,but, even worse, the illusions of an insecure child who hasnever properly grown up. According to him, religious ideasare given out as teachings, are not precipitates ofexperience or end results of thinking; they are illusions,fulfillments of the oldest, strongest and most urgent wishesof mankind. An illusion is not the same thing as an error;nor is it necessarily an error. What is characteristic ofillusion is that they are derived from human wishes. In thisrespect they come near to psychiatric delusions. He calleda belief an illusion when a wish-fulfillment is a prominentfactor in its motivation, and in doing so we disregard itsrelations to reality, just as the illusion itself sets no store byverification. All three philosophers agree that the only proper concernof man is humanity. They believe in man and not God. These philosophers did not outright hate religion. Freudwas fascinated by Jewish mysticism and Nietzsche offeredextravagant praise of Buddhism. But they felt that thebalance is very important. They argue that no one can denythat there have been thousands of atrocities to both spiritand body in the name of religion. I believe that religion has taught humans to behave like aman. The self-determination and self-realization of man isnot hindered by religion. If people did not believe in God,there might be lessening of good deeds. For some,realization of god is like self-realization. Many peoples inthe east believe in re-incarnation and believe that soul neverdies. For them this gives continuity to life as a chain ofthings. These people want to believe in God and immersethemselves in God. Religion