### STAT 2606 R - Business Statistics I (note - half credit course)

Web course

Introduction to statistical computing; probability concepts; descriptive statistics; estimation and testing of hypotheses. Emphasis on the development of an ability to interpret results of statistical analyses with applications from business.
Restricted to students in the School of Business.
Precludes additional credit for BIT 2000, BIT 2100 (no longer offered), BIT 2300 (no longer offered), ECON 2201 (no longer offered), ECON 2210, ENST 2006, GEOG 2006, STAT 2507, and STAT 3502.
Prerequisite(s): MATH 1009 with a grade of C- or better, or permission of the School.

Generally speaking, statistics is often viewed as a mathematical science that comprises the collection, analysis, and interpretation of data. Upon successful completion of the two half-credit courses (2606 and 2607), you'll have mastered the methods and skills necessary to apply appropriate statistical techniques to solve real-world problems. Specifically, once exposed to an actual applied problem, you'll be able to diagnose the situation, and recognize the methods to be used for its resolution. The emphasis lies not only on implementing these methods, but also understanding their development and their limitations. For example, you'll know how to verify the assumptions necessary to validate the use of the procedures applied. Identifying limitations often leads to natural generalizations and extensions that further comprehension. You'll be able to communicate your results in the context of the problem under consideration in a clear, concise, and rigorous manner, and understand the difference between practical significance and statistical significance. The enhancement of computational skills and deep exposure to statistical software will also be achieved.

This course was funded by the Government of Ontario through the Shared Online Course Fund.

CRN for section R: 20661

See Carleton Central for mandatory on-campus laboratory sections.

Instructor: Wayne Horn

About the instructor: I fell in love with math at a very early age. I viewed it like a game with very clear rules, and I found it deeply satisfying that every math problem always had one correct answer. While in the second year of pursuing my honours B.A. in mathematics, I was required to take a course in probability and statistics as a requirement for my degree. Up to that point in my life, mathematics had painted me a picture of an ideal world where everything was certain. Probability and statistics showed me the other side of the coin by using mathematics to study the uncertainty that is inherent in almost every aspect of our lives. I quickly saw a topic that could not only help me to improve my poker game, but that could be used to make real-world decisions in every field imaginable! I love the fact that statistical analysis is so universally applicable because it affords me the ability to remain a student and continue learning about other areas of study where I can apply my knowledge.

I first experienced the satisfaction of helping others learn as a contract instructor while completing my Ph.D. in statistics at Western University. The first time I saw a student's look of confusion and frustration melt into a wide-eyed, open-mouth "Eureka! expression, I knew I wanted to be an educator for the rest of my life. I wanted to create an online version of a statistics course to challenge myself to grow as an educator. I know that the most effective way to learn isn't the same for every person, and I hope that creating an online version of a statistics course will offer a more convenient and effective way for some students to learn the material.

Instructor: Patrick Farrell

About the instructor: As a young child growing up in Montreal, I became captivated by baseball when the city was granted a major league franchise in 1969. I also loved mathematics, and instantly became engrossed by the plethora of statistics that were recorded in the sport, from batting average for hitters to earned run average for pitchers. Over time, my interest in statistics grew, and as I studied engineering, business, and other fields, I came to view the discipline as universally applicable.

My fascination with business applications led me to pursue a Master's degree in business administration. I greatly enjoy teaching Business Statistics, as it affords me the opportunity to illustrate many of the important uses of statistics in the wide array of fields encompassed by business and management.

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