# Solution Manual for Statistics for Management and Economics 11th Edition by Keller

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Edition: 11th Edition

Resource Type: Solution manual

# Chapter 1

1.2 Statistics for Management and Economics  Descriptive techniques summarize data. Inferential techniques draw inferences about a population based on sample data.

1.3 Statistics for Management and Economics  a The population is the 25,000 registered voters.

b The sample is the 200 registered voters.

cThe 48% figure is the statistic

1.4 Statistics for Management and Economics  a The population is the complete production run.

b The sample is comprised of the 1,000 chips.

c The parameter is the proportion of defective chips in the production run.

d The statistic is the proportion of defective chips in the sample.

e The 10% figure refers to the parameter.

fThe 7.5% figure refers to the statistic.

g We can estimate the population proportion is 7.5%. Statistical inference methods will allow us to determine whether we have enough statistical evidence to reject the claim.as the sample proportion.

1.5 Statistics for Management and Economics  Draw a random sample from the population of graduates who have majored in your subject and a random sample of graduates of other majors and record their highest salary offers.

1.6 Statistics for Management and Economics  a Flip the coin (say 100 times) and record the number of heads (assuming that you are interested in the number of heads).

b The population is composed of the theoretical result of flipping the coin an infinite number of times and recording either “heads” or “tails”.

cThe sample is comprised of the “heads” and “tails” in the sample.

d The parameter is the proportion of heads (again assuming that your interest is the number of heads rather than tails) in the population.

e The statistic is the proportion of heads (or tails depending on the choice made in part d).

fThe sample statistic can be used to judge whether the coin is actually fair.

1.7 a We would conclude that the coin is not fair.

b We may conclude that there is some evidence that the coin is not fair.

1.8 aThe population is made up of the propane mileage of all the cars in the fleet.

b The parameter is the mean propane mileage of all the cars in the fleet.

c The sample is composed of the propane mileage of the 50 cars.

d The statistic is the mean propane mileage of the 50 cars in the sample.

e We can use the sample statistic to estimate the population parameter.

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# Chapter 1

## Solution Manual for Concepts of Database Management 9th Edition by Starks

### A Guide to this Instructor’s Manual:

We have designed this Instructor’s Manual to supplement and enhance your teaching experience through classroom activities and a cohesive chapter summary. This document is organized chronologically, using the same heading in red that you see in the textbook. Under each heading, you will find (in order): Lecture Notes that summarize the section, Figures and Boxes found in the section, if any, Teacher Tips, Classroom Activities, and Lab Activities. Pay special attention to TeacherTips and activities geared towards quizzing your students, enhancing their critical thinking skills, and encouraging experimentation within the software. In addition to this Instructor’s Manual, our Instructor’s Resources also include PowerPoint Presentations, Test Banks, Solutions to Exercises, and other supplements to aid in your teaching experience. You can access Instructor Resources via the Web at login.cengage.com. Table of Contents

# Chapter Objectives

The learning objectives for chapter OneCare:
• Introduce Burk IT Solutions (BITS), the company that is used as the basis for many of the examples throughout the text
• Introduce basic database terminology
• Describe database management systems (DBMSs)
• Introduce Colonial Adventure Tours, the company that is used in a case that appears at the end of each chapter
• Introduce Sports Physical Therapy, the company that is used in another case that appears at the end of each chapter
1: BITS Company Background LECTURE NOTES
• Describe the BITS company
• Use Figure 1-1 to illustrate the problems associated with using spreadsheets to maintain this data
• Redundancy
• Difficulty accessing related data
• Limited security features
• Size limitations
• Define redundancy
• Duplication of data or the storing of the same data in more than one place
• Use the embedded Q & A on page 2 to discuss the problems redundancy causes
• Wastes space
• Makes changes more cumbersome
• Use Figure 1-2 to introduce the type of data that BITS must be able to store and retrieve
• Point out that the amounts in the Total column in Figure 1-2 are not stored in the database but are calculated
FIGURES: 1-1, 1-2 TEACHER TIPS Students will work with BITS in every chapter. They should become familiar with this fictitious company and the type of data it needs to maintain. The same type of data needs to be stored by other consulting companies or service providers. If you want to personalize the database, you have students add their name as a customer or you can have them rename the database using their own name rather than BITS. CLASSROOM ACTIVITIES
1. Group Activities: Place students in groups and distribute order forms from local companies and/or retail stores. Ask the groups to determine the data the company must store and the data that is calculated.
2. Class Discussion: Ask students what other types of data a service providers such as BITSwould need to maintain.
3. Critical Thinking: BITS needs to maintain data on the consultants and what each one specializes in. Should BITS store this data in a spreadsheet? Why or why not?
4: Database Solution LECTURE NOTES
• Define entity
• Person, place, object, event, or idea for which you want to store and process data
• Define attribute
• Characteristic or property of an entity
• Also called a field or column in many database systems
• Use Figure 1-3 to point out the Consultant and Client entity and the attributes for each entity
• Define relationship
• An association between entities
• Define one-to-many relationship
• Each rep is associated with many customers, but each customer is associated with only one rep
• Use Figure 1-4 to explain the one-to-many relationship between consultants and clients
• Define data file
• A file used to store data, such as a spreadsheet or word-processed document
• Define database
• A structure that can store information about multiple types of entities, the attributes of those entities, and the relationships among the entities
• Point out the differences between a data file and a database
• Use Figure 1-5 to review the tables (entities) that make up the BITS database
• Consultant, Client, Tasks, OrderLine, Work Orders
• Use Figure 1-6 to illustrate the problems with storing orders in the alternative table structure
• Review the embedded Q & As on pages 8 through 9
• Define entity-relationship (E-R)diagram
• A visual way to represent a database
• Use Figure 1-7 to illustrate an E-R diagram and review the entities, attributes, and relationships in the BITS database
FIGURES: 1-3, 1-4, 1-5, 1-6, 1-7 TEACHER TIPS Database concepts such as entity, attribute, and relationship are often difficult for students to grasp. Use examples that students can relate to, for example, a school database or a database maintained by the state department of public safety (driver’s licenses). A good analogy to use is an employment application form. The items that we complete on the form are attributes, and the completed application (entity example) describes the person who completed it. Figure 1-5 lists the five tables that make up the BITS database. Each table represents an entity. The data in the tables are related through common fields. It is these relationships that allow the user to access data from more than one table and produce reports, queries, and forms. Encourage students to use the embedded Q & As to test their understanding of the concepts as well as the design of the BITS database.

## Solution Manual for An Introduction to Management Science 15th Edition by Anderson

Chapter 1 Introduction    Learning Objectives
1. Develop a general understanding of the management science/operations research approach to decision making.

1. Realize that quantitative applications begin with a problem situation.

1. Obtain a brief introduction to quantitative techniques and their frequency of use in practice.

1. Understand that managerial problem situations have both quantitative and qualitative considerations that are important in the decision making process.

1. Learn about models in terms of what they are and why they are useful (the emphasis is on mathematical models).

1. Identify the step-by-step procedure that is used in most quantitative approaches to decision making.

1. Learn about basic models of cost, revenue, and profit and be able to compute the breakeven point.

1. Obtain an introduction to the use of computer software packages such as Microsoft Excel in applying quantitative methods to decision making.

1. Understand the following terms:
model                                                     infeasible solution objective function                               management science constraint                                             operations research deterministic model                             fixed cost stochastic model                                 variable cost feasible solution                                  breakeven point   Solutions:
1. Management science and operations research, terms used almost interchangeably, are broad disciplines that employ scientific methodology in managerial decision making or problem solving. Drawing upon a variety of disciplines (behavioral, mathematical, etc.), management science and operations research combine quantitative and qualitative considerations in order to establish policies and decisions that are in the best interest of the organization.

1. Define the problem
Identify the alternatives   Determine the criteria   Evaluate the alternatives   Choose an alternative   For further discussion see section 1.3
1. See section 1.2.

1. A quantitative approach should be considered because the problem is large, complex, important, new and repetitive.

1. Models usually have time, cost, and risk advantages over experimenting with actual situations.

1. Model (a) may be quicker to formulate, easier to solve, and/or more easily understood.

1. Let d = distance
m = miles per gallon c = cost per gallon,

## Solution Manual for Strategic Brand Management Building Measuring 4th edition

Design a valuable brand star by building, measuring, and managing brand equity Kevin LeneKeller is one of the global leaders in strategic management and integrated marketing communications. In Strategic Brand Management: Creating, Managing, and Monitoring Buildings, 4thEdition by Kevin lane Keller flash at the browser from a consumer perspective and provides a framework that helps learners and managers identify brand quality, Define and measure. Using a gateway from the knowledge of both learning and industry experts, the text conveys on reputable examples and commercial studies of markets in the US and around the world.          Strategic brand management by Kevin Lene Keller exposes Brand is basically a dimension differ in some way from other products designed to meet some needs. These differed encase may be tangible and non-tangible related to an item quality of brand—-or more symbolic and emotional, a customer this thing keep in mind before purchasing a product. It usually contains several examples on each topic, and 75 short branching’s of branding that recognizes successful series and explains why they are so. Case readers will get acquainted with real-life news with Leaky Dockers, Intel Corporation, Nivea, Nike, and Starbucks. Brand managers to industry professionals for market marketing executives. Strategic brand management by Kevin Lene Keller exposes Brand is basically a dimension differ in some way from other products designed to meet some needs. These differed encase may be tangible and non-tangible related to an item quality of brand—-or more symbolic and emotional, a customer this thing keep in mind before purchasing a product. Industry thinking and developments, brand genuine and strategic branding research combines a comprehensive theoretical foundation with this comprehensive ongoing and long-term best-practice decision. Long-term exclusive brand strategy. Generally focused on how and why, it provides specific strategic guidance for planning, building, measuring, and managing brand equity.

## Solution Manual for Operations Management 13th Edition by Stevenson

chapter 19 Linear Programming Teaching Notes The main goal of this supplement is to provide students with an overview of the types of problems that have been solved using linear programming (LP). In the process of learning the different types of problems that can be solved with LP, students also must develop a very basic understanding of the assumptions and special features of LP problems of management test bank. Students also should learn the basics of developing and formulating linear programming models for simple problems, solve two-variable linear programming problems by the graphical procedure, and interpret the resulting outcome. In the process of solving these graphical problems, we must stress the role and importance of extreme points in obtaining an optimal solution. Improvements in computer hardware and software technology and the popularity of the software package Microsoft Excel make the use of computers in solving linear programming problems accessible to many users. Therefore, a main goal of the chapter should be to allow students to solve linear programming problems using Excel. More importantly, we need to ensure that students are able to interpret the results obtained from Excel or any another computer software package. Answers to Discussion and Review Questions
1. Linear programming is well-suited to constrained optimization problems that satisfy the following assumptions:
2. Linearity: The impact of decision variables is linear in constraints and the objective function.
3. Divisibility: Noninteger values of decision variables are acceptable.
4. Certainty: Values of parameters are known and constant.
5. Nonnegativity: Negative values of decision variables are unacceptable.
6. The “area of feasibility,” or feasible solution space is the set of all combinations of values of the decision variables that satisfy all constraints. Hence, this area is determined by the constraints.
7. Redundant constraints do not affect the feasible region for a linear programming problem. Therefore, they can be dropped from a linear programming problem without affecting the feasible solution space or the optimal solution.
8. An iso-cost line represents the set of all possible combinations of two input decision variables that result in a given cost. Likewise, an iso-profit line represents all of the possible combinations of two output variables that results in a given profit.
9. Sliding an objective function line towards the origin represents a decrease in its value (i.e., lower cost, profit, etc.). Sliding an objective function line away from the origin represents an increase in its value.
10. a. Basic variable: In a linear programming solution, it is a variable not equal to zero.
11. Shadow price: It is the change in the value of the objective function for a one-unit change in the right-hand-side value of a constraint.
12. Range of feasibility: The range of values for the right-hand-side value of a constraint over which the shadow price remains the same.
13. Range of optimality: The range of values over which the solution quantities of all the decision variables remain the same.
Solution to Problems
1. a. Graph the constraints and the objective function:
Material constraint: 6x1 4x2 ≤ 48 Replace the inequality sign with an equal sign: 6x1 4x2 = 48 Set x1 = 0 and solve for x2: 6(0) 4x2 = 48 4x2 = 48 x2 = 12 One point on the line is (0, 12). Set x2 = 0 and solve for x1: 6x1 4(0) = 48 6x1 = 48 x1 = 8 A second point on the line is (8,0).   Labor constraint: 4x1 8x2 ≤ 80 Replace the inequality sign with an equal sign: 4x1 8x2 = 80 Set x1 = 0 and solve for x2: 4(0) 8x2 = 80 8x2 = 80 x2 = 10 One point on the line is (0, 10). Set x2 = 0 and solve for x1: 4x1 8(0) = 80 4x1 = 80 x1 = 20 A second point on the line is (20, 0).   Objective function: Let 4x1 3x2 = 24. Set x1 = 0 and solve for x2: 4(0) 3x2 = 24 3x2 = 24 x2 = 8 One point on the line is (0, 8). Set x2 = 0 and solve for x1: 4x1 3(0) = 24 4x1 = 24 x1 = 6 A second point on the line is (6, 0).   The graph and the feasible solution space (shaded) are shown below:

## Solution Manual for Practical Management Science 6th Edition by Winston

Table of Contents 1. Introduction to Modeling. 2. Introduction to Spreadsheet Modeling. 3. Introduction to Optimization Modeling. 4. Linear Programming Models. 5. Network Models. 6. Optimization Models with Integer Variables. 7. Nonlinear Optimization Models. 8. Evolutionary Solver: An Alternative Optimization Procedure. 9. Decision Making Under Uncertainty. 10. Introduction to Simulation Modeling. 11. Simulation Models. 12. Queueing Models. 13. Regression and Forecasting Models. 14. Data Mining 15. Project Management 16. Multiobjective Decision Making 17. Inventory and Supply Chain Models
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