INSTITUTE OF EDUCATION
DISTANCE TEACHER PROFESSOR: RAMIRO QUINTERO GARCIA, E-MAIL rquinter@ut.edu.co
INDUSTRIAL ENGINEER - SPECIALIST IN STATISTICS
implementing processes in that statistic?
generic question - KNOWLEDGE
Which is called statistics. What is an object of study. What is a population. What is a sample. What is an attribute. What is a variable. How can we get the data. What kind of data exists. What is the organization of the data. What is the tab. How can tabulate. What is a frequency. How to construct the graphs. From which we get the data.
they differ descriptive statistics inferential.
What are the differences between problem, hypothesis, law and theory.
What are the differences between method, methodology, technique, instrument. What is the role
of statistics in research.
How can we justify a decision-making as a Person. That I support in making this decision.
statistical concepts, population, sample, attribute, variable, variable types, frequency, graphs (types), Positional and dispersion
Differences between descriptive and inference. Differences
problem, hypothesis, law and theory
Research.
INTEGRATION ACTIVITIES
Expected
READINGS OF SUPPORT AND
READING WORKSHOP 1:
A group level (CIPAS) students doing practical work in a community where you live, developing all the questions presented in the core generating Problem No. 1.
TOOLBOX:
Developing RAES
Comparative analysis of themes (similarities and differences):
studied thematic concept maps on Developing
studied thematic overview of conceptual domain
key words (glossary)
Portfolio
supports for individual and group oral plenary
Written evaluation
CANAVES, George. Statistics and Probability and applications. Panamerica Ed.
Biostatistics, principles and procedures. Mc Graw Hill, Bogotá 1985. WALPOLE
and MYERS. Probability and Statistics. Mc Graw Hill. Mexico, 1992.
QUINTERO, Ramiro Garcia. Descriptive statistics for organizations. Watermark Publishing, Bogota DC, Colombia. April 2001.
CORE PROBLEM # 2: elementary theory of probability. Probability distribution.
PROBLEM.
a selected population sample, choose a real situation for analysis and decision making?
generic question - KNOWLEDGE
Which aspects are important in probability?
What are the conditions for independent events and mutually exclusive?
What impact has the normal distribution in decision-making?
basics of probability theory.
joint events and operations.
counting techniques and relationship to the balance of probabilities.
axioms of probability.
Bayes rule.
INTEGRATION ACTIVITIES
Expected
READINGS OF SUPPORT AND READING
WORKSHOP 2:
A group level (CIPAS) students carried out practical work in a community where you live, developing all the questions presented in the core generating Problem No. 2.
TOOLBOX:
Developing RAES
Comparative analysis of themes (similarities and differences):
studied thematic concept maps on Developing
studied thematic overview of conceptual domain
key words (glossary)
Portfolio
supports for individual and group
plenary oral written assessment
CANAVES, George. Statistics and probability and applications. Panamerica Ed.
Biostatistics, principles and procedures. Mc Graw Hill, Bogotá 1985. WALPOLE
and MYERS. Probability and Statistics. Mc Graw Hill. Mexico, 1992.
QUINTERO, Ramiro Garcia. Descriptive statistics for organizations. Watermark Publishing, Bogota DC, Colombia. April 2001.
CORE PROBLEM # 3: VARIABLE AND RANDOM SAMPLING DISTRIBUTIONS
PROBLEM.
What is the random variables used in statistics and different sampling distributions in practical life?
generic question - KNOWLEDGE
In an event where we define a random variable. What elements need to classify and analyze the variable?. What elements are required to attach the variable to a known distributions?.
Random variable.
probability function of a random variable.
Distribution Function of a random variable.
Distributions of discrete variables.
Distributions of continuous variables.
INTEGRATION ACTIVITIES READINGS OF SUPPORT AND RECOMMENDATIONS BIBLIOGRAPHY
WORKSHOP 3:
A group level (CIPAS) students doing practical work in a community where you live, developing all the questions presented in the core generating Problem No. 3.
TOOLBOX:
Developing RAES
Comparative analysis of themes (similarities and differences):
studied thematic concept maps on Developing
studied thematic overview of conceptual domain
key words (glossary)
Portfolio
supports for individual and group oral Written evaluation plenary
CANAVES, George. Statistics and probability and applications. Panamerica Ed.
Biostatistics, principles and procedures. Mc Graw Hill, Bogotá 1985. WALPOLE
and MYERS. Probability and Statistics. Mc Graw Hill. Mexico, 1992.
QUINTERO, Ramiro Garcia. Descriptive statistics for organizations. Watermark Publishing, Bogota DC, Colombia. April 2001.
CORE PROBLEM # 4: ELEMENTARY SAMPLING THEORY AND BASIC ELEMENTS OF THE ESTIMATION PROBLEM
How to apply the hypothesis test research process?
generic question - KNOWLEDGE
How is the size of a sample by MAS
What is the significance of the estimators in the statistics?
What are the properties of a good estimator?
What is the fundamental importance of statistical hypothesis?
encuenta What issues should I take to test a statistical hypothesis into a research? Types of Sampling
.
Calculation of sample size.
elements and applications. Types
estimate. Intervals
confidence for the mean, proportion, mean difference, difference of proportions.
hypothesis testing for mean, proportion, mean difference for paired and unpaired variables.
INTEGRATION ACTIVITIES AND READING READING WORKSHOP
4.
A group level (CIPAS) students carried out practical work in a community where you live, developing all the questions presented in the core generating Problem No. 4.
TOOLBOX:
Developing RAES
Benchmarking themed (similarities and differences): Concept Maps on thematic
studied
Developing
studied thematic overview of the conceptual domain of keywords (glossary)
Portfolio supports for individual and group oral plenary
written assessment
Bernardo Restrepo. Concepts and applications of formative research and criteria for evaluating research in the strict sense. Permanent Seminary dozen university. Tolima University Institute of Distance Education. P. 170-185
CANAVES, George. Statistics and probability and applications. Panamerica Ed.
Biostatistics, principles and procedures. Mc Graw Hill, Bogotá 1985. WALPOLE
and MYERS. Probability and Statistics. Mc Graw Hill. Mexico, 1992.
QUINTERO, Ramiro Garcia. Descriptive statistics for organizations. Watermark Publishing, Bogota DC, Colombia. April 2001.
7. GENERAL ACCREDITATION COURSE STRUCTURE AND COMPOSITION OF THE CALL.
In accordance with the Agreement 024 of 1995, makes the process of accreditation. The course is generally credited from the aspects of training, individual and CIPAS, so the assessment for all sessions will be permanent and will attend to the institutional provisions: 60% Independent and Face Work, Individual and CIPAS, 40% for Individual Call writing. For this accreditation will be considered self-assessment, peer assessment and hetero-evaluation.
Each tutorial session the student should submit their portfolio with individual progress reports of the progress and development group for the group portfolio. The aim is to make a written evaluation to the most important core concepts provided for the purpose of strengthening the conceptual and field relevant to the reports written in the portfolio and facilitate the thematic domain the final call. The process of self-assessment and peer assessment be done during each tutoring.
The course evaluation process shall be in accordance with the Agreement 024, 1995. IDEAD UT. Thus:
Option 1.
A test of knowledge (call 1) that contributes 40% of the final grade.
The average of grades in each of the assessments done by heart problems, with a contribution of 60% to the final note that accredits the course.
Option 2.
A final test of knowledge (call 1) by 100% of the final accreditation of the course.
In teaching the student framing shows on the choice of accreditation and shall be subjected to it. 2
The call will be made 15 days after the 1. according to the terms of 024/95.
8. RECOMMENDED REFERENCE MATERIAL.
CANAVES, George. Statistics and probability and applications. Panamerica Ed.
Biostatistics, principles and procedures. Mc Graw Hill, Bogotá 1985. WALPOLE
and MYERS. Probability and Statistics. Mc Graw Hill. Mexico, 1992.
QUINTERO, Ramiro Garcia. Descriptive statistics for organizations.
Watermark Publishing, Bogota DC, Colombia. April 2001.
Note: basic and recommended readings can be obtained from Tutor, to photocopy.
DISTANCE TEACHER PROFESSOR: RAMIRO QUINTERO GARCIA, E-MAIL rquinter@ut.edu.co
INDUSTRIAL ENGINEER - SPECIALIST IN STATISTICS
COURSE COMPREHENSIVE PLAN: THE LIFE AND CHANCE
1. GENERAL GUIDELINES
Academic Unit: Institute of Distance Education
Program: Bachelor for Basic Education in Natural Sciences and Environmental Education.
Training Camp: Specific Core Training
: Planetary Life and Environment.
Cycle:
Professional Course Name: Life and probability
Credits: 3
Class work: 24 hours .
Independent Work: 120 hours.
2. TRAINING PURPOSES.
GENERAL 2.1 Purpose.
The Life and Probability course has the following general purposes:
The course curriculum of Life and Probability, can observe, recognize, collect, process, systematize and analyze the natural landscape the activity of man in its essential aspects: as nature, as a society and history, a concept that should enable it for a better understanding and decision making of the problems inherent in the development of degree courses for Basic Natural Sciences and Environmental Education.
Within the overall framework of science education has been conceived as an essential component for achieving the qualifications of education: the true development of knowledge to train and not only to educate, research continues in the classroom; the confrontation of the everyday experiences of students and teachers and their experiences with learning. These proposals fit with the Codes of Modernity and the Institutional Mission.
Codes modernity implies, the student, including the acquisition of high skills in writing, be taken to express one's thoughts in writing and accuracy to describe, analyze and compare, the ability to design, work and decide as a group and the ability to locate, use and access to existing information. Inferred also acquire high skills in mathematical calculation and resolution of all problems.
institutional mission proposes the creation of critical citizens and participants in their social reality.
develop in the future teacher, scientific and self-reflection skills, which enable start building a critical and reflective thinking from local and regional context.
2.2 PURPOSE.
After finishing the course of life and probability the student will be able to:
or about the specific concept of statistics as a basic tool of man and nature interaction in the environment in decision-making.
Ø Prepare, process and organize information found in their midst.
Ø To inform the student's instrumental role in the study of statistics and it is important to understand the possibilities and limitations of experimental research to develop an anti-dogmatic and critical thinking to reality. Ø Give
basic tools for the student to perform statistical work choose a representative sample and make inferences about the population, based on observations in the sample.
Ø Determine the importance of measurement due to measurement errors and the observed relationships between physical variables, social or techniques are practically always statistics.
Ø Show the importance of a statistical model in the operational approach of this reality, taking into account explicitly observable variables presumably the most important.
3. PRINCIPLES OF TRAINING.
• The respect for cultural diversity, respect for individual modes of being and doing in every act of learning, should be allowed to take this cultural wealth.
· Stop the clock, to break the inertia of the unbridled race has moved into all aspects of our lives, take it easy and spend enough time so we decided to do.
Do not only teaches college; students not only learn in college but also in learning environments to design outside and in everyday life.
· Principle of Autonomy, understood as the exercise of freedom, based on the development of skills of each individual to behave in accordance with its construction and conception of life, human being, the good of society and history . This principle is operationalized when education is taken as an emancipatory process and becomes a public matter, when it commits all members of society in advocacy and are considered in various ways, in a joint service Construction social development of our future. An atmosphere of freedom and healthy relationships, respect for individuality favor the development of thought, imagination and creativity, and people are committed to free relations with responsibility and solidarity.
· Principle of participation: This principle places the teachers and students in the provision of access to different dimensions of the object of study, offers the possibility of approaching the knowledge from different perspectives, multiple roles and levels of participation in the discovery, construction , reconstruction and deconstruction. Operationalize this principle demands the use of many innovative methodological strategies facilitate the coordination of teaching, research and social outreach allowing for multiple ways of being the teacher, the student and the university as a whole.
· Principle of relevance: the objectives of the educational process within the framework meet the goals of the institution and the interest of the university community needs to strengthen training and pedagogical practices of the participants. This means a contextualization of the content and processes of pedagogical practice, enrolled in the particularities of our cultural, social, economic, political and historical moment in which they operate participants. The validity of the training received will be determined by the ability to influence the historical reality of the moment.
· Principle of consistency: this principle allows us to access the learning from the search for solutions to the problems of pedagogical practice in the light of modern theories of learning, teaching, teaching, assessment and curriculum. This principle should guide the development of the course, it makes learning meaningful to internalize from the practice, which allow us to find efficient mechanisms for achieving academic and scientific professional development with higher levels of education of life.
· Principle of Democracy: In the spaces of interaction generated in the academic process, it promotes the development of a democratic culture, in which students become aware of the need to take responsibility for their training to participate in improving society, which is required to actively participate in the dynamics of college life. You can not expect teachers and students not taking part in the activities of the institution are participatory and democratic. The academic practice of training should be placed on top of all the creation of spaces for discussion, reflection, participation democratic, where it promotes the development of autonomy in the learning process of various educational actors, linked to the training. It attempts to understand democracy as a human project that contributes to the integral.
flexibility
· Principle: This principle is part of the design of the training activity as a response to the needs and interests of the participants, concerning the improvement of educational practices within their sociocultural context. The pace, content, learning resources, criteria for development of protocols, assessments, advisory processes, the use of time, should conform with this principle within rational limits, which are configured in the general content of the proposal. This involves finding a balance between individual and overall group, with the aim of allowing the development of the educational process.
· Principle of Creativity: The development of the course promotes the development of imagination, intelligence, creativity, advancement of knowledge and problem solving, presenting new horizons that enable the University to respond to current demands improvement quality of education.
4. JOINT COURSE WITH THE PURPOSES, PRINCIPLES CAMPOS, TRAINING CENTRE UNDER THE CURRICULUM DESIGN (curriculum relevance).
The Life and likely course for the degree program for Basic Education in Natural Sciences and Environmental Education is focused on the conception of analysis and decision making of man as natural, social and historical linchpin of the other disciplines comprising the field of educational foundations of future graduates, because their purpose of training is to educate the population, it is important for basic knowledge of what statistics and its application in relation to its surroundings by using these tools properly.
5. COURSE INTRODUCTION AND SUSTAINABILITY UNDER THE CURRICULUM DESIGN, SPECIFICALLY A PROFILE OF TRAINING AND PERFORMANCE.
The Life and Probability course as it is focused, looking for students to acquire, taking into account their environment, minimum readings will allow us to understand the basics and the importance and application of statistics man and his environment, to be able to resolve problem situations scientific rigor to be presented in the field of your region and start early to be with the ability to interpret, analyze the environment and its position as a man him.
6. PRESENTATION OF THE COURSE IN TERMS OF THE PROBLEMS CATEGORY / KNOWLEDGE, THE CONTEXT IN ARTICLES THAT IS THE PROGRAM.
6.1 Justification of the course.
This plan tutorial aimed at students of the Bachelor curriculum in basic education they need to know the statistical principles in a simple and uncomplicated mathematics.
Descriptive statistics plays an important role in almost all facets of human progress. Formerly it was only applied to matters of the state where its name.
Now the influence of statistical applied in many fields, the purpose of this plan is to present statistics in the undergraduate and applications.
6.2 Description and analysis of the course.
PROBLEM / KNOWLEDGE
Problems:
no training was set to measure the statistical dimension that it does not go beyond the immediate and there is no mental development in line with the development of the psyche.
Concepts:
History and basic concepts. Determination of variables
Classification and analysis
variables estimate probability distributions of parameters
The first problem, find ddiferenciar, contextualize, understand and apply the fundamental concepts as for the exploratory data analysis in their field.
The second issue focused on the course, has to do based on a sample, choose a real situation for analysis and decision making.
With an analytical view, reflective and critical, but other proposals.
The third core problem is an approach to aanálisis of random variables used in statistics and the different distributions sample and give practical applications.
Finally, the last core problem analyzed situations of reality (problematizes) for making decisions on what should take into account assumptions of the population parameters.
6.3 Presentation of the problems facing knowledge.
CORE PROBLEM 1: STATISTICS AND ITS CONTEXT
PROBLEM.
1. GENERAL GUIDELINES
Academic Unit: Institute of Distance Education
Program: Bachelor for Basic Education in Natural Sciences and Environmental Education.
Training Camp: Specific Core Training
: Planetary Life and Environment.
Cycle:
Professional Course Name: Life and probability
Credits: 3
Class work: 24 hours .
Independent Work: 120 hours.
2. TRAINING PURPOSES.
GENERAL 2.1 Purpose.
The Life and Probability course has the following general purposes:
The course curriculum of Life and Probability, can observe, recognize, collect, process, systematize and analyze the natural landscape the activity of man in its essential aspects: as nature, as a society and history, a concept that should enable it for a better understanding and decision making of the problems inherent in the development of degree courses for Basic Natural Sciences and Environmental Education.
Within the overall framework of science education has been conceived as an essential component for achieving the qualifications of education: the true development of knowledge to train and not only to educate, research continues in the classroom; the confrontation of the everyday experiences of students and teachers and their experiences with learning. These proposals fit with the Codes of Modernity and the Institutional Mission.
Codes modernity implies, the student, including the acquisition of high skills in writing, be taken to express one's thoughts in writing and accuracy to describe, analyze and compare, the ability to design, work and decide as a group and the ability to locate, use and access to existing information. Inferred also acquire high skills in mathematical calculation and resolution of all problems.
institutional mission proposes the creation of critical citizens and participants in their social reality.
develop in the future teacher, scientific and self-reflection skills, which enable start building a critical and reflective thinking from local and regional context.
2.2 PURPOSE.
After finishing the course of life and probability the student will be able to:
or about the specific concept of statistics as a basic tool of man and nature interaction in the environment in decision-making.
Ø Prepare, process and organize information found in their midst.
Ø To inform the student's instrumental role in the study of statistics and it is important to understand the possibilities and limitations of experimental research to develop an anti-dogmatic and critical thinking to reality. Ø Give
basic tools for the student to perform statistical work choose a representative sample and make inferences about the population, based on observations in the sample.
Ø Determine the importance of measurement due to measurement errors and the observed relationships between physical variables, social or techniques are practically always statistics.
Ø Show the importance of a statistical model in the operational approach of this reality, taking into account explicitly observable variables presumably the most important.
3. PRINCIPLES OF TRAINING.
• The respect for cultural diversity, respect for individual modes of being and doing in every act of learning, should be allowed to take this cultural wealth.
· Stop the clock, to break the inertia of the unbridled race has moved into all aspects of our lives, take it easy and spend enough time so we decided to do.
Do not only teaches college; students not only learn in college but also in learning environments to design outside and in everyday life.
· Principle of Autonomy, understood as the exercise of freedom, based on the development of skills of each individual to behave in accordance with its construction and conception of life, human being, the good of society and history . This principle is operationalized when education is taken as an emancipatory process and becomes a public matter, when it commits all members of society in advocacy and are considered in various ways, in a joint service Construction social development of our future. An atmosphere of freedom and healthy relationships, respect for individuality favor the development of thought, imagination and creativity, and people are committed to free relations with responsibility and solidarity.
· Principle of participation: This principle places the teachers and students in the provision of access to different dimensions of the object of study, offers the possibility of approaching the knowledge from different perspectives, multiple roles and levels of participation in the discovery, construction , reconstruction and deconstruction. Operationalize this principle demands the use of many innovative methodological strategies facilitate the coordination of teaching, research and social outreach allowing for multiple ways of being the teacher, the student and the university as a whole.
· Principle of relevance: the objectives of the educational process within the framework meet the goals of the institution and the interest of the university community needs to strengthen training and pedagogical practices of the participants. This means a contextualization of the content and processes of pedagogical practice, enrolled in the particularities of our cultural, social, economic, political and historical moment in which they operate participants. The validity of the training received will be determined by the ability to influence the historical reality of the moment.
· Principle of consistency: this principle allows us to access the learning from the search for solutions to the problems of pedagogical practice in the light of modern theories of learning, teaching, teaching, assessment and curriculum. This principle should guide the development of the course, it makes learning meaningful to internalize from the practice, which allow us to find efficient mechanisms for achieving academic and scientific professional development with higher levels of education of life.
· Principle of Democracy: In the spaces of interaction generated in the academic process, it promotes the development of a democratic culture, in which students become aware of the need to take responsibility for their training to participate in improving society, which is required to actively participate in the dynamics of college life. You can not expect teachers and students not taking part in the activities of the institution are participatory and democratic. The academic practice of training should be placed on top of all the creation of spaces for discussion, reflection, participation democratic, where it promotes the development of autonomy in the learning process of various educational actors, linked to the training. It attempts to understand democracy as a human project that contributes to the integral.
flexibility
· Principle: This principle is part of the design of the training activity as a response to the needs and interests of the participants, concerning the improvement of educational practices within their sociocultural context. The pace, content, learning resources, criteria for development of protocols, assessments, advisory processes, the use of time, should conform with this principle within rational limits, which are configured in the general content of the proposal. This involves finding a balance between individual and overall group, with the aim of allowing the development of the educational process.
· Principle of Creativity: The development of the course promotes the development of imagination, intelligence, creativity, advancement of knowledge and problem solving, presenting new horizons that enable the University to respond to current demands improvement quality of education.
4. JOINT COURSE WITH THE PURPOSES, PRINCIPLES CAMPOS, TRAINING CENTRE UNDER THE CURRICULUM DESIGN (curriculum relevance).
The Life and likely course for the degree program for Basic Education in Natural Sciences and Environmental Education is focused on the conception of analysis and decision making of man as natural, social and historical linchpin of the other disciplines comprising the field of educational foundations of future graduates, because their purpose of training is to educate the population, it is important for basic knowledge of what statistics and its application in relation to its surroundings by using these tools properly.
5. COURSE INTRODUCTION AND SUSTAINABILITY UNDER THE CURRICULUM DESIGN, SPECIFICALLY A PROFILE OF TRAINING AND PERFORMANCE.
The Life and Probability course as it is focused, looking for students to acquire, taking into account their environment, minimum readings will allow us to understand the basics and the importance and application of statistics man and his environment, to be able to resolve problem situations scientific rigor to be presented in the field of your region and start early to be with the ability to interpret, analyze the environment and its position as a man him.
6. PRESENTATION OF THE COURSE IN TERMS OF THE PROBLEMS CATEGORY / KNOWLEDGE, THE CONTEXT IN ARTICLES THAT IS THE PROGRAM.
6.1 Justification of the course.
This plan tutorial aimed at students of the Bachelor curriculum in basic education they need to know the statistical principles in a simple and uncomplicated mathematics.
Descriptive statistics plays an important role in almost all facets of human progress. Formerly it was only applied to matters of the state where its name.
Now the influence of statistical applied in many fields, the purpose of this plan is to present statistics in the undergraduate and applications.
6.2 Description and analysis of the course.
PROBLEM / KNOWLEDGE
Problems:
no training was set to measure the statistical dimension that it does not go beyond the immediate and there is no mental development in line with the development of the psyche.
Concepts:
History and basic concepts. Determination of variables
Classification and analysis
variables estimate probability distributions of parameters
The first problem, find ddiferenciar, contextualize, understand and apply the fundamental concepts as for the exploratory data analysis in their field.
The second issue focused on the course, has to do based on a sample, choose a real situation for analysis and decision making.
With an analytical view, reflective and critical, but other proposals.
The third core problem is an approach to aanálisis of random variables used in statistics and the different distributions sample and give practical applications.
Finally, the last core problem analyzed situations of reality (problematizes) for making decisions on what should take into account assumptions of the population parameters.
6.3 Presentation of the problems facing knowledge.
CORE PROBLEM 1: STATISTICS AND ITS CONTEXT
PROBLEM.
implementing processes in that statistic?
generic question - KNOWLEDGE
Which is called statistics. What is an object of study. What is a population. What is a sample. What is an attribute. What is a variable. How can we get the data. What kind of data exists. What is the organization of the data. What is the tab. How can tabulate. What is a frequency. How to construct the graphs. From which we get the data.
they differ descriptive statistics inferential.
What are the differences between problem, hypothesis, law and theory.
What are the differences between method, methodology, technique, instrument. What is the role
of statistics in research.
How can we justify a decision-making as a Person. That I support in making this decision.
statistical concepts, population, sample, attribute, variable, variable types, frequency, graphs (types), Positional and dispersion
Differences between descriptive and inference. Differences
problem, hypothesis, law and theory
Research.
INTEGRATION ACTIVITIES
Expected
READINGS OF SUPPORT AND
READING WORKSHOP 1:
A group level (CIPAS) students doing practical work in a community where you live, developing all the questions presented in the core generating Problem No. 1.
TOOLBOX:
Developing RAES
Comparative analysis of themes (similarities and differences):
studied thematic concept maps on Developing
studied thematic overview of conceptual domain
key words (glossary)
Portfolio
supports for individual and group oral plenary
Written evaluation
CANAVES, George. Statistics and Probability and applications. Panamerica Ed.
Biostatistics, principles and procedures. Mc Graw Hill, Bogotá 1985. WALPOLE
and MYERS. Probability and Statistics. Mc Graw Hill. Mexico, 1992.
QUINTERO, Ramiro Garcia. Descriptive statistics for organizations. Watermark Publishing, Bogota DC, Colombia. April 2001.
CORE PROBLEM # 2: elementary theory of probability. Probability distribution.
PROBLEM.
a selected population sample, choose a real situation for analysis and decision making?
generic question - KNOWLEDGE
Which aspects are important in probability?
What are the conditions for independent events and mutually exclusive?
What impact has the normal distribution in decision-making?
basics of probability theory.
joint events and operations.
counting techniques and relationship to the balance of probabilities.
axioms of probability.
Bayes rule.
INTEGRATION ACTIVITIES
Expected
READINGS OF SUPPORT AND READING
WORKSHOP 2:
A group level (CIPAS) students carried out practical work in a community where you live, developing all the questions presented in the core generating Problem No. 2.
TOOLBOX:
Developing RAES
Comparative analysis of themes (similarities and differences):
studied thematic concept maps on Developing
studied thematic overview of conceptual domain
key words (glossary)
Portfolio
supports for individual and group
plenary oral written assessment
CANAVES, George. Statistics and probability and applications. Panamerica Ed.
Biostatistics, principles and procedures. Mc Graw Hill, Bogotá 1985. WALPOLE
and MYERS. Probability and Statistics. Mc Graw Hill. Mexico, 1992.
QUINTERO, Ramiro Garcia. Descriptive statistics for organizations. Watermark Publishing, Bogota DC, Colombia. April 2001.
CORE PROBLEM # 3: VARIABLE AND RANDOM SAMPLING DISTRIBUTIONS
PROBLEM.
What is the random variables used in statistics and different sampling distributions in practical life?
generic question - KNOWLEDGE
In an event where we define a random variable. What elements need to classify and analyze the variable?. What elements are required to attach the variable to a known distributions?.
Random variable.
probability function of a random variable.
Distribution Function of a random variable.
Distributions of discrete variables.
Distributions of continuous variables.
INTEGRATION ACTIVITIES READINGS OF SUPPORT AND RECOMMENDATIONS BIBLIOGRAPHY
WORKSHOP 3:
A group level (CIPAS) students doing practical work in a community where you live, developing all the questions presented in the core generating Problem No. 3.
TOOLBOX:
Developing RAES
Comparative analysis of themes (similarities and differences):
studied thematic concept maps on Developing
studied thematic overview of conceptual domain
key words (glossary)
Portfolio
supports for individual and group oral Written evaluation plenary
CANAVES, George. Statistics and probability and applications. Panamerica Ed.
Biostatistics, principles and procedures. Mc Graw Hill, Bogotá 1985. WALPOLE
and MYERS. Probability and Statistics. Mc Graw Hill. Mexico, 1992.
QUINTERO, Ramiro Garcia. Descriptive statistics for organizations. Watermark Publishing, Bogota DC, Colombia. April 2001.
CORE PROBLEM # 4: ELEMENTARY SAMPLING THEORY AND BASIC ELEMENTS OF THE ESTIMATION PROBLEM
How to apply the hypothesis test research process?
generic question - KNOWLEDGE
How is the size of a sample by MAS
What is the significance of the estimators in the statistics?
What are the properties of a good estimator?
What is the fundamental importance of statistical hypothesis?
encuenta What issues should I take to test a statistical hypothesis into a research? Types of Sampling
.
Calculation of sample size.
elements and applications. Types
estimate. Intervals
confidence for the mean, proportion, mean difference, difference of proportions.
hypothesis testing for mean, proportion, mean difference for paired and unpaired variables.
INTEGRATION ACTIVITIES AND READING READING WORKSHOP
4.
A group level (CIPAS) students carried out practical work in a community where you live, developing all the questions presented in the core generating Problem No. 4.
TOOLBOX:
Developing RAES
Benchmarking themed (similarities and differences): Concept Maps on thematic
studied
Developing
studied thematic overview of the conceptual domain of keywords (glossary)
Portfolio supports for individual and group oral plenary
written assessment
Bernardo Restrepo. Concepts and applications of formative research and criteria for evaluating research in the strict sense. Permanent Seminary dozen university. Tolima University Institute of Distance Education. P. 170-185
CANAVES, George. Statistics and probability and applications. Panamerica Ed.
Biostatistics, principles and procedures. Mc Graw Hill, Bogotá 1985. WALPOLE
and MYERS. Probability and Statistics. Mc Graw Hill. Mexico, 1992.
QUINTERO, Ramiro Garcia. Descriptive statistics for organizations. Watermark Publishing, Bogota DC, Colombia. April 2001.
7. GENERAL ACCREDITATION COURSE STRUCTURE AND COMPOSITION OF THE CALL.
In accordance with the Agreement 024 of 1995, makes the process of accreditation. The course is generally credited from the aspects of training, individual and CIPAS, so the assessment for all sessions will be permanent and will attend to the institutional provisions: 60% Independent and Face Work, Individual and CIPAS, 40% for Individual Call writing. For this accreditation will be considered self-assessment, peer assessment and hetero-evaluation.
Each tutorial session the student should submit their portfolio with individual progress reports of the progress and development group for the group portfolio. The aim is to make a written evaluation to the most important core concepts provided for the purpose of strengthening the conceptual and field relevant to the reports written in the portfolio and facilitate the thematic domain the final call. The process of self-assessment and peer assessment be done during each tutoring.
The course evaluation process shall be in accordance with the Agreement 024, 1995. IDEAD UT. Thus:
Option 1.
A test of knowledge (call 1) that contributes 40% of the final grade.
The average of grades in each of the assessments done by heart problems, with a contribution of 60% to the final note that accredits the course.
Option 2.
A final test of knowledge (call 1) by 100% of the final accreditation of the course.
In teaching the student framing shows on the choice of accreditation and shall be subjected to it. 2
The call will be made 15 days after the 1. according to the terms of 024/95.
8. RECOMMENDED REFERENCE MATERIAL.
CANAVES, George. Statistics and probability and applications. Panamerica Ed.
Biostatistics, principles and procedures. Mc Graw Hill, Bogotá 1985. WALPOLE
and MYERS. Probability and Statistics. Mc Graw Hill. Mexico, 1992.
QUINTERO, Ramiro Garcia. Descriptive statistics for organizations.
Watermark Publishing, Bogota DC, Colombia. April 2001.
Note: basic and recommended readings can be obtained from Tutor, to photocopy.
0 comments:
Post a Comment