Direction des études

COURSE OUTLINE

Statistics for Management

Course Title

410-B0 Accounting and Management Technology

Program or Component of General Education

Mathematics

Discipline

201-150-MV 3-2-3 2 2/3

Course Code Weighting Units

Mehdi Moodi [email protected]

Teacher Office Number E-mail

Continuing Education - MEC Marie-Eve Morin

Department Department Coordinator

2020-2021 Winter 2021

School Year Semester

Continuing Education
General presentation of the course:
This course is designed for students in Business Administration, covering statistics and probability. Stu-
dents will be introduced to techniques involved in the collection, organization, analysis and interpreta-
tion of data. Application in management and economics will be emphasized. An introduction to the
Excel statistical package will be provided and excel will be used to solve some problems.

The prerequisite of this course is the knowledge of high school algebra and the basic concepts of statis-
tics and probability that have been introduced in your high school mathematics course.

Statistics is highly cumulative, in that many of the concepts you will be learning at each step become the
basis for other concepts learned throughout the rest of the course; therefore, failure to master each
concept as presented can cause great difficulty later on.

In order to succeed, we strongly recommend you a few suggestions for studying as follows:
- Attend all classes (missing one class can put you behind)
- Be active during the class
- Start new subject only if you fully understand the previous ones
- Take complete class notes (never use your friend’s notes, you must write and create your
own notes)
- Do all the exercises
- Use different resources (don’t rely only on your notes)
- Read textbooks
- Google is your friend you will find lots of useful material on the web
- Discuss the subjects with your friends, you will learn a lot from each other
- Problem solving is a great way to learn, therefore do practice as much as you can

My teaching style based on your learning style

Teaching and learning are two sides of a coin. Students and instructors must work hard together in order
to lead students to the highest stage of learning. The process of learning mathematics and mathematical
applications involve active participation by students. As an Instructor, I will apply different teaching
styles based on your learning style to make sure that you understand the material completely. Classes
will be held through the Teams platform. Each class will usually begin with a lecture followed by a prac-
tice session. During the practice phase, you will work on exercises from the textbook and online assign-
ments. I will be around monitoring your progress and answering questions. Sometimes I will use tech-
nology to explain some of the material in order to visualize the abstract subjects. You will need to com-
plete all assigned exercises. We will present and discuss the proper solutions to some of these ques-
tions. I strongly encourage you to discuss these assignments with your friends but you must do your final
work individually using your own words. Meetings will be recorded in the cloud and links will be provid-
ed via Teams.

Learning Target:
After you complete this course successfully, you will be able
- To calculate the probability of an event
- Analyze and interpret specific situations in the field of accounting and management
- To determine an appropriate statistical method for the situation
- To compute probabilities using random variables and their distributions
- To collect and organize data
- To process data
- To present results
- To interpret results

2
Recommended Calculator:
Sharp EL-531XT or EL-531XG

Textbook:
Beginning Statistics v. 0.1 by Douglas S. Shafer and Zhiyi Zhang
https://2012books.lardbucket.org/pdfs/beginning-statistics.pdf

Progressive Stages of Learning:

Stage 1: Descriptive Statistic (3 classes)

Stage Objective:
- Understand basic definitions and concepts
- Create and interpret frequency tables
- Display data graphically and interpret graphs
- Recognize, describe, and calculate measures of central tendency and dispersion
Content:
- Chapter 1: Introduction
- Chapter 2: Descriptive Statistics

Pedagogical Strategies:
- Interactive lectures
- Problem-based learning
- Using a scientific calculator

Formative Evaluation: Examples and exercises to be solved from the textbook and online
Summative Evaluation: Assignments, Tests and Final Exam

Stage 2: Probability (7 classes)

Stage Objective:
- Counting Techniques
- To understand discrete probabilities and random variables
- To understand and apply Binomial probability distributions
- To grasp conditional probability
- To comprehend continuous Random Variables
- To work with Normal Distribution
Content:
- Chapter 3: Basic Concepts of Probability
- Chapter 4: Discrete Random Variables
- Chapter 5: Continuous Random Variables
- Chapter 6: Sampling Distributions

Pedagogical Strategies:
- Interactive lectures
- Summarizing & Note Taking

Formative Evaluation: Examples and exercises to be solved from the textbook and online
Summative Evaluation: Assignments, Tests and Final Exam

3
Stage 3: Inferential Statistics (6 classes)
Stage Objective:
- Calculate and interpret confidence intervals for estimating a population mean, a population
proportion and the difference for two populations
- Calculate the sample size required to estimate a population mean and a population propor-
tion given a desired confidence level and margin of error
- Conduct appropriate test of hypothesis for a single population or two populations
Content:
- Chapter 7: Estimation
- Chapter 8: Testing Hypotheses
- Chapter 9: Two-Sample Problems

Pedagogical Strategies:
- Interactive lectures
- Problem-based learning

Formative Evaluation: Examples and exercises to be solved from the textbook and online
Summative Evaluation: Assignments, Tests and Final Exam

SYNTHESIS SCHEDULE

Evaluation Criteria
Week of Nature and Date of the Marks
Other Information (e.g. : readings
Teaching Evaluation Awarded
and preparation)
Class #11 Online Midterm Test 20% Chap. 1 ,2,3,4,5 and 6
Class #16 Online Final Exam 50% Cumulative
Throughout the Online Assignments 30% The online assignments have specific
Semester deadlines as indicated in WeBWorK

Notes:
• The teacher has the discretion of holding oral interviews to validate student performance on
online assessments.
• The test and final exam problems will resemble the exercises in the textbook and WeBWork.

4
Specific course requirement:

4.7.1 Class attendance (see full text below)

It is the duty and responsibility of students to attend classes as the classroom is the starting point of the learning
process. Students also have a responsibility to behave in a way that promotes academic success. They respect
the schedule as well as the time allowed for breaks. [...]Teachers are encouraged to take student attendance in
their classes. In case of absence, students are responsible for catching up on the learning they missed in accord-
ance with the specific terms indicated in the course outline, as well as retrieving the documents or material that
were distributed during their absence.

For students in the Continuing Education sector, taking into account the requirements for certain funding pro-
grams, the pedagogical support team reserves the right to convene students who are frequently absent in order
to analyze the situation and the need to apply sanctions in accordance with rules that have been set out at the
beginning of training.

4.4.2 Submission of assignments (see full text below)

In the case of an assignment, the teacher determines the terms of submission, namely the location and format
(electronic version, hard copy or original document). Any assignment that does not meet these terms may be re-
fused.

The teacher also determines the date and time of submission for the assignment. Students who submit their work
late will be, except in cases deemed exceptional by the teacher, penalised up to 10% of the grade for each work-
ing day the assignment is late. [...]

4.6 Evaluation of the English language1 (see full text below)

The teacher shall indicate students’ English language mistakes in assignments and exams allowing the students
to understand their degree of mastery of the language. He or she shall propose ways to improve their writing
skills during the semester.

In written work (exams, assignments, projects), the correction of the English language is mandatory and leads to
a penalty of up to 10% of the grade. To establish that penalty, the department or the Continuing Education sec-
tor may elect to measure the number of mistakes, or correct more globally using descriptive rubrics, depending
of the type of work assigned. […]

4.9 Plagiarism or Fraud 2 (see full text below)

- […]
4.9.1 Definitions
For the purposes of this policy, any act of plagiarism or fraud committed by a student, as well as any involvement
in these acts or attempt to commit, during a summative evaluation constitute an offense. These actions relate to
the use of different types of content or products (texts, images, illustrations, photos ...), regardless of the type of
media (print, online or digital).

Plagiarism is defined as the act of presenting as one’s own the content or production of others without identifying
the source. A student plagiarises when, for example:
• Mirroring an excerpt from a text without using the citation standards.
• Appropriating the idea or the text of an author by paraphrasing incorrectly or failing to use the citation stand-
ards.
• Using a concept, an image or music without indicating the source.

Fraud is defined as the act of deceiving in order to gain a personal advantage. A student commits fraud when, for
example:
• Using special equipment other than what is authorized, including material produced by him or herself in an
evaluation for another course.
• Copying the answer to a test or the assignment of another person.
• Helping someone else to copy.
• Participating in the theft, falsification of documents or materials related to evaluation or of the justification of
absence during an evaluation (e.g., a doctor’s note).
• Using forbidden help in an assignment.
[…]

4.9.3 Penalty following an offense

-
- The penalty depends on the number of offenses by the student, regardless of the course:
- 1st offense: a grade of zero for the summative evaluation in question and a letter sent to the student inform-
ing him or her of penalties associated with any subsequent offense.

1
In the French sector, the same disposition applies on the evaluation of the French language as the language of teaching.
2
This article is based on the Regulation on Offenses of Academic Nature of UQAM and the IPESA from Ahuntsic and Montmorency colleges.
5
- 2nd offense: a grade of zero for the course in question, no matter what course, semester or program, and a
letter sent to the student informing him or her of penalties associated with any subsequent offense.
- 3rd offense: a grade of zero for the course and suspension or dismissal by the decision of the Academic Dean
or the Continuing Education sector. The student will receive, with the decision of the Academic Dean or the
Continuing Education sector, a letter informing him or her of the penalty associated with any subsequent of-
fense.
- 4th offense: a decision of dismissal is taken by the Academic Dean or the Continuing Education sector. Where
appropriate, the student will therefore not be allowed to continue his or her studies in the program without a
new application. In the regular sector, this new application will be reviewed by a committee composed of the
coordinator of the department, a professor from a relevant discipline, an academic advisor, and a Dean. In
the Continuing Education sector, it will be analyzed by a committee composed of the pedagogical counsellor
responsible for the student's study program, an academic advisor and the coordinator of the appropriate sec-
tor.
-
- Any student who feels unfairly accused of plagiarism or fraud is entitled to use the mechanisms provided in
Article 6. […]

6
 I.P.E.S.A.
INSTITUTIONAL POLICY ON THE EVALUATION OF STUDENT ACHIEVEMENT

We present certain articles of the Institutional Policy on the Evaluation of Student Achievement (IPESA) from Cégep
Marie-Victorin that have a direct impact on the organization and teaching of this course. We invite you to view the
full text on the college Website.

-
3. DIVISION OF RESPONSIBILITIES
The division of responsibilities lies with various stakeholders and is distributed as follows:

3.1 THE STUDENT

• To attend class, to fully engage in class activities and adopt a behaviour that promotes the learning process.
• To learn about the policies and regulations that concern him or her first and foremost, particularly the Regu-
lations on living conditions at Cégep Marie-Victorin (Regulation No. 9) and the Institutional Policy on the
Evaluation of Student Achievement (Policy No. 12).
• To read the course outline carefully and to refer to it throughout the learning process.
• To invest the required amount of personal study and preparation time required for homework, assignments
and learning activities.
• To use resources offered by the CEGEP in the case of learning difficulties.
• To be present at all evaluations (diagnostic, formative and summative) according to requirement and deter-
mined deadlines.
• To recognize the importance of intellectual integrity and apply methodological standards that respect copy-
rights.

4.2 THE MEASUREMENT OF STUDENT ACHIEVEMENT

4.2.1 Identification of the evaluation components
In each course, the teacher shall identify what will be evaluated in the summative evaluation, namely, the
objects of learning to be evaluated. For each object, he or she shall specify a relative percentage value. In
evaluating each object, the teacher shall specify the evaluation criteria and establish the marking scheme
(value assigned to each of the criterion). Students must be informed well in advance of the terms and evalua-
tion criteria to properly prepare. The evaluation criteria of final examinations are presented in the course out-
line. In the regular sector, the criteria for the other evaluations during the semester are presented with as-
signment instructions while in the Continuing Education sector, they are indicated in the course outline.

4.2.2 Communication of learning progress

In support of student achievement, students shall receive from each teacher at mid-semester or its equiva-
lent, an evaluation result allowing them to assess their degree of learning achievement and their chances of
success. This evaluation result may be in the form of a grade or be based on other appreciation criteria. How-
ever, even before the last quarter of the course starts, students must have received grades representing at
least 30% of the final grade.
-
4.2.3 Grade allotment
Students’ grade shall express their degree of mastery of the competency associated with the course. Accord-
ingly, no grade may be accorded for class attendance alone or the effort made by individual students.
Some courses require a reflexive approach by students as part of teamwork ensuring that self-assessment or
peer assessment is given consideration in the assessment of competence. The fact remains that it is the
teacher who is solely responsible for the allotment of the grade.

4.2.5 Individual basis for evaluation

- Summative evaluations shall always be based on individual performance as it is the individual student’s mas-
tery of the competency that must be demonstrated, not that of a group of students. This means that, when
students are given an assignment to complete as a team, the teacher must provide means to attest the indi-
vidual student’s mastery of the competency. If the ability to work as a member of a team figures as one of
these competencies, this dimension shall be accorded a separate grade in order to certify the ability of each
student to work as a team member.
-
4.2.5 Weighting of the final evaluation
Every course ends with a summative evaluation activity that counts for 30% to 50% of the final grade de-
pending on the nature of the evaluation. In case the evaluation is composed of a single component, it must
have a minimum weighting of 30% of the final grade. In case the evaluation is spread over more than one as-
sessment in the final stage of the course (several components), the final evaluation must total minimally 40%

7
 of the final grade. The final evaluation comprised of more than one component should attest the achievement
of the course learning target. The adoption of a final evaluation performed within a single assessment that ac-
counts for over 50% of the grade shall be submitted to the departmental committee or pedagogical counsellor
in the Continuing Education sector and approved by the Academic Council.

4.3 SUCCESS OR FAILURE OF A COURSE

4.3.1 Success threshold
- At the end of the course, students’ grade shall express their degree of mastery of the targeted competency
or competencies. As specified in the Règlement sur le régime des études collégiales (RREC), the minimum
pass grade for a course is 60%. Students who succeed in a course shall obtain the unit or units attached to
that course.
-
- The department committee or the pedagogical counsellor in the Continuing Education sector may define the
success terms and passing conditions for a course in which the student, despite inadequate past grades,
demonstrates adequate mastery of the learning target of the course during a final summative evaluation.
These success terms and passing conditions shall be approved by the Academic Council.
-
4.3.2 Particulars of the dual threshold
- Exceptionally, certain knowledge, abilities and attitudes or elements of competency are so important that, on
their own, can result in a failing grade if they are not mastered to a certain level. When applicable, a failure
shall be expressed by a grade of 50%. The department or the pedagogical counsellor of the Continuing Edu-
cation sector shall be responsible for determining these dual thresholds. However, the Academic Council shall
approve this departmental provision. Students shall be informed in advance, via the course outline, of the
exceptional weight accorded these knowledge, abilities, attitudes or competencies.

4.3.3 Particulars of failure in clinical teaching and internships

- In any problematic situation regarding professional ethics, refer to the Internship Policy (Policy No. 32), more
specifically Article 5, which details measures related to professional conduct required in all internships.
-
- Following a failure in clinical teaching or internships, if this failure is due to a serious breach of professional
ethics, students will not be authorised to continue their studies in the program.
-
- Following a dismissal from the practical training community for serious reasons, students shall be prohibited
from continuing studies in the program without first submitting a new application for admission. This new
application for admission shall be studied by a committee composed of the Internship Coordinator, the De-
partment Coordinator or the Pedagogical Counsellor associated with the program in the Continuing Education
sector, the teacher-supervisor of the internship, the Academic Advisor and the Dean or a representative from
the Direction of Continuing Education.

4.4 ATTENDANCE AT FINAL EVALUATIONS AND SUBMISSION OF CLASS ASSIGNMENTS

4.4.1 Attendance at final summative evaluations
- Attendance at final summative evaluations is mandatory. Students who are absent without serious justifica-
tion shall receive a grade of zero. It is the students’ responsibility to notify their teacher as soon as possible,
to justify their absence and to present the teacher with a supporting document, if applicable. Only very seri-
ous reasons (such as death in the family, an accident or illness) shall be accepted as valid by the teacher. In
such cases, the teacher shall propose a make-up evaluation based on the kind of evaluation activity.
-
- Students are required to present themselves for an exam at the prescribed time and place. If a student ar-
rives late, depending on the nature of the exam, the student may be refused entry to the examination hall
by the supervisor if another student has already handed in his or her exam paper and left.
-
4.4.2 Submission of class assignments
In the case of an assignment, the teacher determines the terms of submission, namely the location and for-
mat (electronic version or hard copy or original document). Any assignment that does not meet these terms
may be refused.
The teacher also determines the date and time of submission for the assignment. Students who submit their
work late, except in cases deemed exceptional by the teacher, shall be penalised up to 10% of the grade for
each working day the assignment is late. In addition, an assignment that is not submitted on time may be re-
fused if the teacher uses the content of this assignment as part of his or her course, or if the content is re-
quired for team work. Such an educational requirement must be specified in advance to students within the
assignment instructions.
Assignments that are handed in after the teacher has returned corrected assignments to the rest of the class
shall not be accepted. The decision to propose another assignment and grant an extension shall be entirely at
the teacher’s discretion.
In all cases where the type of assignment allows it, the student must keep a draft, an electronic copy or a
hardcopy of their assignments.

8
 4.5 Correction of evaluations and communication of results
Corrections must be made within a reasonable period of time after the date of submission of the assignments
and exams so that students can use the correction to enhance their learning and improve their results.
The feedback given through the correction shall be done in such a way that students can understand the re-
sults obtained. All annotations, comments and observations by the teacher shall be designed to help the stu-
dents recognise their mistakes and understand what they must do in order to progress in their studies.
Students shall have access to the information relating to their diagnostic, formative and summative evalua-
tions. Assignments corrected during the semester shall be returned to the students. Copies of exams given
during the semester may be kept by the teacher, provided that students have access to their results, as well
as comments and annotations made on their copy. Furthermore, the teacher shall be required to keep copies
of final summative evaluations for one additional semester in order to allow students who so desire, to consult
their copies so they can understand their mistake and improve their academic performance.
In the case of bulky work (models, cartons, drawings, portfolio, computer work involving a storage problem),
students are informed in advance that they have a responsibility to get their work early in the following se-
mester. However, the teacher shall retain those of students who fail (or of students who have applied for a
grade revision) at least until the end of the grade revision period. Once this period is over, the students are
responsible for recovering their work within a reasonable time.
For each course, the teacher shall keep a copy of the instruments used for the summative evaluation of his or
her students as well as the rubrics for an additional semester. Teachers in the Continuing Education sector
must submit, at the same time they submit their final grades, a copy of the final evaluation and the associat-
ed evaluation criteria.
-
4.6 EVALUATION OF THE ENGLISH LANGUAGE3
4.6.1 In order to give students every opportunity to improve their English language skills, in particular, their
writing skills, and also to prepare them to pass the Ministerial Examination of College English, teachers of all
academic disciplines shall assign frequent written assignments during learning activities.

4.6.2 The teacher shall indicate students’ English language mistakes in assignments and exams allowing the
students to understand their degree of mastery of the language. He or she shall propose ways to improve
their writing skills during the semester.

In written work (exams, assignments, projects), the correction of the English language is mandatory and
leads to a penalty of up to 10% of the grade. To establish that penalty, the department or the Continuing Ed-
ucation sector may elect to measure the number of mistakes, or correct more globally using descriptive ru-
brics, depending of the type of work assigned.

4.6.3 Furthermore, in courses where language accuracy is required by the competency or competencies and is
part of the learning content, the IPESA allows a positive grading scheme for the English language instead of a
penalty. That means that the evaluation of the English language may be integrated into the evaluation criteria
of the work. Moreover, the maximum number of points associated with language mastery, be it through a
positive evaluation or through a penalty, may exceed 10% of a grade but must be submitted for approval to
the Academic Council.

4.6.4 The terms of the evaluation of the English language shall be determined by the department or by the
Continuing Education sector and shall appear in the course outline.

4.6.5 The teacher shall be vigilant concerning the quality of language in the documents distributed to stu-
dents.

4.7 CLASS ATTENDANCE AND ATTENDANCE AT LEARNING ACTIVITIES

4.7.1 Class attendance
It is the duty and responsibility of students to attend classes as the classroom is the starting point of the
learning process. Students also have a responsibility to behave in a way that promotes academic success.
They respect the schedule as well as the time allowed for breaks. Students who do not meet these require-
ments may suffer the penalties provided in the Regulation on living conditions at CEGEP Marie-Victorin (Regu-
lation No. 9). Teachers are encouraged to take student attendance in their classes. In case of absence, stu-
dents are responsible for catching up on the learning they missed in accordance with the specific terms indi-
cated in the course outline, as well as retrieving the documents or material that were distributed during their
absence.
For students in the Continuing Education sector, taking into account the requirements for certain funding pro-
grams, the pedagogical support team reserves the right to convene students who are frequently absent in or-
der to analyze the situation and the need to apply sanctions in accordance with rules that have been set out
at the beginning of training.

3
In the French sector, the same disposition applies on the evaluation of the French language as the language of teaching.
9
 4.7.2 Internship or clinical training attendance
Internship or clinical training requires individualized support, the organization of the training environment and
services to individuals or clients, which means that the absence of a student causes a significant impact on
the organizational level. According to the Internship Policy (Policy No. 32), students must be present and
punctual and should respect the agreements related to the implementation modalities of the internship.

4.7.3 Attendance in the context of the co-development of a competency

In courses where the absence of a student jeopardizes the development of the competence of another stu-
dent, attendance may constitute a condition for success. Situations that lend themselves to the activation
of this article are:
- The competency of the course aims to develop the ability to work in a team and this is prescribed in the min-
isterial specifications.
- The competency of the course is to interpret works produced in groups.
The course provides services for students, such as tutoring, and repeated absences may affect the monitor-
ing of the students assigned.
The department or pedagogical counsellor of the Continuing Education sector shall be responsible for approv-
ing this practice for each course, and for obtaining the approbation for its application by the Academic Council
and for ensuring that these parameters are clearly explained within each course outline so that students are
well informed.

4.7.4 The observation of the learning progress

In courses where the summative evaluation of the student’s mastery of the competency is based on the
teacher’s regular observation of the student, attendance may constitute a condition for success. It should
be noted that this assessment should stem from the guidelines present in the ministerial specifications. Situa-
tions that lend themselves to the activation of this article are:
- The course includes hours of lab work in which the student must safely operate different types of equipment,
repeated observations is required to ensure the safety of the student on all devices.
- The course includes hours of lab work in which the student must demonstrate the progressive development
of abilities leading to a final production.
- The ministerial specifications explicitly require the regular practice of an activity during the contact hours.
- The teacher is not in a position to evaluate, ensuring the security of the students, their practice of a physical
activity. Students must have demonstrated, for certain physical activities and on a regular basis during the
contact hours, their capacity to practise the activity in a safe way. Students who are absent on a regular ba-
sis shall be refused access to the summative evaluations of this physical activity to ensure their safe-
ty. They shall receive a grade of 0% for this exam.
The department or pedagogical counsellor of the Continuing Education sector shall be responsible for approv-
ing this practice for each course, and for obtaining the approbation for its application by the Academic Council
and for ensuring that these parameters are clearly explained within each course outline so that students are
well informed.

4.8 GRADE REVISION

- Students who feel they have been unfairly treated in receiving a grade as a result of a summative evaluation
may request a grade revision. A request for a grade revision implies that the grade may be increased, main-
tained or decreased.
-
4.8.1 Revision during the semester
- Students shall address their request for revision directly to their teacher, explaining their reasons, not later
than five working days after receiving the grade. Students who feel they have been unfairly treated may ex-
ercise their right of appeal under the mechanisms provided for in article 6.
-
4.8.2 Revision of a final summative evaluation
- Students fill out the revision form from the Academic Systems Department no later than two weeks before
the beginning of classes in each semester. Students must explain the grounds for the request of a grade re-
vision in the form. A request for a grade revision that does not refer to the final evaluation or that is not
about the teacher’s correction, the content of the evaluation, the evaluation criteria or the weighting of the
criteria shall be rejected by the Coordinator of the department or the pedagogical counsellor of the Continu-
ing Education sector. In the event that the request is admissible, the Coordinator of the department or the
pedagogical counsellor of the Continuing Education sector shall form a Grade Revision Committee composed
of three people, including the teacher involved. Students shall receive a response to their request before the
beginning of the first week of class of the next semester.
-
- The grade revision process does not apply where a simple technical error (faulty mark calculation, transcrip-
tion error, etc.) has been made. Requests of this kind shall be made directly to the teacher.

10
 4.9 PLAGIARISM OR FRAUD4
The entire College community recognizes the importance of intellectual integrity and takes the necessary steps
to prevent any form of plagiarism or fraud.
-
4.9.1 Definitions
For the purposes of this policy, any act of plagiarism or fraud committed by a student, as well as any in-
volvement in these acts or attempt to commit them, during a summative evaluation, constitute an offense.
These actions relate to the use of different types of content or products (texts, images, illustrations, photos
...), regardless of the type of media (print, online or digital).

Plagiarism is defined as the act of presenting as one’s own the content or production of others without identi-
fying the source. A student plagiarises when, for example:
• Mirroring an excerpt from a text without using the citation standards.
• Appropriating the idea or the text of an author by paraphrasing incorrectly or failing to use the citation
standards.
• Using a concept, an image or music without indicating the source.

Fraud is defined as the act of deceiving in order to gain a personal advantage. A student commits fraud when,
for example:
• Using special equipment other than what is authorized, including material produced by him or herself in an
evaluation for another course.
• Copying the answer to a test or the assignment of another person.
• Helping someone else to copy.
• Participating in the theft, falsification of documents or materials related to evaluation or of the justification
of absence during an evaluation (e.g., a doctor’s note).
• Using forbidden help in an assignment.

4.9.2 Procedures
A teacher who detects plagiarism or fraud in a summative evaluation must:
Notify the student of the detection of fraud or plagiarism.
Notify the Academic Systems and Academic Advising of the case of fraud or plagiarism, in accordance with
the institutional mechanism prescribed.
Keep a copy of the plagiarized work. If it is a situation where the teacher witnesses the attempted plagia-
rism or where the teacher found material for fraud or plagiarism, the teacher must prepare and keep a
report of the incident.

The Academic Systems and Academic Advising Service must:

Upon reception of a notice of plagiarism or fraud, formally inform the student concerned by sending a copy
to the teacher and the coordinator of the department of the student's program and - in cases where it
differs - the coordinator of the department that offered the course in which the offense took place. In the
Continuing Education sector, the copy is sent to the pedagogical counsellor responsible for this program.
Archive the notices of plagiarism and fraud.
Follow-up on penalties.

4.9.3 Penalty following an offense

The penalty depends on the number of offenses by the student, regardless of the course:

1st offense: a grade of zero for the summative evaluation in question and a letter sent to the student inform-
ing him or her of penalties associated with any subsequent offense.
2nd offense: a grade of zero for the course in question, no matter what course, semester or program, and a
letter sent to the student informing him or her of penalties associated with any subsequent offense.
3rd offense: a grade of zero for the course and suspension or dismissal by the decision of the Academic Dean
or the Continuing Education sector. The student will receive, with the decision of the Academic Dean or the Con-
tinuing Education sector, a letter informing him or her of the penalty associated with any subsequent offense.
4th offense: a decision of dismissal is taken by the Academic Dean or the Continuing Education sector. Where
appropriate, the student will therefore not be allowed to continue his or her studies in the program without a
new application. In the regular sector, this new application will be reviewed by a committee composed of the co-
ordinator of the department, a professor from a relevant discipline, an academic advisor, and a Dean. In the
Continuing Education sector, it will be analyzed by a committee composed of the pedagogical counsellor respon-
sible for the student's study program, an academic advisor and the coordinator of the appropriate sector.

Any student who feels unfairly accused of plagiarism or fraud is entitled to use the mechanisms provided in Arti-
cle 6.

The Academic Dean or the Director of Continuing Education informs the department or the pedagogical counsel-
lor of the Continuing Education sector of the follow-up given to the report of the cases of plagiarism.

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This article is based on the Regulation on Offenses of Academic Nature of UQAM and the IPESA from Ahuntsic and Montmorency colleges.
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 LANGUAGE SKILLS ASSESSMENT
CONTINUING EDUCATION (DCS AND ACS)
Linguistic correction key:

A or ACC Error in agreement

C or CONJ Error in verb conjugation, tense agreement
S or SPEL Spelling mistake
P or PUNCT Error in punctuation or absence of punctuation
SS or STR Wrong sentence structure
V or VOC Improper use of a word, wrong vocabulary

Average
Number of Number of Number of Number of Number of index of
mistakes mistakes mistakes mistakes mistakes mistakes Penalty
in 500 in 250 in 200 in 150 in 100 frequency on 10
words words * words words words (1 mistake for
… words)
0 to 3 0 or 1 0 or 1 0 0 … 0
4 to 5 2 2 1 or 2 1 1/125 -1
6 to 11 3 to 5 3 or 4 3 2 1/65 -2
12 to 17 6 to 8 5 to 7 4 or 5 3 1/35 -3
18 to 23 9 to 11 8 to 9 6 4 1/25 -4
24 to 29 12 to 14 10 or 11 7 or 8 5 1/19 -5
30 to 35 15 to 17 12 or 13 9 or 10 6 1/16 -6
36 to 42 18 to 20 14 to 16 11 or 12 7 or 8 1/13 -7
43 to 47 21 to 23 17 to 19 13 or 14 9 1/11 -8
48 to 52 24 to 26 20 or 21 15 10 1/10 -9
53 and more 27 and more 22 and more 16 and more 11 and more 1/9 -10

* 250 words approximately represent a handwritten page.

To know the total number of words in Word: in the Tools tab select Statistics.

In Word 2007, the total number of words is permanently in the status bar below the text.

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