...you, this guide provides detailed descriptions of all components of the CMA Strategic Leadership Program, at the end of which all conditions for obtaining the CPA designation should be fulfilled. This guide is an essential tool that you should read carefully since it outlines all of the rules governing the Program. These rules are intended to ensure, on the one hand, that all candidates master the skills necessary to practice the profession and, on the other hand, that everyone is treated equally. It is in this spirit that the moderators, correctors and staff of the Order make sure that they are respected. Note: Wherever there is a difference in interpretation, the French version of this Guide will prevail over the English version. o Happy reading! 2 2013-2014 Candidate’s Guide Table of contents Note to Readers Chapter 1 CMA Strategic Leadership Program (SLP) 1.1 1.2 SLP objectives and basics The SLP in steps 1.2.1 Phase 1 - Development 1.2.1.1 Learning activities 1.2.2 Case Examination 1.2.3 Phase 2 - Application 1.2.4 Report to the Board 1.2.5 Practical experience Evaluation methods for learning activities and national examinations 1.3.1 Evaluation of learning activities 1.3.2 Evaluation of the national examinations SLP management rules 1.4.1 Educational material and SLP Site 1.4.2 Attendance at interactive sessions 1.4.2.1 Lateness or absences of less than three hours 1.4.2.2 Absences of three hours or more 1.4.3 Group and team formation 1.4.4 Changing groups...
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...events. In the other words, it is the activity which not only about theory but facing the real world works. Students will be trained to apply the theory during this period. In Universiti Utara Malaysia (UUM), practicum is obligated for students in some courses as a fulfillment in the course structure. Practicum program is also designed to provide and expose student to real world problem situations before the end of graduation. From this program, students are given the opportunity to practice and apply their understanding and theoretical knowledge that have been learned in classroom with the help and guidance from the university and the attached organization. It is a platform of training and preparing the student before entering the job market. Practicum program is compulsory for all students pursuing Bachelor of Business Mathematics with Honors in UUM. This program can also be seen as a method to integrate the theoretical knowledge with the hands-on training. In this way, students would have an opportunity to apply their understanding of theories into the real working environment within industries. Practicum program provides opportunities for students to improve two vital skills which are soft kills and hard skills. It aims to help student to apply these two skills in interpersonal relationship with employees from various ages and skill levels. At the end of this program, students are expected to have a strong individual personality with a variety of technical and soft skills and able...
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...Research Report DCSF-RR051 Independent Learning Literature Review Bill Meyer, Naomi Haywood, Darshan Sachdev and Sally Faraday Learning and Skills Network Research Report No DCSF-RR051 Independent Learning Literature Review Bill Meyer, Naomi Haywood, Darshan Sachdev and Sally Faraday Learning and Skills Network The views expressed in this report are the authors’ and do not necessarily reflect those of the Department for Children, Schools and Families. © Learning and Skills Network 2008 ISBN 978 1 84775 239 0 Contents 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Executive summary...............................................................................2 Introduction .........................................................................................10 Policy context ......................................................................................12 Methodology........................................................................................14 Defining independent learning.............................................................15 Key elements of independent learning ................................................21 Models of independent learning ..........................................................25 Skills required for independent learning ..............................................28 How teachers can promote independent learning ...............................32 How schools can promote independent learning...................
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...GENERAL SERVICES ADMINISTRATION REGION xx Order Identification Number: XX ###XXX#T5 Client Agency Name STATEMENT OF WORK (SOW) CONNECTIONS II CONTRACT DATE: (dd mm yyyy) 1.0 General. Title of Task 2.0 Points of Contact. Client Representative (CR) name address 1 address 2 city, state, zip phone & fax email Alternate Client Representative (ACR) name address 1 address 2 city, state, zip phone & fax email Client's Security Officer (Complete this section if clearances are involved, listing the clearance level needed, otherwise enter N/A.) name address 1 address 2 city, state, zip phone & fax email GSA Customer Service Representative (CSR / COTR) Contact Name Agency Name Address Contact #’s email GSA Contracting Officer Contact Name Agency Name Address Contact #’s email GSA Invoice Address Address GSA Client Acceptance Invoice Address Address 3.0 Introduction, Overview, or Background. This section provides background and descriptions of the Agency's organizational structure, where the services are to be provided, the importance of the software development effort, any previous efforts germane to this effort, and the hardware and software resources in use. This section could also include agency or organization specific information about government furnished items, working hours, federal holidays, and a glossary to define terms used within the body of the work statement. Provide a short description of the requirements without including the...
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...Introduction . . . . . . . . . . . . . . . . . 1.2 The Entity-Relationship Model . . . . . . 1.2.1 Entities, Attributes, Relationships 1.2.2 Classification of Relationships . . . 1.2.3 Keys . . . . . . . . . . . . . . . . . 1.2.4 Entity-Relationship Diagrams . . . 1.2.5 Entity-Relationship Design . . . . 1.2.6 Exercises . . . . . . . . . . . . . . 1.3 The Relational Model . . . . . . . . . . . 1.3.1 Relational Structure . . . . . . . . 1.3.2 Relational Algebra . . . . . . . . . 1.3.3 Functional Dependencies . . . . . . 1.3.4 Normal forms . . . . . . . . . . . . 1.3.5 Indexing and Hashing . . . . . . . 1.3.6 Exercises . . . . . . . . . . . . . . 1.4 SQL . . . . . . . . . . . . . . . . . . . . . 1.4.1 Data Definition . . . . . . . . . . . 1.4.2 Simple Queries . . . . . . . . . . . 1.4.3 Database Modification . . . . . . . 1.4.4 Views and Joins . . . . . . . . . . 1.4.5 Embedded SQL . . . . . . . . . . . 1.4.6 Exercises . . . . . . . . . . . . . . 2 Information Systems On-Line 2.1 On-Line Databases . . . . . . . . . . . 2.1.1 Security Control . . . . . . . . 2.1.2 Transaction Management . . . 2.1.3 Static Archives . . . . . . . . . 2.1.4 Search Engines . . . . . . . . . 2.1.5 Exercises . . . . . . . . . . . . 2.2 In Practice . . . . . . . . . . . . . . . 2.2.1 Web Servers . . . . . . . . . . . 2.2.2 Database Management Systems 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ....
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...[pic] University of Sunderland The faculty of Business and Law _______________________________ Module Title: Marketing Management Module code: PGBM15 The market analysis of ZARA ______________________________________________ Student Name: Xia Tang Student Number:139151583 Tutor: Steve Storey Module Leader: Sudipta Das Word Count:4005 Date of submission: 16th June 2014 Contents Introduction of ZARA 1 1 Dynamics and trends within the marketing environment of ZARA. 1 1.1 Introduction of marketing environment 2 1.2 Macroenvironment-----PESTLE analysis of ZARA 2 1.3 Microenvironment analysis of ZARA 4 1.4 Poter’s three generic strategies on ZARA 4 1.5 SWOT analysis of ZARA 5 2 The importance of market research,marketing mix and service innovation for Zara 6 2.1 The importance of market research for ZARA 6 2.2 The importance of Marketing mix for ZARA 9 2.3 The importance of ZARA’S Service innovation 11 3 Marketing techniques for manager-decision 12 3.1 Segmentation ,targeting & positioning 12 3.2Marketing objectives and goals 14 3.3Marketing strategies and programmes 15 4 Conclusion and suggestions 17 References: 19 appendix…………………………...…………………..20 The market analysis of ZARA Introduction As one fashion brand of the Inditex Group, ZARA were founded in Spain in 1975, by Amancio Ortega and Rosalía Mera. When its first store provide low-priced lookalike products of popular, higher-end clothing fashions...
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...Malaysia Multimedia University, 75450 Bukit Beruang, Melaka, Malaysia Correspondence: Chai Har Lee, Multimedia University, Jalan Ayer Keroh Lama, 75450 Bukit Beruang, Melaka, Malaysia. Tel: 60-123-633-730. E-mail: chaiharlee@gmail.com Received: March 21, 2012 doi:10.5539/ijbm.v7n13p94 Accepted: June 15, 2012 Published: July 1, 2012 URL: http://dx.doi.org/10.5539/ijbm.v7n13p94 Abstract Advertising is a growing business and with advances in the Internet technology, the dynamics and landscape of the business has changed as well. Prior findings on consumers’ attitude towards advertising are mixed. This paper is an attempt to examine young adults’ attitude towards advertising. We conceptualized a framework to examine the influence of six independent variables namely consumer manipulation, product information, hedonic/pleasure, economic condition, social integration, and materialism on consumers’ attitude towards advertising. Participants were selected from the southern region of Malaysia. The data were collected through personal administration, and had 217 valid responses. The analysis reveals that four of the six hypotheses were supported. Consumer manipulation emerged negative, which is consistent with past findings. These findings would enable practitioners to be more consumer-sensitive to ensure that the advertising campaigns are properly conceived to avoid adverse effects on a firm’s performance. The findings would also benefit consumers in gaining additional understanding on...
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...i FACTORS LIMITING EFFECTIVE IMPLEMENTATION OF TRAINING PROGRAMMES IN PARASTATAL ORGANIZATIONS IN TANZANIA: A CASE STUDY OF TANZANIA ELECTRIC SUPPLY COMPANY LIMITED, DAR-ES-SALAAM AND COAST ZONE IGNATIUS SHENGENA MNDEME A DISSERTATION SUBMITED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF BUSINESS ADMINISTRATION (HUMAN RESOURCES MANAGEMENT) OF THE OPEN UNIVERSITY OF TANZANIA 2011 CERTIFICATION I, the undersigned certify that I have read and hereby recommend for acceptance by the Open University of Tanzania a dissertation entitled, “Factors limiting implementation of Training Programmes in Parastatal Organizations in Tanzania: A case study of Tanzania Electric Supply Company Limited, Dar-es-salaam and Coastal Zone”. In partial fulfillment for the requirements for the Degree of Master of Business Administration (Human Resource Management). Supervisor…………………………………… Dr. Chacha Matoka Date………………………………………….. iii COPYRIGHT No part of this dissertation may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior permission of the author or the Open University of Tanzania in that behalf. iv DECLARATION I, Ignatius Shengena Mndeme, declare that this dissertation is my own original work and has not been submitted for a similar degree at any other University. Signature ……………………………. Date ………………………… v ...
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...THE PUBLIC'S PERCEPTION OF MENTALLY ILL OFFENDERS Name Institution Subject Date Attestation I appreciate the nature of plagiarism, and I am mindful of the University’s course of action on this. I, therefore, attest that this dissertation reports unique work by me throughout my University project. Signature (you must delete this, then sign and date this page) Date Acknowledgements I would like to pass my sincerest gratitude to my parents who shaped me to the person I am today. Moreover, I would like to acknowledge my supervisor and other academic staff that provided unconditional guidance and support. I would, furthermore, like to recognize my fellow students and colleagues who helped me in the facilitation of this project in various ways. In addition, I would also like to acknowledge the general public for allowing me to conduct my interviews. Last but not least, I would like to acknowledge my friends for providing their time, cooperation and tolerance before and after the study. Abstract The mentally ill offenders have arguably been viewed on an exclusionary spectrum continuum. The public has adopted punitive attitudes that have significantly hampered with restorative measures. The aim of this study is to examine the perception of the public regarding the mentally ill offenders. The sample investigated comprised of 3 most dominant ethnic groups. Out of 200 respondents there was an average of 30 participants for...
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...GUJARAT UNIVERSITY SYLLABI OF THREE YEARS LL.B. PROGRAMME WITH CREDIT BASED SYSTEM (As prescribed b y the BAR CO UNCIL OF INDI A and as per the Rules of Legal Education, 2008) Effective from the academic year 2011-12 THREE YEARS’ LL.B. POGRAMME First LL. B. Semester – I FIRST LL.B. - S EMES TER 1 (MONSOON ) PE R WE EK S UBJEC TS LEC TURE S OT HER S T OT AL C RED IT S (SE M)29 CORE COURSE 101 L aw of T ort i ncludi ng MV A cci dent And C on sum er Pr ot ecti on Law s 4 1 5 5 CORE COURSE 102 Crim in al Law P aper – I (General P rinci pl es of P en al Law ) 4 1 5 5 4 1 5 5 4 1 5 5 4 1 5 5 1 1 2 2 1 1 2 2 CORE COURSE 103 CORE COURSE 104 CORE COURSE 105 FOUNDATIO N 106 F SOFT S KILL 107 K Crim in al Law P aper – II (S pec ific Off enc es) L aw of C ont ract S peci al C ontr act C on sti tuti on al Hist ory of I ndi a Use of Law J ournal s and L egal S oftw ar e 1 Semester – I Monsoon Semester CORE CO URSE 101 : LAW OF TO RT I NCLUDI NG M V ACCI DENT AND CO NS UM ER P ROTECTION LAWS Objectives of the Course : Wit h rap id industrializat ion, to rt actio n came to u sed again st manu factu rers and industrial un it fo r p roducts injurious to human beings. Present ly the emphas is is o n extend ing th e principles no t only to acts, which are h armfu l, bu t also to failu re to co mply with stand ards that are continuously...
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...English for Academic Purposes 1 (EAP 1) UK Education System Booklet Autumn 2015 Contents | Page | Tips for Using this Booklet | 3 | 1. Organisation | | Education System in the UK | 4 | 2. Funding | | Trends in education and schools spending | 8 | School budgets facing significant cuts | 10 | 3. Quality | | UK second best education in Europe | 11 | GCSEs to become more demanding and rigorous, says Michael Gove | 13 | 4. Comparison of UK education system | | The United Kingdom Education System in Comparative Context | 15 | Tips for Using this Booklet Choose three topics only: although the articles in this booklet cover a range of areas you only need to focus on three in your essay. You may choose to look at another topic not covered in this booklet but check with your tutor if you are unsure if it is suitable. Read selectively: the journal article in section 4 contains a lot of useful information about the UK as well as other countries. However, it is quite long and contains quite a lot of historical background information in the first few pages which will not necessarily be useful for your assignment. Use the sub-headings to focus on the sections that will be most useful to you. Use only relevant details: Be selective when choosing the information you want to include and make sure it remains relevant to the topic of the paragraph. E.g. If the paragraph is on the structure of the education system, do not start discussing any...
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...considered a bargain. ____ 5. Margaret, pressed for time, turned in unusually sloppy work. ____ 6. Typing and filing, routine office chores. ____ 7. With care, edit the report. ____ 8. When Paul came to work here, he brought some outmoded ideas, now he has accepted our modern methods. ____ 9. To plan is better than improvising. ____ 10. Hoping to improve performance, practice is advisable. The following choices apply to items 11–20. In each blank, write the letter of the choice that identifies the underlined word(s) in each sentence. A. B. C. D. E. subject predicate (verb) object modifier conjunction/preposition ● Diagnostic Test of English Skills. Testing your current knowledge of grammar, mechanics, and usage helps you find out where your strengths and weaknesses lie. This test offers 60 items taken from the topics included in this Handbook. Assessment of English Skills. After completing the diagnostic test, use the assessment form to highlight those areas you most need to review. To quickly review the basics, you can visit www.prenhall. com/bovee and select “Handbook of Grammar, Mechanics, and Usage Practice Sessions.” Test yourself and reinforce what you learn....
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...University of Florence Faculty of Economy Master’s Degree in Bank, Insurance and Financial Markets Thesis in Applied Statistics for Banks and Insurances Credit Risk Models: Single Firm Default and Contagion Default Analysis Supervisor: P rof essor Fabrizio Cipollini Student: Marco Gambacciani Academic Year 2009/2010 Contents Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Structural Models 1.1 Terminal Default . . . . . . . . . . . . 1.2 First Passage Models . . . . . . . . . . 1.2.1 The Black and Cox’s Model . . 1.2.2 Longstaff and Schwartz’s Model 1.2.3 Leland and Toft’s Model . . . . 1.2.4 Zhou’s Model . . . . . . . . . . 1.2.5 Random Threshold Model . . . 2 5 5 11 11 15 19 24 30 35 36 39 41 45 48 50 51 56 67 76 77 79 79 82 83 84 94 114 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Modelli reduced form 2.1 Approach With An Homogenous Poisson Process . . 2.2 Approach With a Non-Homogenous Poisson Process 2.3 Approach with a Cox’s Process . . . . . . . . . . . . 2.4 Bond and Spread Valuation . . . . . . . . . . . . . . Models For The Correlation Between Defaults 3.1 Bottom-Up Models . . . . . . . . . . . . . 3.1.1 Structural Apporach . . . . . . . . 3.1.2 Intensity Models Approaches . . . 3.1.3 Approaches with...
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...H8032-Prelims.QXD 7/1/06 11:08 AM Page i CIMA’S Official Learning System CIMA Certificate in Business Accounting, 2006 Syllabus Certificate Level Fundamentals of Ethics, Corporate Governance and Business law David Sagar Larry Mead Philippa Foster Back H8032-Prelims.QXD 7/1/06 11:08 AM Page ii CIMA Publishing is an imprint of Elsevier Linacre House, Jordan Hill, Oxford OX2 8DP, UK 30 Corporate Drive, Suite 400, Burlington, MA 01803, USA First edition 2006 Copyright © 2006 Elsevier Ltd. All rights reserved No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without the prior written permission of the publisher Permissions may be sought directly from Elsevier’s Science & Technology Rights Department in Oxford, UK: phone (ϩ44) (0) 1865 843830; fax (ϩ44) (0) 1865 853333; e-mail: permissions@elsevier.com. Alternatively you can submit your request online by visiting the Elsevier web site at http://elsevier.com/locate/permissions, and selecting Obtaining Permission to use Elsevier material Notice No responsibility is assumed by the publisher for any injury and/or damage to persons or property as a matter of products liability, negligence or otherwise, or from any use or operation of any methods, products, instructions or ideas contained in the material herein. British Library Cataloguing in Publication...
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...Abstract This paper is an introduction to MATLAB for econometrics. It describes the MATLAB Desktop, contains a sample MATLAB session showing elementary MATLAB operations, gives details of data input/output, decision and loop structures, elementary plots, describes the LeSage econometrics toolbox and maximum likelihood using the LeSage toolbox. Various worked examples of the use of MATLAB in econometrics are also given. After reading this document the reader should be able to make better use of the MATLAB on-line help and manuals. Contents 1 Introduction 1.1 1.2 Preliminaries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The MATLAB Desktop . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.2.1 1.2.2 1.2.3 1.2.4 1.2.5 1.2.6 1.2.7 1.2.8 1.2.9 ∗ Comments 4 4 6 6 7 8 8 9 9 9 The Command Window . . . . . . . . . . . . . . . . . . . . . . . . The Command History Window . . . . . . . . . . . . . . . . . . . The Start Button . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Edit Debug window . . . . . . . . . . . . . . . . . . . . . . . . The Figure Windows . . . . . . . . . . . . . . . . . . . . . . . . . . The Workspace Browser . . . . . . . . . . . . . . . . . . . . . . . . The Help Browser . . . . . . . . . . . . . . . . . . . . . . . . . . . The Path Browser . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Miscellaneous Commands . . . . . . . . . . . . . . . . . . . . . . . 11 are welcome. My email address is frainj at tcd...
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