...EGERTON UNIVERSITY FACULTY OF ARTS AND SOCIAL SCIENCES DEPARTMENT OF ECONOMICS COURSE OUTLINE COURSE CODE: ECON 100 COURSE TITLE: INTRODUCTORY ECONOMICS CREDIT FACTOR: 3.0 LECTURE HOURS: INSTRUCTOR: Mr. O. J. Nyanjong’ (Ground Floor, Room.23, Wing B, FASS Complex) E-mail: jnyanjong@egerton.ac.ke Twitter:@ohyouguy COURSE OBJECTIVES May I, on behalf on Economics Department, take this opportunity to most cordially welcome you to ECON 100. ECON 100 is a course that is specifically tailored for students not taking Economics as a subject. The course will run for 15 weeks, with Continuous Assessment Tests (CATs) being sat for on the sixth and tenth weeks of the course duration. The CATs shall comprise 30% of the final marks-20 through Class quizzes and 10 through reading assignments. The method of delivery shall mainly be through the Lecture method. Reading assignments questions shall be given on a fortnightly basis. At the end of the course, the student is expected to: i. Define and appreciate the rationale of opportunity cost as used in economics. ii. Appreciate the rationale of economics in his/her chosen field of study. iii. Understand the importance of price as a tool of resource allocation in a free market system. COURSE OUTLINE Week 1 Lesson 1-3 Topic Introduction Sub-topics Remarks Definition, branches of economics, economic methodology, Central Economic Problem, Production Possibility Frontiers, Elements of Economic Activities Definitions of a market Definition of price The...
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...Final Exam Study Question 1 (IFTC-0112) Controls in the information technology area are classified into the preventive, detective, and corrective categories. Which of the following is a preventive control? Question 2 (IFTC-0082) An organization relied heavily on e-commerce for its transactions. Evidence of the organization’s security awareness manual would be an example of which of the following types of controls? Question 3 (IFTC-0067) Which of the following types of control plans is particular to a specific process or subsystem, rather than related to the timing of its occurrence? Question 4 (CGIC-0032) Which of the following is true about the Sarbanes-Oxley requirements regarding the audit committee financial expert? Question 5 (CGIC-0026) Which of the following is not a component of COSO’s enterprise risk management framework? Question 6 (CGIC-0010) Which of the following is not required by the Sarbanes-Oxley Act of 2002? Question 7 (CGIC-0025) Which of the following is not an advantage of the employment of an enterprise risk management (ERM) system? Question 8 (CGIC-0008) A financial statement audit performed under the requirements of the Sarbanes-Oxley Act of 2002 must include an examination and report upon Question 9 (CGIC-0024) An important benefit of an enterprise risk management system is Question 10 (CGIC-0023) Which of the following bodies has developed a framework for enterprise risk management? Question 11 (CGIC-0005) ...
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...COURSE-SPECIFIC INFORMATION 1 2 2.1 2.2 2.3 2.4 2.5 3 STAFF CONTACT DETAILS COURSE DETAILS Teaching Times and Locations Units of Credit Summary of Course Course Aims and Relationship to Other Courses Student Learning Outcomes LEARNING AND TEACHING ACTIVITIES 1 1 1 1 1 1 2 2 3 3 4 4 4 5 6 6 5 6 7 1 2 2.1 2.2 2.3 2.4 2.5 3 4 COURSE RESOURCES COURSE EVALUATION AND DEVELOPMENT COURSE SCHEDULE ACADEMIC HONESTY AND PLAGIARISM STUDENT RESPONSIBILITIES AND CONDUCT Workload Attendance General Conduct and Behaviour Occupational Health and Safety KeepingInformed SPECIAL CONSIDERATION AND SUPPLEMENTARY EXAMINATIONS STUDENT RESOURCES AND SUPPORT 7 7 8 1 1 1 1 1 2 2 2 2 4 3.1 Approach to Learning and Teaching in the Course 3.2 Learning Activities and Teaching Strategies 4 ASSESSMENT 4.1 Formal Requirements 4.2 Assessment Details 4.3 Late Submission PART B: KEY POLICIES, STUDENT RESPONSIBILITIES AND SUPPORT PART A: COURSE-SPECIFIC INFORMATION 1 STAFF CONTACT DETAILS Lecturer-in-charge: Joakim Bang Room 311 Phone No: 9385 55484 Mobile: 04 0870 7830 (please keep it roughly within office hours) Email: j.bang@unsw.edu.au Consultation Times: Mondays 15:00 to 17:00, ASB 311. That's in my office in the west wing of the ASB building. Please use the intercom to get in. Other lecturers: Sidharth Sahgal Room 304C Email: s.sahgal@unsw.edu.au A full list of tutors will be posted on Course Website. 2 COURSE DETAILS 2.1 Teaching Times and Locations Lectures start in Week 1(to Week 12): The Time and Location...
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...Regulations for Diploma Programmes ............ 36 General Regulations for Certificate Programmes ......... 37 STUDENT PRIZES .............................................................................. 38 CODE OF CONDUCT ........................................................................ 39 UNIVERSITY REGULATIONS ON PLAGIARISM .......................... 40 THE ACADEMIC SUPPORT/ DISABILITIES LIAISON UNIT (ASDLU) ............................................................................................... 42 POSTGRADUATE STUDIES IN THE FACULTY OF SOCIAL SCIENCES ............................................................................................ 43 Postgraduate Programmes 2014-2015 ............................ 44 FREQUENTLY ASKED QUESTIONS (FAQs) FOR FACULTY OF SOCIAL SCIENCES............................................................................. 46 General FAQS for All...
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...MICROECONOMICS Course Outline Semester 1 2011 Table of Contents STAFF CONTACT DETAILS 3 1.1 Staff 3 1.2 Communications with staff 3 1.3 Pitstop 3 2 COURSE DETAILS 4 2.1 Teaching Times and Locations 4 2.2 Units of Credit 4 2.3 Summary of Course 4 2.4 Aims and Relationship to Other Courses 4 2.5 Student Learning Outcomes 5 3 LEARNING AND TEACHING ACTIVITIES 5 3.1 Approach to Learning and Teaching in the Course 5 3.2 Learning Activities and Teaching Strategies 6 4 ASSESSMENT 7 4.1 Formal Requirements 7 4.2 Quality Assurance 7 4.3 Assessment Details 8 4.3.1 Week 9 In-Session Test 8 4.3.2 Tutorial Participation 8 4.4 Final Exam Format 9 4.5 Feedback Quizzes 9 5 ACADEMIC HONESTY AND PLAGIARISM 10 6 COURSE EVALUATION AND DEVELOPMENT 10 7 STUDENT RESPONSIBILITIES AND CONDUCT 11 7.1 Workload 11 7.2 Attendance 11 7.3 Keeping Informed 11 7.4 Special Consideration and Supplementary Examinations 11 You must submit all assignments and attend all examinations scheduled for your course. You should seek assistance early if you suffer illness or misadventure which affects your course progress. 11 General Information on Special Consideration: 11 8 STUDENT RESOURCES AND SUPPORT 13 9 COURSE RESOURCES 14 9.1 Other useful Readings: 14 10 COURSE SCHEDULE 15 10.1 Lecture Schedule 15 10.2 Tutorial Schedule 15 11 KEY DATES AND STUDENT RESPONSIBILITIES 16 STAFF CONTACT DETAILS 1 Staff Lecturer in Charge Diane Enahoro ...
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...2000T “Introduction to Finance” Class Day: Mondays & Wednesdays, 10:00-11:30 a.m. Room: SSB W136 Term: Winter, 2014 Instructor: Tony Mayadunne amayadunne@schulich.yorku.ca Room Office hours: Mondays & Wednesdays, 11:30 a.m. to 12:30 p.m., or by appointment. Brief Description: Students learn about investment and financing in this core course. The investment decision allocates scarce resources to projects in the organization, and involves asset valuation, capital budgeting, risk management, working capital management and performance assessment. The financing decision chooses sources of cash to finance the investment decisions and involves capital structure, financial instruments, the risk-return trade-off, financial planning and the cost of capital. Ethical considerations and management in the global context are integrated into these topics. Course Credit Exclusion: AP/ECON 3.00 (AS/ECON 4400 3.00 or AK/ECON 4082 3.00) Prerequisite: none Course objectives: The course objectives are to introduce students to the theory of financial management and its application to the business world. It analyzes how financial managers make decisions within a framework which emphasizes the time value of money (TVM) and the relationship between expected return and risk. In addition, we examine the techniques that financial managers use to evaluate feasibility of undertaking new projects (i.e., capital budgeting). This course is very fast paced, technical in nature...
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...page of Syllabus for Course Learning Objectives.) Course Withdrawal Date and Policy: Last day to withdraw without academic penalty is Monday 03/03/2014. Students who wish to withdraw with a grade "W" must do so formally through the Registrar's Office on or before Monday 03/03/2014. Make-Up Exam Policy: No make-up exams will be administered during the semester. It is the student’s responsibility to check the course calendar and announcements in D2L. Attendance Policy: Attendance in online classes is determined not by physical attendance, but by your participation. Class success and enjoyment depends on your interaction online, including reading all materials and being alert for announcements. You are expected to check the VISTA course every week. Posts made to the Class Café by your professor are required reading, and may contain...
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...The long shadow cast by childhood physical and mental problems on adult life Alissa Goodmana, Robert Joycea, and James P. Smithb,1 + Author Affiliations aInstitute for Fiscal Studies, London WC1E 7AE, United Kingdom; and bRAND Corporation, Santa Monica, CA 90407-2138 Edited by Kenneth Wachter, University of California, Berkeley, CA, and approved February 8, 2011 (received for review November 11, 2010) Next Section Abstract In this article we assess and compare long-term adult socioeconomic status impacts from having experienced psychological and physical health problems in childhood. To do so, we use unique prospective data from the British National Child Development Study, a continuing panel study of a cohort of 17,634 children born in Great Britain during a single week in March 1958. To date there have been nine waves for this birth cohort to monitor their physical, educational, and social development, during childhood (at birth and 7, 11, and 16 y) and adulthood (age 23, 33, 42, 46, and 50 y). Excellent contemporaneous information exists throughout childhood on physical and psychological health, captured by doctor and nurse-led medical examinations and detailed parental and teacher questionnaires. This information is combined with a wealth of contemporaneous information on adult health and economic experiences collected from cohort members. Information includes their economic circumstances (earnings, labor supply, and other sources...
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...Law, St. Paul, Minnesota, with financial support provided in part by Blue Cross and Blue Shield of Minnesota. This policy brief is provided for educational purposes only and is not to be construed as legal advice or as a substitute for obtaining legal advice from an attorney. Laws and rules cited are current as of the policy brief’s publication date. The Tobacco Law Center provides legal information and education about public health, but does not provide legal representation. Readers with questions about the application of the law to specific facts are encouraged to consult legal counsel familiar with the laws of their jurisdictions. Copyright © 2008 by the Tobacco Law Center Table of Contents Executive Summary .............................................................................................................................. 1 Introduction ........................................................................................................................................... 1 Description of the WIC Program ....................................................................................................... 2 WIC at the Federal Level ....................................................................................................... 2 Eligibility and Program Functions...
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...ACE2006 Agricultural Economics Guidelines for poster assessment You must decide on a research hypothesis and then extract the data you need to test that hypothesis from the Farm Business Service (FBS) dataset. This dataset contains a large number of variables, including measurements of farm income, farm size, total costs, fixed and variable costs, total revenue, revenue from farming, subsidies, farm diversification and agri-environment payments. It also contains details of farm location, enterprise revenue and variable costs (and gross margins), farm type. It is up to you to decide what data you need to test your research hypothesis. For example, you might wish to examine the economies/diseconomies of scale theory, or you may wish to show how farm business income varies with region and within region by farm type (or size). You may wish to determine which farm types earn what % of total revenue from agri-environment payments or from diversification payments. You could examine the labour used on different farms, and correlate this with a measure of farm income. There are endless possibilities. You are asked to decide on a research hypothesis yourself and to work alone this is individual work so DO NOT work in groups. The poster that you will present your research hypothesis and data analysis is described below, this exercise is assessed and is worth 20% of the module mark. This document contains guidelines for extracting data, and the pro-forma which you...
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...Academic Effects Of Alcohol Consumption Shannell Richardson Lindsay Barrow May 10,2000 Econ 312; Prof, Wolaver Academic Effects of Alcohol Consumption Introduction: In recent years, college students are consuming alcohol at increasing rates. According to the Harvard School of Public Health CoUege Alcohol Study (1999), 44% of the students surveyed were binge drinkers and 23 % were frequent binge drinkers. Binge drinkers are often associated with a higher probability of experiencing alcohol-related problems such as violence, car accidents, injuries and the tendency to disregard academic responsibilities. Much research has been conducted concerning alcohol consumption and its effects on academics in higher education institutions. In our study, we would like to filrther investigate this issue and apply it to Bucknell University. There is a widely accepted conception of Bucknell students' drinking behavior as excessive and dangerous. The Bucknell community, including administration and staff, believe that Bucknell students have a serious problem with alcohol abuse, especially binge drinking. We believe that heavy alcohol consumption can lead to a decrease in class attendance; lower achievement on projects and tests; and inability to concentrate on class material. We intend to uncover the relationship between Bucknell students' alcohol consumption and academics. In addition...
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...website Lecture 1 ECON001 7 Two Main Sections • Mi Microeconomics i • Household and firm behaviour •Taught in weeks 1-5 T h i k 15 • Mid-term exams in week Mid term 7 will be based on Microeconomics topics • Macroeconomics • Aggregate economy and business cycles • Taught in weeks 9-13 • Final exams in week 15 will be based on Macroeconomics topics Lecture 1 ECON001 8 Assessment • Class Participation (10%) p ( ) • Peer evaluation • Self evaluation • Weekly quizzes kl i • Merit and demerit marks • Group Project (10%) p j ( ) • Please select your topic via the course webpage • 20 minutes presentation • Written report • Mid-term exams (40%) • On Micro topics taught weeks 1-5 • Section A: quizzes • Section B: problem solving • Final exams (40%) • On Macro topics taught weeks 9-13 • Section A: quizzes • Section B: problem solving Lecture 1 ECON001 9 What is Economics? • The Economic Problem • Th Need f Ab The N d for Abstraction i • What is Microeconomics? • What is Macroeconomics? Lecture 1 ECON001 10 The Economic Problem • People have unlimited wants • I want a house, a car, food, clothing, movies etc. • However, we have a limited amount of resources at our disposal p • e.g. land is limited: shall we use a given plot of land to build b ild more flats or more offices? • Because of scarcity of resources, we have to make choices • Tradeoffs: more of one thing means less of another Lecture 1 ECON001 11 Resources ...
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...MATTHIAS HILD* The Google IPO initial public offerings (IPOs) since Netscape's public offering in 1995.' Bullish investors believed Google could set off a string of successful IPOs and put an end to a fouryear lull in technology offerings. 2 Executives at Google faced several questions in the following months, beginning with whether or not to sell shares to the public market.' If they made the decision to take the company public, what options did Google have for selling those shares? Was the traditional form of book-building through an investment bank necessarily the best course of action? As large investment banks were courting Google's potentially enormous business, management had to evaluate the different options available for a company ready to move forward. Ultimately, Google chose to sell its stock through W.R. Hambrecht + Co.'s OpenIPO, which was modeled on auction-based offering formats in France, Japan and elsewhere. In 2004, Hambrecht's track record of success was mixed at best and even today the future of this IPO format in the United States is far from certain. IN THE SPRING OF 2004, GOOGLE WAS ONE OF THE MOST TALKED-ABOUT I. HISTORY AND BUSINESS MODEL In 1995, Larry Page, 24, and Sergey Brin, 23, first met as Stanford University computer science graduate students.4 Their company Web site describes that first encounter as a clash of personalities that eventually led to their now-famous creative solution for retrieving relevant information from large sets of data...
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...[pic] Columbus State Community College Business Programs Department Business Management Technology COURSE: BMGT 2299 Case Studies in Strategic Management CREDITS: 3 CLASS HOURS PER WEEK: 3 PREREQUISITES: BOA 1200, ECON 2200 DESCRIPTION OF COURSE: This course is a capstone course for graduating Business Management, Entrepreneurship, and Accounting students and provides students an in-depth examination of corporate strategic planning. The course focuses on the application and reinforcement of the various functional disciplines and concepts of preceding business coursework. A framework for competitive company and industry analysis is provided. Students will apply decision-making, problem-solving, and accounting and financial analysis in reviewing contemporary businesses and industries, thereby strengthening business acumen. Instructor permission required. STUDENT LEARNING OUTCOMES • Define strategic planning and explain what is meant by competitive advantage • Explain the key elements of the dynamic macro-environment • Describe what is meant by "distinctive competencies" and "competitive advantage" • Explain how efficiency, innovation and quality support developing a competitive advantage • Discuss competitive positioning and its relationship to the business model • Discuss the business life cycle stages and describe appropriate strategies for each • Distinguish between first mover advantages and disruptive technologies ...
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...Education Coordinating Board of the State of Washington Indiana State Board of Nursing Joint Review Committee on Education In Radiologic Technology National Alliance of Concurrent Enrollment Partnerships National Association of Schools of Art and Design National Association of Schools of Theatre National League for Nursing Accrediting Commission Printing Industries of America, Inc. Approved for Veterans Membership The American Association of Community Colleges Aviation Technician Education Council The Council of North Central Two Year Colleges The Higher Education Transfer Alliance The National Academic Advising Association The North Central Association of Colleges and Schools Servicemembers Opportunity Colleges TOLL FREE NUMBER: 1-800-742-9198 FAX NUMBER: 1-812-888-5868 ADDRESS: 1002 North First Street, Vincennes, Indiana 47591 PHONE: 812-888-8888 WEB: www.vinu.edu myvu.vinu.edu Dr. Richard E. Helton Twenty-First President of Vincennes University COMMITMENT TO SERVICES: All employees of Vincennes University are committed to...
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