...OUTCOMES On successful completion of this course the learner will be able to: Knowledge K1. Understand the basic concept of entrepreneurship. K2. Identify the misconception and importance of entrepreneurship. K3. Describe various types of business venture. Skill S1. Analyze various market opportunities. S2. Develop effective leadership’s and risk taking skill. S3. Develop an effective communication plan. Competence Autonomy & Responsibility C1. Develop and implement a business plan. Self-Development C2. Develop Vision, Mission, Goals & Objective of Startup Company. Role in Context C3. Interpret various small business opportunities available in UAE. Course Learning Outcomes V.S. Program Learning Outcomes |||||||||||||||||| |||||||||||||||Competence|| |FIN 350|||Knowledge||||Skill||||Autonomy &|Self|Role in| |Investment Analysis|||||||||||||Responsibility|Development|context| |Course|Learning||PLO1|PLO2|PLO3||||PLO4|PLO5||||PLO6|PLO7|PLO8| |Outcomes (CLOs)|||||||||||||||| |Knowledge K1|||x|||||||||||||| |Knowledge K2||||x||||||||||||| |||||||||||||||||| |Knowledge K3|||||x|||||||||||| |||||||||||||||||| |Skill S1|||||||||x|||||||| |||||||||||||||||| |Skill S2||||||||||x||||||| |||||||||||||||||| |Skill S3||||||||||x||||||| |||||||||||||||||| |Competence C1||||||||||||||x||| |||||||||||||||||| |Competence C2|||||||||||||||x|| |||||||||||||||||| |Competence C3||||||||||||||||x| |||||||||||||||||| COURSE SYNOPSIS This course...
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...2 Broad Study in Statistics Descriptive (mô tả) : provides simple summaries about the data collected & about the preliminary observations that have beed made. Such summaries maybe either quantitative (numerical measures) or visual (e.g. simple-to-understand graphs) e.g. Present a summary report of this year business result to management Inferential (suy luận) : are systems of procedures that can be used to draw conclusions from datasets arising from systems affected by random variation. The type of inferential statistical procedure used depends upon the type of data collected as well as the distribution of the data. The procedures are usually used to test hypotheses and establish probability. e.g. Estimate the IQ score of Kaplan students by observing a small group of students Population : e.g. A population is a collection of all individuals, objects, or measurement of interest Sample : e.g. A sample is a portion or part of the population of interst MCQ 1. The process of using sample statistics to draw conclusions about true population parameters is called Statistical inference. Keywords: inferential statistics 2. Those methods involving the collection, presentation, and characterization of a set of data in order to properly describe the various features of that set of data are called Descriptive statistics. 3. The collection characteristics of the employees of a particular firm is an example of Descriptive statistics. 4. The estimation of the population...
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...Subject Outline Subject Name: Managing Entrepreneurial Enterprises Code: LB5207:03 Study Period: SP21, 2014 Study Mode: Internal Campus: Brisbane Subject Coordinator: Dr. Boaz Bernstein Pre-requisites: If pre-requisites apply to your subject, provide link to subject in Studyfinder <https://secure.jcu.edu.au/app/studyfinder/index.cfm> e.g., For prerequisites for EV3010, see https://secure.jcu.edu.au/app/studyfinder/index.cfm?subject=EV3010&year=2013&transform=subjectwebview.xslt Note that where a subject is offered across different campuses and/or modes and/or teaching periods within the one calendar year, the learning outcomes will be the same and, other than in exceptional circumstances, there will be no variation in assessment type or weighting. Any minor variation in assessment type or weighting will be authorised through relevant School/Faculty processes and by Head of School, and documented in the subject outline/s, prior to the commencement of the subject. The design of course content and learning experiences across different campuses and/or modes and/or teaching periods within the one calendar year will ensure equivalent opportunity for students to achieve learning outcomes. This subject outline has been prepared by the School of Business, Faculty of Law, Business and the Creative Arts, James Cook University. Updated 20 March 2014. Q1. This subject is offered across more than one campus and/or mode and/or teaching...
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...School of Marketing Australian School of Business MARK 1012 Marketing Fundamentals COURSE OUTLINE: SESSION 2, 2010 A letter from the Lecturer-in-charge: Mark 1012… … WxtÜ fàâwxÇàá jxÄvÉÅx àÉ à{x ytáv|Çtà|Çz ãÉÜÄw Éy ÅtÜ~xà|Çz4 g{|á vÉâÜáx ÉâàÄ|Çx áxàá Éâà à{x Åt|Ç ÜxÖâ|ÜxÅxÇàá tÇw zâ|wxÄ|Çxá yÉÜ Mark1012? à{x ztàxãtç vÉâÜáx |Ç ÅtÜ~xà|Çz tÇw tÇáãxÜá ÅÉáà Éy à{x Öâxáà|ÉÇá çÉâ Å|z{à {täx ÜxztÜw|Çz à{|á vÉâÜáxA lÉâ Åâáà Åt~x tÇ xyyÉÜà àÉ ytÅ|Ä|tÜ|áx çÉâÜáxÄy ã|à{ ã{tà |á wxàt|Äxw |Ç à{|á wÉvâÅxÇàM ÑÄxtáx Üxtw |à à{ÉÜÉâz{Äç tÇw vtÜxyâÄÄçA TÇç tww|à|ÉÇtÄ |ÇyÉÜÅtà|ÉÇ ÇÉà |ÇvÄâwxw |Ç à{|á wÉvâÅxÇà ;ÑtÜà|vâÄtÜÄç tuÉâà tááxááÅxÇà |ÇvÄâw|Çz à{x xåtÅ? Åt}ÉÜ ÑÜÉ}xvà< ã|ÄÄ ÉÇÄç ux vÉÅÅâÇ|vtàxw |Ç ÄxvàâÜxá tÇw àâàÉÜ|tÄá tá ãx ÅÉäx à{ÜÉâz{ à{x áxáá|ÉÇA [xÇvx? |à |á |ÅÑÉÜàtÇà yÉÜ çÉâ àÉ ;|< ÜxzâÄtÜÄç tààxÇw tÄÄ çÉâÜ ÄxvàâÜxá tÇw àâàÉÜ|tÄáN ;||< ä|á|à à{x BLACKBOARD ãxuá|àx yÉÜ à{|á vÉâÜáx tÇw ;|||< v{xv~ çÉâÜ âÇ|Åt|Ä tvvÉâÇà (i.e.z12345@student.unsw.edu.au) yÉÜ |ÅÑÉÜàtÇà ÇÉà|vxá vÉÇàt|Ç|Çz tww|à|ÉÇtÄ |ÇyÉÜÅtà|ÉÇA Tá t ÅtààxÜ Éy ÑÜ|Çv|ÑÄx? \ ÉÇÄç ÜxáÑÉÇw àÉ áàâwxÇà xÅt|Äá áxÇà yÜÉÅ à{x Éyy|v|tÄ âÇ| tvvÉâÇàáN vÉÜÜxáÑÉÇwxÇvx yÜÉÅ yahoo, hotmail, gmail xàvA tÜx àÉàtÄÄç |zÇÉÜxwA cÄxtáx ÇÉàx à{tà vÜxtà|Çz tÇ tàÅÉáÑ{xÜx Éy |ÇàxÄÄxvàâtÄ xåv|àxÅxÇà „ Éy vâÜ|Éá|àç? w|ávÉäxÜç tÇw wxutàx |á à{x }É|Çà ÜxáÑÉÇá|u|Ä|àç Éy à{x àxtv{|Çz áàtyy tÇw à{x áàâwxÇàáA lÉâ tÜx xåÑxvàxw àÉ vÉÇàÜ|uâàx àÉ ÄxtÜÇ|Çz uç ux|Çz ÑÜÉtvà|äx tÇw ÑÜxÑtÜxw àÉ á{tÜx çÉâÜ ä|xãá...
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...SOLID MECHANICS DYNAMICS PRE-REQUISITE STUDIES TUTORIAL 1 LINEAR AND ANGULAR DISPLACEMENT, VELOCITY AND ACCELERATION This tutorial is essential for anyone studying the group of tutorials on beams. • Essential pre-requisite knowledge for Edexcel HNC Mechanical Principles UNIT 21722P. • Essential pre-requisite knowledge for the Engineering Council Diploma Exams D209 Mechanics of Solids and D225 Dynamics of Mechanical Systems. • Essential pre-requisite knowledge for the Engineering Council Certificate Exam C105 Mechanical and Structural engineering. • Covers part of the syllabus for the Engineering Council Certificate Exam C103 Engineering Science. On completion of this tutorial you should be able to • Define linear motion. • Explain the relationship between distance, velocity, acceleration and time. • Define angular motion. • Explain the relationship between angle, angular velocity, angular acceleration and time. • Explain the relationship between linear and angular motion. © D.J.DUNN 1 1. LINEAR MOTION 1.1 MOVEMENT or DISPLACEMENT This is the distance travelled by an object and is usually denoted by x or s. Units of distance are metres. 1.2 VELOCITY This is the distance moved per second or the rate of change of distance with time. Velocity is movement in a known direction so it is a vector quantity. The symbol is v or u and it may be expressed in calculus terms as the first derivative of distance with respect to time so that...
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...models in Exams MFE/3 and C/4 James W. Daniel Austin Actuarial Seminars http://www.actuarialseminars.com June 26, 2008 c Copyright 2007 by James W. Daniel; reproduction in whole or in part without the express permission of the author is forbidden. Foreword This document briefly describes the ideas behind the use of LogNormal models for stock prices in some of the material for Exams MFE and C of the Society of Actuaries and Exams 3 and 4 of the Casualty Actuarial Society. Not a traditional exam-prep study manual, it concentrates on explaining key ideas so that you can then understand the details presented in the textbooks or study manuals. It can be especially useful to anyone taking Exam C/4 without having studied the material for Exam MFE/3. 2 Chapter 1 LogNormal stock-price models 1.1 Why LogNormal models? Why learn about and use LogNormal models for stock prices? I could answer “Because it’s on the exam syllabi” or “Why not?”, but that wouldn’t be helpful. Instead, I’ll take a little space to motivate this. Suppose that the price of a stock or other asset at time 0 is known to be S(0) and we want to model its future price S(10) at time 10—note that some texts use the notation S0 and S10 instead. Let’s break the time interval from 0 to 10 into 10,000 pieces of length 0.001, and let’s let Sk stand for S(0.001k), the price at time 0.001k. I know the price S0 = S(0) and want to model the price S10000 = S(10). I can write (1.1) S(10) = S10000 = S2 S1 S10000...
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...PRÉ CALENDRIER ACADÉMIQUE 2014-2015 PRE ACADEMIC CALENDAR 2014-2015 EDHEC GRANDE ÉCOLE/ MSc – LILLE CAMPUS RENTRÉE/WELCOME DAY BACHELOR IC (MIM & MSc) INCOMING M2/MSc M1 TICD M2/MSc 01.09.2014 – 13H30 29.08 & 01.09.2014 28.08.2014 - 08H30 02.09.2014 - 15H00 02.09.2014 - 13H30 En attente NUIT DE LA CRÉATIVITÉ – CREATIVITY NIGHT BACHELOR 11.09.2014 – à partir de 13H00 EXAMENS/EXAMS MID TERM SEMESTRE 1 22-23-24.10.2014 BACHELOR & M1 BACHELOR M1 M2 REVISIONS 11-12.12.2014 11-12.12.2014 08-09.12.2014 VACANCES/HOLIDAYS TOUSSAINT/FALL NOEL/CHRISTMAS HIVER/WINTER PRINTEMPS/ SPRING EXAMENS S1 15/18.12.2014 15/18.12.12.2014 10/13.12.2014 SEMESTRE 2 19-20.02.2015 REVISIONS 11-12.05.2015 11-12.05.2015 16-17.04.2015 EXAMENS S2 13/15.05.2015 13/15.05.2015 20-24.04.2015 Du 27.10.14/31.10.2014 Reprise des cours/ Courses restart on 03.11.2014 Du 22.12.2014 / 02.01.2015 Reprise des cours /Courses restart on 05.01.2015 B3-M1-M2/MSc Du 15.12.2014 / 02.01.2015 Reprise des cours/Courses restart on 05.01.2015 Du 23.02.2015 / 27.02.2015 Reprise des cours/ Courses restart on 02.03.2015 Du 20.04.2014 / 01.05.2015 Reprise des cours/ Courses restart on 04.05.2015 M2/MSc JOURNÉE PARENTS/PARENTS DAY : 20.09.2014 B3-M1 B3-M1-M2/MSc B3-M1 PARCOURS APPRENTISSAGE / MSc – PARIS CAMPUS RENTRÉE/WELCOME DAY M2/MSc M1 08.12.2014 Pré- rentrée : 22.01.2015 Cours : 07.04.2015 PRE ‐ ACADEMIC CALENDAR 2014‐2015 ...
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...Physical Science Final Exam Name: _____________________________ Student Number: ____________________ Short Answer/Fill in the Blank: Type your answer in the blank, or in the space below the question. Do not use the internet, please use ONLY the textbook to create your solutions. Do not use outside sources.When you are ready to submit your exam for grading, attach the document to the Final Exam link in the left hand column. | Completion Complete each statement. | | 1. | A car that increases its speed from 20 km/h to 100 km/h undergoes ____________________ acceleration. | | 2. | It usually takes more force to start an object sliding than it does to keep an object sliding because static friction is usually ____________________ than sliding friction. | | 3. | In a closed system, the loss of momentum of one object ____________________ the gain in momentum of another object. | | 4. | Using a hammer to drive a nail, it is the reaction force that brings the motion of the hammer to a stop but the _______________ that drives the nail into the wood. | | 5. | As an object’s temperature increases, the ____________________ at which it radiates energy increases. | | 6. | When a person plucks a guitar string, the number of half wavelengths that fit into the length of the string determines the ____________________ of the sound produced. | | 7. | The law of reflection states that the angle of reflection is equal to the angle of ____________________...
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...Physical Science Final Exam Name: _______Helen Carr______________________ Student Number: ____________________ Short Answer/Fill in the Blank: Type your answer in the blank, or in the space below the question. Do not use the internet, please use ONLY the textbook to create your solutions. Do not use outside sources.When you are ready to submit your exam for grading, attach the document to the Final Exam link in the left hand column. | Completion Complete each statement. | | 1. | A car that increases its speed from 20 km/h to 100 km/h undergoes ____positive________________ acceleration. | | 2. | It usually takes more force to start an object sliding than it does to keep an object sliding because static friction is usually ___________greater_________ than sliding friction. | | 3. | In a closed system, the loss of momentum of one object ______is equal to______________ the gain in momentum of another object. | | 4. | Using a hammer to drive a nail, it is the reaction force that brings the motion of the hammer to a stop but the _____action force__________ that drives the nail into the wood. | | 5. | As an object’s temperature increases, the ______rate______________ at which it radiates energy increases. | | 6. | When a person plucks a guitar string, the number of half wavelengths that fit into the length of the string determines the ___________pitch_________ of the sound produced. | | 7. | The law of reflection states that...
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...1) The following problems are representative of the type problems that will be on the 1st semester exam. Exam will cover Chapters 1 - 5. 2) Please solve/answer each of these - pay particular attention to the “type” solution required for each one. 3) You will not be given ANY additional material - any and all equations and/or constants that YOU think you will need must be placed on either a 3x5 or 5x8 index card. This card must be submitted to me during the exam review days and approved by me. The “approved/signed” cards may be used during the exam. 4) YOU MUST HAVE YOUR CARD, CALCULATOR and PENCILS WITH YOU WHEN THE BELL RINGS TO START THE PERIOD. YOU WILL NOT BE PERMITTED TO GO GET ANYTHING AND/OR BORROW ANYTHING FROM ANYONE!!!! 1. One year is about ____ seconds while one day is exactly ____ seconds. a) | 3.16 x 107, 86 400 | b) | 5.26 x 105, 86 400 | c) | 3.16 x 107, 8 640 | d) | 1.04 x 106, 36 000 | 2. The proton contains which of the following combination of quarks? a) | two up quarks and one down quark | b) | one up quark and two down quarks | c) | one top quark and two bottom quarks | d) | two top quarks and one bottom quark | 3. On planet Z, the standard unit of length is the foose. Ann the Astronaut is 5.90 feet tall on earth. She lands on planet Z and is measured to be 94 foosi tall. Her partner Rachael is 88 foosi tall. How tall is Rachael on Earth? a) | 5.2 feet | b) | 5.5 feet | c) | 5.8 feet | d) | 6.3 feet | 4....
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...American University in Cairo Department of Physics Final Exam Physics (111) Time: 2 Hours Answer the following problems 1)The mass of the blue puck in Figure is equal to 1.2 the mass of the green one. Before colliding, the pucks approach each other with momenta of equal magnitude and opposite directions, and the green puck has an initial speed of 10.0 m/s. Find the speeds of the pucks after the collision if half the kinetic energy is lost during the collision. speed of Blue puck: 5.89 m/s Speed of Green puck: 7.069 m/s 2)The speed of a moving bullet can be determined by allowing the bullet to pass through two rotating paper disks mounted a distance d apart on the same axle as shown in Fig. From the angular displacement of the two bullet holes in the disks and the rotational speed of the disks, we can determine the speed v of the bullet. Find the bullet speed for the following data: d = 80 cm, = 900 rev/min, and = 31.0°. The velocity of the bullet =139.35 m/s 3)A block of mass m1 = 2.00 kg and a block of mass m2 = 6.00 kg are connected by a massless string over a pulley in the shape of a solid disk having radius R = 0.250 m and mass M = 10.0 kg. These blocks are allowed to move on a fixed block-wedge of angle = 30.0 as in Figure P10.37. The coefficient of kinetic friction is 0.360 for both blocks. Draw free-body diagrams of both blocks and of the pulley. Determine (a) the acceleration of the two blocks, and (b) the tensions...
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...Unit 1 Exam Review Modified True/False ____ 1. Two siblings leave their house and walk to the same school taking different routes. One of the routes is farther, but the siblings take the same time to reach the school. It can be said that the two siblings have the same average velocity but different average speeds. _________________________ ____ 2. For the following quantities, these are considered to be vectors: displacement, acceleration. _________________________ ____ 3. During an interval of uniform acceleration, the average velocity over the entire interval is equivalent to the instantaneous speed at the midpoint of the interval. ___________________________________ ____ 4. A rubber ball changes velocity from 6.5 m/s [down] to 6.5 m/s [up] in a time of 2.0 s. Its average acceleration during this period can be considered to be zero. _________________________ ____ 5. The acceleration due to gravity on Earth varies according to both altitude and latitude. _________________________ ____ 6. To achieve maximum range across a horizontal surface, the angle at which a projectile must be launched is 90°. _________________________ ____ 7. Forces of tension always act vertically upward. ______________________________ ____ 8. When forces acting on an object are in equilibrium, the object can still be moving. _________________________ ____ 9. The same forces act on two objects having different masses. The more massive object will experience the greater acceleration provided the...
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...17 TEACHING SUGGESTIONS Teaching Suggestion 3.1: Using the Steps of the Decision-Making Process. The six steps used in decision theory are discussed in this chapter. Students can be asked to describe a decision they made in the last semester, such as buying a car or selecting an apartment, and describe the steps that they took. This will help in getting students involved in decision theory. It will also help them realize how this material can be useful to them in making important personal decisions. Teaching Suggestion 3.2: Importance of Defining the Problem and Listing All Possible Alternatives. Clearly defining the problem and listing the possible alternatives can be difficult. Students can be asked to do this for a typical decisionmaking problem, such as constructing a new manufacturing plant. Role-playing can be used to make this exercise more interesting. Many students get too involved in the mathematical approaches and do not pay enough attention to the importance of carefully defining the problem and considering all possible alternatives. These initial steps are important. Students need to realize that if they do not carefully define the problem and list all alternatives, most likely their analyses will be wrong. Teaching Suggestion 3.3: Categorizing Decision-Making Types. Decision-making types are discussed in this chapter; decision making under certainty, risk, and uncertainty are included. Students can be asked to describe an important decision...
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...Investment Theory (Master course, ABS) Final Exam 2013 Your Name: Student Number: Signature: Remark: In all the questions of this exam we assume that there is no transaction cost and investors can take long and short positions in any asset without margin requirement. Part I (8 questions, 5 points each; circle one and only on choice that you think is the best. No penalty for the wrong choice.) 1. The excess return on any stock can be seen as a zero-cost gamble because a. it is highly risky, and risk averse people don’ like it. t b. its expected value is zero provided there is no arbitrage. *c. it is priced at zero when there is no arbitrage. d. all the above are correct. e. both b) and c). 2. The stochastic discount factor (SDF) a. is unique when the capital market is mean-variance e¢ cient. b. is a random variable that is used for pricing all other risky assets. c. has an expected value equal to the present value of 1: d. is unique when the capital market is complete. *e. satis…es all above descriptions except a). 3. Consider a trinomial model of capital market in which there are three possible states of economy in one year with equal probability of occurrence. Let s denote the price of the Arrow-Debreu security that pays $1 in state s and zero otherwise. Suppose 1 = 0:2; 2 = 0:45; and 3 = 0:33: Suppose a stock is currently priced at 33:5; and its payo¤ will be 20; 30; 50 in state 1; 2; and 3 respectively. Then *a. there is an arbitrage opportunity because the stock is too...
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...Australian School of Business Banking and Finance FINS3630 BANK FINANCIAL MANAGEMENT Course Outline Semester 2, 2012 FINS3630 – BANK FINANCIAL MANAGEMENT 1 Table of Contents PART A: 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 3 3 3 3 3 3 3 4 4 4 5 5 5 5 7 8 9 11 11 11 11 11 12 12 12 12 14 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 5 6 7 8 9 9.1 9.2 9.3 9.4 9.5 10 11 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 Keeping Informed SPECIAL CONSIDERATION AND SUPPLEMENTARY EXAMINATIONS STUDENT RESOURCES AND SUPPORT PART B: KEY POLICIES, STUDENT RESPONSIBILITIES AND SUPPORT FINS3630 – BANK FINANCIAL MANAGEMENT 2 PART A: COURSE-SPECIFIC INFORMATION 1 STAFF CONTACT DETAILS Lecturer-in-charge: Dr. Lixiong Guo Room: ASB East Wing 363 (Note: Please use the ASB entrance next to the University Bookstore) Phone No: 9385 5773 Email: lixiong.guo@unsw.edu.au Consultation Times: Tuesday 4:30 pm – 6:00 pm (or by appointment) Tutor names: A full list of tutors will be posted...
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