...Business Math-I (R-9) Fundamental of Management (R-18) Fin. Management (R-16) Strategic Management (R-16) Final Year Project-II (R-18) International Business (R-16) Sociology (R-9) Mkt. Management (R-18) BC-I(R-7) HRM (R-16) Stage-1 Mon Stage-3 Stage-5 Stage-7 Project Management (R-7) Stage-8 Day/Time 8:30 AM- 10:00AM BC-I (R-18) 10:00 AM-11:30 AM English-I (R-9) 11:30 AM- 1:00 PM1:00 PM- 2:30 PM 2:30 PM -4:00 PM Fundamental of Acc. (R-9) Mkt. Management (R-18) Mang. Accounting (R-18) FSA (R-16)/Advertising (R-7) Tue Stage-1 Stage-3 Stage-5 HRM (R-16) Stage-7 Economy of Pakistan (R-7) Stage-8 Day/Time HR & Leadership (R-16) FSA (R-16)/Advertising (R-7) istory of Pakistan (R-9) H / Final Year Project-1(R9) FSA (R-16)/Advertising (R-7) 8:30 AM- 10:00AM Islamic Studies (R-9) 10:00 AM-11:30 AM 11:30 AM- 1:00 PM1:00 PM- 2:30 PM 2:30 PM -4:00 PM Sociology (R-9) Wed Stage-1 Stage-3 Stage-5 Oper. Management (R-16) IMC (R-16)/ HR & Leadership (R-18) SeminaR Consumer Behavior (R-16) Stage-7 Stage-8 History of Pakistan (R-7) IMC (R-16)/ HR & Leadership (R-18) Oper. Management (R-7) IMC (R-16)/ HR & Leadership (R-18) roject Management (RP 16) Day/Time 8:30 AM- 10:00AM Statistical Infrence (R-18) 10:00 AM-11:30 AM 11:30 AM- 1:00 PM1:00 PM- 2:30 PM 2:30 PM -4:00 PM Fundamental of Management (R-18) Consumer Behavior (R-16) FSA (R-16)/Advertising (R-7) Strategic Management (R-16) FSA (R-16)/Advertising (R-7) FSA (R-16)/Advertising...
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...fire/hurricane/flood, etc. Many (but certainly not all) actuaries work in the insurance industry. As soon as you enter that industry you will be working for 'the big bad insurance company' no matter how ethical your employer is. Your friends and family will complain to you about any and every insurance situation they encounter. You will have the pleasure of dealing with people who appear to sincerely believe that members of the insurance industry have the ability to grow money on trees and get a sick and twisted pleasure out of keeping that secret from the rest of society, and denying claims for no good reason. People hate insurance companies more than they hate lawyers!!! Do not underestimate the difficulty of exams. People who majored in math routinely fail the first exam multiple times. If you are not a good test taker you are going to struggle mightily with the actuarial exams. The earlier exams are multiple choice (do not make the mistake of thinking that 'multiple choice' = 'easy') and more mathematical/financial in nature. The later exams are very different: written answer exams dealing with lots of regulations and syllabi that sometimes cover as much as 2,800 pages of reading material - with less than 6 months to prepare. That said, people pass exams all the time - more and more every year in fact. The work can be rewarding. You are helping to develop/maintain a product that will help people when they need help the most - at the worst moment(s) of their lives. You will...
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...Task 1 Research When I leave college and university I would like to be a stock broker for a large organisation in London or maybe in a foreign country. Organisation | Finding | Date complete | Careers meeting and a meeting with the College’s career advisor | -I had a meeting with Mrs brown; my career advisor about how many ucas points are required to study to become a stock broker in university and what grades must be achieved to get into the stock broking market. | September 11 | Research on internet http://www.totaljobs.com/careers-advice/job-profile/finance-jobs/trainee-stockbroker-job-description | * What I need to become stock broker is the ability to understand and analyse complex information good communication skills, good mathematics skills, good mathematics skills and ict. Calmness under pressure, the ability to work both as part of a team and on your own initiative, drive and determination, good judgement of risks, honest and a trustworthy attitude. Furthermore, I would need Certificates in Investment Management, Securities or Financial Derivatives...
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...Algebra 2 2015-2016Somerset College Preparatory AcademyMr. Tredor | Email: tredor.tim@cpatc.org | School Website: www.cpatc.org | School Phone: 772-343-7028 | | Classroom Expectations | * Show up on time, prepared for class (with the required materials) * Accept the challenge of the work presented * Work to your fullest potential every day * Respect yourself and others * Expect success * My classroom is a “no device” classroom. So, keep your phones and other electronic devices put away. | Grade Calculation | Classwork Policy | * Tests: 40% * Classwork & Quizzes: 30% * Study Island: 30%*The EOC (End of Course exam) will be used as a final exam grade for Algebra 2, and will constitute 30% of the entire course grade. | Your grade is based on on-task behavior as well as completing the assignments at each station. You will show work, and assignments are collected randomly. | Testing Policy | Study Island | Tests are announced in advanced with a description of the topics covered. | Study Island is an online resource for learning and assessing skills on the topics covered in this course. You will be given time in class to work on the sections that are assigned. If necessary, you may need to complete the assignments outside of class. | Required Supplies | * A binder (this can be a three ring binder or a folder with pockets) * Pencils and Pens (do not use red ink on work that is turned in) * Earbuds (for use at the computer...
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...progress toward the objective? How and when will you assess mastery? | | By the completion of the 3 squared worksheet. Also, at the end of the 5th chapter they will have to write an objective summary. | | ESSENTIAL QUESTIONA higher order question that is directly derived from the benchmark, introduced at the beginning of the lesson, discussed throughout the lesson, and answered by students at the end of the lesson to show understanding of the concepts taught. | | How does the early development of main characters contribute to an emerging theme in chapters 1-5 from The Boy in the Striped Pajamas? | | HIGHER ORDER QUESTIONS (3-5 questions)What questions will be answered to provoke higher order thinking and include Moderate to High FSA Complexity Levels? What would the ideal student response be for each question? | | Explain what Bruno’s mother means by, We don’t have the luxury of thinking? Pg. 13What does this line reveal about his mother’s feelings about their situation? How might it contribute to a possible emerging theme? Which quotation supports the idea that Bruno was unaware of the Holocaust?How might Bruno’s innocence impact the overall text?Select 2 words or phrases in the text that support the idea that Bruno is innocent about the world around him. | LESSON CYLCE REINFORCEMENT | BELL RINGER (10 min) or FOCUS LESSON (30 min)Follow the Focus...
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...------------------------------------------------- EDUCATION * Bachelor of Technology in Chemical Engineering, IIT Bombay, Batch of 2010, CGPA 7.4/10 * All India Rank of 974 in 300,000 candidates (IIT JEE ) and 560 in 500,000 candidates (AIEEE) in engineering entrance exam * CFA Level 3, cleared all levels on first attempt * Certified Financial Risk Manager (FRM),cleared both levels on first attempt ------------------------------------------------- ------------------------------------------------- WORK EXPERIENCE BUSINESS ANALYST, HEADSTRONG CAPITAL MARKETS, SINGAPORE Dec 13 – Till Date * Currently working with client Credit Suisse on entity migration project to reduce collateral requirements to comply with FSA * Drove strategic project on accounting, position management and settlement systems for client Barclays * Implemented enriched trial balance feed for product controllers and improvised data quality and SLA timings by 5 hours * Suggested changes to cater finance requirement in FX revaluation and year end retained earning processes * Designed a new accounting screens UI for easier navigation and data analysis across ledger and trial balances BUSINESS ANALYST, CREDIT SUISSE INDIA LTD, PUNE Apr 12 – Nov 13 * Received an individual excellence award from CAO, CS (awarded to top 1% employee in a quarter) * Lead for data enrichment processes and accounting rule engine feeding data for...
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...International & Exchange Student Center STEP 2a: International Student (F1) Mandatory Immigration Advisement Session Spring 2015 Functions of the International & Exchange Student Center (IESC) Who are we and what do we do? IESC provides the following services to all international (F1) students once they have been formally admitted to the university: 1) Ensure that students comply with the laws and regulations of the U.S. Citizenship and Immigration Services (USCIS); 2) Refer students to the appropriate department for academic advising in their major field of study; 3) Advise students with personal or academic related problems; IESC FUNCTIONS (con’t) In addition to providing immigration advisement services, the IESC also coordinates cultural and social events so that international students can share their national heritage with the campus educational community. A New Student Orientation Program is provided before the semester begins to assist international students in adjusting to the campus environment and American customs. CONTACT INFORMATION Address: 18111 Nordhoff Street Northridge, CA 91330-8445 Telephone: (818) 677-3053 Fax: (818) 677-4191 Website: Location: www.csun.edu/international University Student Union (USU), Building C Click here for a campus map. HOURS OF OPERATION Office Hours Monday-Friday, 8:00am-5:00pm (Students may pick-up and drop-off documents during these hours. Please call ahead to check on the status of your...
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...Taylor P Ancient Architecture Functions of Ancient Monuments Ancient monuments have been discovered to be a prominent feature of many different ancient civilizations throughout history. The most elaborate and well known ancient buildings are the pyramids and the ziggurats of Egypt, Mesopotamia, and Mesoamerica. The construction of these massive monuments began sometime during the fourth millennium BC and to this day many can still be seen. Although believed by most to serve a particular religious function, historians are still trying to discover the exact purpose of these breathtaking feats of architecture. However, through the vast studies of archaeology, enough information has been acquired to make some valid theories. The first civilization to construct a massive architectural project was the Egyptians with their construction of the pyramids. It is believed that the Egyptian civilization began around 5500 BC and then began to flourish as a result of new innovations in agriculture and the abundance of natural resources around the Nile. Over time, Egyptians made great achievements in mathematics, writing, astronomy, medicine, engineering, and architecture. This played a huge part in the progression of Egypt into a powerful and influential civilization. In addition to these achievements, the significance of religion was another extremely important factor that allowed the Egyptian civilization to thrive. Egyptians practiced polytheism. In their religion, not only were...
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...Develop Goals Develop Goals A school improvement plan should be focused on the vision and mission of the school. It is an analysis of data that provided the needs for improvement of the school. The SIP provides ongoing opportunity for growth as an education system. In this ever changing society, we must be able to constantly meet the needs of our students, the community, and the world they live in. The stakeholders of the school must be considered and are a vital part to the SIP development. This school improvement plan featured below is based on the data results. It also includes feedback from our principal, fellow teachers, and parents. School Improvement Plan Goals 1: Increase parent involvement within school programs and activities to improve student achievement Resources available to support the goal: * Parent Link * PTSO * Flyers * Marquee * Power Schools Target Barriers to achieving the goal 1. Lack of Parent Participation at school sponsored parent nights 2. Lack of parent knowledge about Rules and Regulations 3. Language barriers make it difficult for parents to understand all procedures at the school. Action: Develop a calendar of events for parent nights on Power Schools Person to Person Responsible: Curriculum Resource Teacher Target dates or schedule: Quarterly Evidence of Completion: Surveys and Exit Tickets, Sign-in sheets, Increased Academic Achievement | Action Plan for Improvement...
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...MULTIMEDIA LEARNING MATERIALS FROM THE EXPERTS PRODUCT CATALOGUE JANUARY 2012–JUNE 2012 BPP Learning Media has been producing high quality study materials for more than 30 years. We are the publisher of choice for students, tuition providers, companies and professional bodies in more than 150 countries worldwide. Using the expertise of our specialist authors and tutors, we have developed a range of innovative study aids in a variety of formats including web delivery, audio-visual products, CD-ROMs and books. Our products are designed to support a variety of different learning styles, ensuring all students make the most of their study time and successfully achieve their learning outcomes. This catalogue is your comprehensive guide to the qualifications we publish for and the learning materials we offer in support of those qualifications, together with our UK and overseas stockists directory. CONNECT WITH US bpp.com/learningmedia twitter.com/bpplm LinkedIn: BPP Learning Media Clients contents 04 ABoUt Us WhaT’s neW aT 12 BPP LeaRning MeDia 14 insTiTUTe OF LeaDeRshiP anD ManageMenT (iLM) 15 MeDiCaL seRies assOCiaTiOn OF BUsiness exeCUTives (aBe) 16 a BRanD neW 17 aPPROaCh a neW iDenTiTY 17 a neW PROPOsiTiOn 18 inFORMaTiOn FOR BOOKseLLeRs 20 WhOLesaLe ORDeRs 23 BeCOMe a sTOCKisT TUiTiOn PROviDeRs 24 TeRMs anD COnDiTiOns OF saLe RegiOnaL saLes ManageRs 24 CUsTOMeR seRviCes PRinTeD 25 PRODUCTs 26 sTUDY TexTs PRaCTiCe & RevisiOn KiTs 27 PassCaRDs 28 eLeCTROniC PRODUCTs...
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...ISSUES IN ACCOUNTING EDUCATION Vol. 25, No. 2 2010 pp. 227–244 American Accounting Association DOI: 10.2308/iace.2010.25.2.227 What It Means to be an Accounting Professor: A Concise Career Guide for Doctoral Students in Accounting Brooke Beyer, Don Herrmann, Gary K. Meek, and Eric T. Rapley ABSTRACT: The purpose of this paper is to provide a concise career guide for current and potential doctoral students in accounting and, in the process, help them gain a greater awareness of what it means to be an accounting professor. The guide can also be used by accounting faculty in doctoral programs as a starting point in mentoring their doctoral students. We begin with foundational guidance to help doctoral students better understand the “big picture” surrounding the academic accounting environment. We then provide specific research guidance and publishing guidance to help improve the probability of publication success. Actions are suggested that doctoral students and new faculty can take to help jump-start their academic careers. We finish with guidance regarding some important acronyms of special interest to doctoral students in accounting. Keywords: career guidance; doctoral students; research; publishing. INTRODUCTION igher education faces a severe, and growing, shortage of accounting professors. As a result, the job prospects for new accounting doctoral graduates are very good and are getting better. Starting salaries are increasing, but so are the requirements...
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...ABSTRACT Recent reports on banking sector often indicate that India is slowly but surely moving from a regime of `large number of small banks' to `small number of large banks'. The aim of this paper is to probe into the various motivations for mergers and acquisitions in the Indian Banking sector. Thus, literature is reviewed to look into the various motivations behind a banks’ merger/ acquisition event. The paper also takes us through the international mergers & acquisitions scenario comparing it with the Indian scene. Given the increasing role of the economic power in the turf war of nations, the paper looks at the significant role of the state and the central bank in protecting customer’s interests vis-à-vis creating players of international size. While, gazing at the mergers & acquisitions in the Indian Banking Sector both from an opportunity and as imperative perspectives, the paper also glances at the large implications for the nation. INTRODUCTION Generally speaking a bank is an institution dealing in money. The origin of the word bank is traced to the Italian ‘banca’, ‘banc’ or ‘banque’, which means a bench. It is stated that in Middle Ages the European money changers and moneylenders displayed their coins on their benches and conducted their business. Hence the term bank refers to the bench on which the business of money changing and money lending was conducted. Hence, the term banking is defined as accepting for the purpose of lending or investment, of...
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...The UNOFFICIAL GUIDE to INVESTMENT BANKING Issued by CONTENTS MYTHS AND REALIT IES 6 OVERV IEW OF INVE STMEN T BANK ING INTRODUCTION 4 WHY AN UNOFFICIAL GUIDE TO INVESTMENT BANKING? 3 ASSET 8 MANAGEM ENT 12 GLOBAL BANKING FINANCE 10 GLOBAL MARKETS 16 HUMAN ES RESOURC 20 22 GROUP TECHNOL OG & OPERA Y TIONS LEGAL, RISK & CAPITAL 24 WORKING THE PROCESS TOP TIPS 28 30 GLOSSARY Why an “Unofficial Guide to Investment Banking?” The aim of this guide is to give you a fresh view of investment banking. A brochure is helpful, but can read a little like a catalog. We think you need to know what your life would really be like, challenging out-of-date myths and stereotypes, so you are able to make the most informed decision possible. This is an honest look at investment banking and is based on the experiences of people just like you, who have now gone through the graduate program and come out the other side with blossoming careers. It is the inside story of investment banking written by analysts for graduates, and you won’t hear this tale anywhere else. We’re going to tell you about all the divisions you could work for, what life’s really like for analysts and show you that there’s more to banking than pitch books, power lunches and pinstriped suits. And if you still want to go into banking once you’ve heard the inside scoop, we’ll tell you about how to get there and...
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...ALLIED AMERICAN UNIVERSITY Personalized. Flexible. Dedicated. Online Programs – Individual Support – Open Enrollment – Ease of Transfer Credits UNIVERSITY CATALOG 2013 Seventh Edition 22952 Alcalde Drive, Laguna Hills, CA 92653 Phone: (888) 384-0849 ∼ Fax: (949) 707-2978 7:00 A.M. – 5:00 P.M. (Monday – Friday) Email: info@allied.edu Website: www.allied.edu KEY STAFF AND FACULTY Charlotte Hislop, Ph.D. Candidate, President/CEO Bonny Nickle, Ed.D., Provost Eric Sharkey, M.Ed., Director of Education Bill Luton, Ph.D., Director of Assessment and Dean of Business Carlo Tannoury, Ph.D. Candidate, Dean of Computer Information Systems Patricia Drown, Ph.D., Dean of Criminal Justice and General Studies C.J. Bishop, M.B.A., Institutional Research Frank Vazquez, Operations Director Parrish Nicholls, J.D., Director of Compliance Lindsay Oglesby, Admissions Director Abby Dolan, B.A., Registrar Sasha Heard, M.B.A., Student Services Manager Barbara Jobin, B.S.B.A., Career Center Manager Hugo Aguilar, B.A., Chief Financial Officer Richard Madrigal, B.A., Financial Aid Officer As a prospective student at Allied American University, you are encouraged to review this catalog prior to signing an enrollment agreement. You are also encouraged to review the student performance fact sheet which must be provided to you prior to signing an enrollment agreement. This catalog is not a contract between the student, AAU, or any party or parties. Reasonable effort was made at the time this document...
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...The Syllable John Goldsmith December 7, 2009 Contents 1 Overview and brief history 1.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . 1.2 Sonority waves . . . . . . . . . . . . . . . . . . . . . 1.3 Constituents and structure . . . . . . . . . . . . . . 1.3.1 Pike, Hockett, Fudge: the arboreal view . . . 1.3.2 Syntagmatic and Paradigmatic . . . . . . . . 1.3.3 How to parse CVC . . . . . . . . . . . . . . . 1.4 Syllable timing . . . . . . . . . . . . . . . . . . . . . 1.5 Classical generative phonology . . . . . . . . . . . . 1.6 Pulgram on the syllable . . . . . . . . . . . . . . . . 1.7 Natural phonologies . . . . . . . . . . . . . . . . . . 1.8 Flat structure . . . . . . . . . . . . . . . . . . . . . . 1.9 Metrical phonology . . . . . . . . . . . . . . . . . . . 1.10 Sonority redux . . . . . . . . . . . . . . . . . . . . . 1.11 Slots that hang from trees . . . . . . . . . . . . . . . 1.12 Government relations . . . . . . . . . . . . . . . . . . 1.13 Derived sonority . . . . . . . . . . . . . . . . . . . . 1.14 Optimality theory . . . . . . . . . . . . . . . . . . . 1.15 Must we choose between sonority and constituency? 1.16 Phonotactics . . . . . . . . . . . . . . . . . . . . . . 1.17 Onsets, codas, and word-appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...
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