...of counting heads of cattle or bushels of grain every time one was consumed or traded, people could simply add or subtract tokens. Different shapes were used for different goods. Around 4000 B.C., the Sumerians began placing these tokens in sealed clay envelopes. Each token would be stamped into the clay of the outside of the envelope, so the owner would know how many tokens were inside, but the tokens themselves would be kept safe from tampering or loss. This practice of pressing the tokens into the clay may have been the earliest genesis of writing. A few hundred years later, more complex tokens began to be used. These tokens had special markings to denote different units or types of goods. Starting around 3000 B.C., the Chinese developed the abacus, a tool for counting and calculating. * Basic principle Revenue principle The revenue principle, also known as the realization principle, states that revenue is earned when the sale is made, which is typically when goods or services are provided. A key component of the revenue principle, when it comes to the sale of goods, is that revenue is earned when legal ownership of the goods passes from seller to buyer. Note that revenue isn't earned when you collect cash for something. Expense principle The expense principle states that an expense occurs when the business uses goods or receives services. In other words, the expense principle is the flip side of the revenue principle. As is the case with the revenue principle, if...
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...BUSINESS STATISTICS DEMYSTIFIED Demystified Series Advanced Statistics Demystified Algebra Demystified Anatomy Demystified Astronomy Demystified Biology Demystified Business Statistics Demystified Calculus Demystified Chemistry Demystified College Algebra Demystified Earth Science Demystified Everyday Math Demystified Geometry Demystified Physics Demystified Physiology Demystified Pre-Algebra Demystified Project Management Demystified Statistics Demystified Trigonometry Demystified BUSINESS STATISTICS DEMYSTIFIED STEVEN M. KEMP, Ph.D SID KEMP, PMP McGRAW-HILL New York Chicago San Francisco Lisbon London Madrid Mexico City Milan New Delhi San Juan Seoul Singapore Sydney Toronto Copyright © 2004 by The McGraw-Hill Companies, Inc. All rights reserved. Manufactured in the United States of America. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher. 0-07-147107-3 The material in this eBook also appears in the print version of this title: 0-07-144024-0. All trademarks are trademarks of their respective owners. Rather than put a trademark symbol after every occurrence of a trademarked name, we use names in an editorial fashion only, and to the benefit of the trademark owner, with no intention of infringement of the trademark. Where such designations appear in this book, they have been...
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...suspected that a high proportion of kidnappings are perpetrated by economically motivated crime groups but it is not possible to estimate with any degree of accuracy what percentage can be attributed to organised crime. This article will provide an overview of the problem, drawing upon existing literature available in the public domain. A typological discussion will show the critical differences between the various categories of kidnapping. The reliability of existing statistics, categorisation and recording of kidnapping for ransom will also be scrutinised, in particular for their variability across the region, to see whether this presents a barrier to a better understanding of the size and seriousness of the problem. As kidnapping for ransom incidents are becoming increasingly transnational in character, the final section will highlight the desirability of formulating and agreeing upon regional standardised definitions and counting rules for kidnap. Keywords Kidnap . Ransom . Southeast Asia . Recording standard . Statistics Introduction and Theoretical Background Kidnapping for ransom has a venerable past, with such famous...
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...GHANA INSTITUTE OF MANAGEMENT AND PUBLIC ADMINISTRATION [GIMPA] MASTERS IN BUSINESS ADMINISTRATION COURSE NUMBER: GMBA 607 MANAGING OPERATIONS Instructor: Dr. Samuel Famiyeh Office Location: D-Block, R14 GIMPA Main Campus E-Mails: sfamiyeh@gimpa.edu.gh APPOINTMENT TIME You are encouraged to talk to me about any problem or suggestions you may have concerning the course, careers, benefits of advanced courses in operations management, or things in general. If you can’t seem to find the time to talk with me face-to-face, send an email and I will respond as quickly as possible. DESCRIPTION OF THE COURSE Operations management is an area of management concerned with overseeing, designing, controlling the process of production and redesigning business operations in the production of goods and/or services. It involves the responsibility of ensuring that business operations are efficient in terms of using as few resources as needed, and effective in terms of meeting customer requirements. It is concerned with managing the process that converts inputs (in the forms of materials, labor, and energy) into outputs (in the form of goods and/or services). The course discusses the managerial processes underlying operations management in both service-providing and goods-producing organizations. Specific topics to be covered include introduction to operations management, forecasting, process design, capacity planning, facilities location and design, inventory...
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...assistance is the defined as an activity for teaching available for students in all subjects including science, mathematics, management, business studies, business and law and information technology. In the academic assistance, all subject related helps is being provided to the students to meet specific subject related queries. It is defined as a tutoring practice, which provides support to the students in solving particular subject related queries. Apart from this, this makes the learning process easy for the students through providing ready to learn or tailor made notes and helps in solving specific subject problems. Basically, academic assistance is the new method of tutoring by a large number of institutions to facilitate the students in their studies. Academic assistance encompasses all types of subjects from English to Management. In the academic content development, a number of subjects such as business studies, marketing, accounting and financial management, operations management, qualitative techniques, history, science, statistics, dissertation and its proposal development, human resources and organizational behaviour are covered. In pertinent to the given subjects, academic assistance is a kind of help provided to the students in developing particular topic related subjects content. Academic assistance is not only limited to provide a notes specific to subjects, but also it covers a full helps in completing the project steps such as authentic data collection and then...
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...Ethical and Professional Standards The candidate should be able to demonstrate a thorough knowledge of the CFA Institute Code of Ethics and Standards of Professional Conduct, familiarity with the Global Investment Performance Standards, and familiarity with corporate governance issues and risks affecting companies. Study Session 1 Ethical and Professional Standards Reading Assignments 1.* “Code of Ethics and Standards of Professional Conduct” Standards of Practice Handbook, 9th edition (CFA Institute, 2005) * 2. “Guidance” for Standards I – VII, Standards of Practice Handbook, 9th edition (CFA Institute, 2005) * 3. Introduction to the Global Investment Performance Standards (GIPS®) Global Investment Performance Standards (GIPS®), pp. i–iii and 1–9, (CFA Institute, 4.* 2005) A. Preface: Background of the GIPS Standards B. I. Introduction C. II.0. Provisions of the Global Investment Performance Standards – Fundamentals of Compliance * 5. The Corporate Governance of Listed Companies: A Manual for Investors (CFA Institute, 2005) Learning Outcomes 1. “Code of Ethics and Standards of Professional Conduct” The Code of Ethics establishes the framework for ethical decision making in the investment profession. The candidate should be able to state the six components of the Code of Ethics. The Standards of Professional Conduct are organized into seven standards: I. Professionalism II. Integrity of Capital Markets III. Duties to Clients and Prospective...
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...Author Richard Serfozo Basic Probability Problems May 20, 2003 Springer Berlin Heidelberg NewYork Hong Kong London Milan Paris Tokyo 1 Elementary Concepts The subject of applied probability appears to be rather fragmented because problems involving randomness arise in many different contexts and they often require the use of ad hoc mathematical techniques. The subject has more underlying structure, however, than meets the eye. The set of notes before you describes this structure via a number of basic probability problems. These notes are intended as a “supplement” to an introductory probability textbook that describes the methodology and notation. The basic problems presented here should be viewed as a follow-on to elementary, motivating examples. A reader just learning probability should aim at mastering these basic problems in the sense of being able to recognize them in various settings and solve them by carry out the required analysis and computations. A good way to study each problem is to create and solve one or more examples of the problem analogous to those below. By creating new examples this way, one will actually own a piece of the subject as well as understanding it. 1.1 Probabilities of Events A description of events and their probabilities requires a framework for representing events of interest in terms of a random experiment. Our textbook tells us how to describe such an experiment in terms of a set of outcomes Ω called a sample space, and to...
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...REPUBLIC OF TRINIDAD AND TOBAGO MINISTRY OF EDUCATION SECONDARY EDUCATION MODERNIZATION PROGRAMME DRAFT SECONDARY SCHOOL CURRICULUM Form Three Mathematics Curriculum Development Division October 2003 TABLE OF CONTENTS About this Draft i Foreword – A Note to Teachers iii Acknowledgements v PART ONE Introduction 1- 1 The Curriculum Underpinnings 1- 2 Philosophy of Education 1- 3 The Goals of Education 1- 5 The Essential Learning Outcomes 1- 6 The Curriculum Design and Development Process 1-11 PART TWO - CURRICULUM CONTENT Vision Statement 2- 2 Rationale for the Teaching and Learning of Mathematics 2- 3 Goals of the Mathematics Curriculum 2- 4 General Intended Outcomes For Forms I, II, and III. 2- 5 Connections to Other Core Curriculum Areas 2- 6 Framework for Mathematics for Forms I, II and III 2- 9 A General Curriculum Framework 2-11 Course Outline for Form III 2-12 PART THREE - STRATEGIES/METHODOLOGIES Teaching and Learning Strategies 3- 2 Suggested Activities 3- 6 Suggested Resources 3-15 PART FOUR - EVALUATION Elaboration of Assessment and Evaluation 4- 2 Evaluation Tools and Strategies 4- 5 Cross-referencing to Teachers’ Guide 4- 7 BIBLIOGRAPHY 4- 9 ___________________________________ i ABOUT THIS DRAFT Under the umbrella of the Secondary Education Modernization Programme (SEMP), since the latter...
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...Concepts of the Monte Carlo method Uncertainty Being a forecasting model, there are assumptions that need to be made due to the uncertainty of various factors. One therefore needs to be able to make estimations of the expected results as they cannot predict with certainty what the end value will be. Important factors such as historical data and past experiences in the field can be helpful in making an accurate estimate. Estimation In some cases, estimation may be possible but in others it is not. In situations where estimation is possible, it is wise to use a wide range of possible values instead of single values. This ensures that a more realistic outcome is predicted. The actual outcome is likely to lie in the range. It is important to note that this method only assists in forecasting how the actual results are likely to look like, not the actual results of the analysis. Experiment Each calculation using this method is a numerical experiment. Therefore, it is likely to have...
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...Needs Assessment Mongolian Educational Alliance Dorjnamjin Batmonkh Assistant Researcher National Center for Non-Formal and Distance Education Mongolia Tumendelger Sengedorj (M.A) Lecturer, Sociology Mongolian State University of Education Tsentsenbileg Tseveen (Ph.D) Researcher Mongolian Academy of Sciences Institute of Philosophy Enkhbold Delger (M.A) Researcher Mongolian Academy of Sciences Institute of Philosophy, Sociology and Law 2 Mongolian Drop Out Study Table of Contents Acknowledgement Executive Summary List of Acronyms/Abbreviations List of Tables and Figures List of Appendices 1. Introduction and Framework 1.1. Project Description and Rationale 1.2. Legislation, Regulations and Structures 1.3. Administration and Management of the Education System 1.4. Organization of the Education System 1.5. Structure of the Education System in Mongolia 1.5.1. Pre-School Education 1.5.2. Primary Education 1.5.3. Secondary Education 1.6. Alternative Pathways to Education – 1.6.1 The National Program of Non-Formal Education Development 1.6.2. The National Program for Distance Education 1.7. Review of Literature 1.8. Goals and Objectives 1.8.1. Identify the Depth of the Problem 1.8.2. Raise Awareness About the Issue of School Drop outs 1.8.3. Assess the Actual Influence of Different Factors 1.8.4. Assess...
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...The Nature and Scope of Macroeconomics by Smriti Chand Macro Economics The Nature and Scope of Macroeconomics! Introduction: The term ‘macro’ was first used in economics by Ragner Frisch in 1933. But as a methodological approach to economic problems, it originated with the Mercantilists in the 16th and 17th centuries. They were concerned with the economic system as a whole. In the 18th century, the Physiocrats adopted it in their Table Economies to show the ‘circulation of wealth’ (i.e., the net product) among the three classes represented by farmers, landowners and the sterile class. Malthus, Sismondi and Marx in the 19th century dealt with macroeconomic problems. Walras, Wicksell and Fisher were the modern contributors to the development of macroeconomic analysis before Keynes. Certain economists, like Cassel, Marshall, Pigou, Robertson, Hayek and Hawtrey, developed a theory of money and general prices in the decade following the First World War. But credit goes to Keynes who finally developed a general theory of income, output and employment in the wake of the Great Depression. Contents: Nature of Macroeconomics Difference between Microeconomics and Macroeconomics Dependence of Microeconomic Theory on Macroeconomics Dependence of Macroeconomics on Microeconomic Theory Macro Statics, Macro Dynamics and Comparative Statics Transition from Microeconomics to Macroeconomics Stock and Flow Concepts 1. Nature of Macroeconomics:________________________________________ ...
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...Final Report Jan Berry Reducing Bureaucracy in Policing Advocate October 2010 Contents Executive Summary 1 Risk (Good Decision Making) 7 Governance Accountability & Performance 10 Continuous Improvement 15 Criminal Justice System 17 Key Processes 24 Technology 29 Reducing Bureaucracy Practitioners Group 31 Executive Summary Introduction Sir Ronnie Flanagan likened bureaucracy to cholesterol; there is both good and bad. The police service is accountable and records need to be kept. Some bureaucracy, enough to run an efficient and effective police service is necessary, but extra layers of bureaucracy have been created to meet the demands of scrutiny and quality assurance, in times when budgets are being cut, the question needs to be asked, what is affordable? Where the requirement to record becomes more important than the quality of the investigation, the balance is wrong. And when quality assurance is more about complying with a set of rigid rules than achieving a successful outcome the balance is also wrong. The checks should not outweigh the balances. Recognition of the negative impact excessive bureaucracy creates has long been understood. Previous Chief Inspectors of Constabulary, Sir David O'Dowd and Sir Ronnie Flanagan both made a series of recommendations aimed at reducing unnecessary bureaucracy and prepared costed business plans for change. The reports received considerable support across policing...
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...Students. 5 5 9 3. CURRICULUM. 12 4. DESCRIPTION OF COURSES. 4.1 Department of Electrical & Computer Engineering. 4.2 School of Computing. 4.3 Institute of Systems Science. 4.4 Department of Industrial & Systems Engineering. 4.5 Division of Engineering & Technology Management. 12 15 23 31 32 34 ATA/SE-DIP/TS-11/V1.34 page 1 of 35 Master of Technology in Software /Knowledge Engineering and Enterprise Business Analytics MASTER OF TECHNOLOGY Advanced Electives 1. INTRODUCTION 1.1 Overview All students that expect to have passed four core courses and eight basic electives after completing the scheduled examinations in November, and also have or expect to pass their project/internship, will be entitled to commence their Advanced Electives in NUS Semester II 2014/2015, which starts on 12 January 2015. However, it should be noted that a student’s registration for the Advanced Electives will be withdrawn if they either: 1. 2. 3. 4. 5. Fail any elective examination in November. Do not successfully complete their project/internship. For SE/KE Students: Do not achieve a CAP of at least 2.8. For EBAC Students: Do not achieve a CAP of at least 3.0. Do not meet NUS Academic Standing rules. Note that the examination results will only be published in early January 2015. Hence students who do not meet the above criteria will be required to withdraw from any Advanced Elective...
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...2014-2015 Undergraduate Academic Calendar and Course Catalogue Published June 2014 The information contained within this document was accurate at the time of publication indicated above and is subject to change. Please consult your faculty or the Registrar’s office if you require clarification regarding the contents of this document. Note: Program map information located in the faculty sections of this document are relevant to students beginning their studies in 2014-2015, students commencing their UOIT studies during a different academic year should consult their faculty to ensure they are following the correct program map. i Message from President Tim McTiernan I am delighted to welcome you to the University of Ontario Institute of Technology (UOIT), one of Canada’s most modern and dynamic university communities. We are a university that lives by three words: challenge, innovate and connect. You have chosen a university known for how it helps students meet the challenges of the future. We have created a leading-edge, technology-enriched learning environment. We have invested in state-of-the-art research and teaching facilities. We have developed industry-ready programs that align with the university’s visionary research portfolio. UOIT is known for its innovative approaches to learning. In many cases, our undergraduate and graduate students are working alongside their professors on research projects and gaining valuable hands-on learning, which we believe is integral...
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...ate Aptitude Test in Engineering GATE 2014 Brochure Table of Contents 1. Introduction .............................................................................................................1 2. About GATE 2014 ......................................................................................................1 2.1. Financial Assistance ............................................................................................................................ 1 2.2 Employment ............................................................................................................................................ 2 2.3 Administration ....................................................................................................................................... 2 3.1 Changes Introduced in GATE 2013 that will continue to remain in force for GATE 2014 .......................................................................................................................................................... 3 4.1 Eligibility for GATE 2014 ................................................................................................................... 4 4.2 GATE Papers ............................................................................................................................................ 5 4.3 Zone-Wise List of Cities in which GATE 2014 will be Held ................................................... 6 4.4 Zone-Wise List of Cities for 3rd...
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