Adv. Fin. Ac Essays

Adv. Fin. Ac Essays Adv. Fin. Ac Essay Adv. Fin. Ac Essay Lending Decisions Lending environment; decision making and organisation of lending, lending policies and controls; behavioural aspects of decision making and decision makers; retail, commercial and corporate lending; business expansions; off balance sheet lending; loan management and problem loans. Mode of delivery:| On-campus| Workload:| ON-CAMPUS: This is a six credit point unit with three hours class contact per week over 12 teaching weeks. The total time commitment expected for this unit is 156 hours. In order to meet the faculty’s expectation, students should plan to spend on average nine hours in self-directed study, in addition to the three hours of class contact, each week. | Unit relationships:| Prerequisites: One of AFF2401 or AFW2401 Prohibitions: AFW3841 | Chief examiner:| Dr. Jean-Pierre Fenech| Unit coordinator:| Dr. Jean-Pierre Fenech| Campus:| Caulfield| Phone:| 03 9903 2140| Email:| jeanpierre. [emailprotected] edu| Office hours:| | Campus coordinator:| | Campus:| | Phone:| | Email:| | Office hours:| | Tutor(s):| To be advised| Campus:| | Phone:| | Email:| | Consultation hours:| | ACADEMIC OVERVIEW Learning objectives 1. examine the major types of lending products and match these products to customer needs 2. analyse the risk return characteristics and pricing of a loan application 3. discuss the behavioural aspects associated with lending decisions 4. apply statistical techniques used in decision making at the approval, monitoring and termination stages of lending 5. apply critical thinking, problem solving and presentation skills to individual and /or group activities dealing with lending decisions. Graduate attributes Monash prepares its graduates to be: 1. responsible and effective global citizens who: ) engage in an internationalised world b) exhibit cross-cultural competence c) demonstrate ethical values 2. critical and creative scholars who: a) produce innovative solutions to problems b) apply research skills to a range of challenges c) communicate perceptively and effectively Assessment summary ASSESSMENT TASK| DUE DATE| WEIGHTING| Assessment Task 1: assignment(Group of 4 students)| 21st September 2012| 20%| Assessment Task 2: Class presentations. Look up the class allocation folder to check when your presentation is due. | Continuous| 10%| Final Examination | Official Examination Period| 70%| TOTAL| 100%| Hurdle requirement A student’s final mark will be the sum of the marks gained in all assessment tasks, except that to pass this unit a student must achieve at least 50% in the final examination. Where a student fails the unit solely because of failure to satisfy the hurdle requirement, the final mark for the unit will be 48%. Second marking Where an assessment task is given a fail grade by an examiner, that piece of work will be marked again by a second examiner who will independently evaluate the work, and consult with the first marker. No student will be awarded a fail grade for an assessment task or unit without a second examiner confirming the result. Note: Exceptions to this are individual pieces of assessment contributing 10% or less of the final mark, unless the total of such pieces exceeds 30% of the final mark. Return of final marks for the unit Faculty policy states that ‘the final mark that a student receives for a unit will be determined by the Board of Examiners on the recommendation of the Chief Examiner taking into account all aspects of assessment’. The final mark for this unit will be released by the Board of Examiners on the date nominated in the Faculty Calendar. Student results will be accessible through the my. onash portal. Exam viewing Feedback on student performance in examinations and other end-of-semester assessment is required, in accordance with the University procedures on Unit Assessment. For more information, please see the following URL: buseco. monash. edu. au/aaf/student/exam-view/index. html. Feedback Our feedback to you There will be consistent feedback throughout the course with respe ct to class presentation. As regards assignment, the work will be returned with detailed comments for your perusal. Your feedback to us Monash is committed to excellence in education and regularly seeks feedback from students, employers and staff. One of the key formal ways students have to provide feedback is through SETU, Student Evaluation of Teacher and Unit. The University’s student evaluation policy requires that every unit is evaluated each year. Students are strongly encouraged to complete the surveys. The feedback is anonymous and provides the faculty with evidence of aspects that students are satisfied and areas for improvement. For more information on Monash’s educational strategy, and on student evaluations, see: onash. edu. au/about/monash-directions/directions. html and policy. monash. edu/policy-bank/academic/education/quality/student-evaluation-policy. html Previous student evaluations of this unit If you wish to view how previous students rated this unit, please go to https://emuapps. monash. edu. au/unitevaluations/index. jsp Required resources There is no prescribed text-book. A lis t of chapters for every week is available on blackboard and library site. Blackboard (MUSO) Material used in class together with other information of importance to students will be published online. In order to access information about this unit in Blackboard you must be enrolled in the unit and have a valid Authcate Username and Password. Blackboard is accessed through the my. monash portal at URL: https://my. monash. edu. au/muso/blackboard/login/. Q Manual The Q Manual is a student guide for producing quality written work on time. Printed copies are available at the bookshop or online at URL: buseco. monash. edu. au/publications/qmanual/qmanual. pdf. Calculators ON-CAMPUS: Electronic devices (including calculators) are not permitted in tests and examinations in this unit unless identified with an â€Å"approved for use† label. These labels are available from: * Berwick Campus: Jan Ottrey (Building 901, Room 130B) * Caulfield Campus: Accounting and Finance General Office (Building H, Level 3) * Clayton Campus: Accounting and Finance General Office (Building 11, Level 10) * Gippsland Campus: Rhonda Briggs (Building 5N, Room 152) * Peninsula Campus: Narelle Krueger (Building D, Level 3, Room 21) * Sunway Campus: Course Management Staff (Building 6, Level 4, Room 9) * South Africa Campus: Patience Makokoe (Building D, Ground Floor) Recommended resources Recommended text(s) and readings Kindly refer to blackboard for full list. UNIT SCHEDULE: (Please note tutorials start from Week 1, i. e. 27th February) WEEK| DATE| TOPIC| READING| QUESTIONS| | 27th July| Bankers Lending Techniques| As per chapter readings from Blackboard| As per tutorial questions from Blackboard| 2| 1st August| Financial distress theory and Financial Mathematics| As per chapter readings from Blackboard| As per tutorial questions from Blackboard| 3| 10th August| Pricing models and ethics| As per chapter readings from Blackboard| As per tutorial questions from Blackboard| 4| 17th August| Traditional approaches to credit risk measurement and Individual loan risk| As per chapter readings from Blackboard| As per tutorial questions from Blackboard| 5| 24th August| Legal issues| As per chapter readings from Blackboard| As per tutorial questions from Blackboard| 6| 31st August| Basel Regulatory Framework| As per chapter readings from Blackboard| As pe r tutorial questions from Blackboard| 7| 7th September| Corporate credit risk models based on stock price| As per chapter readings from Blackboard| As per tutorial questions from Blackboard| 8| 14th September| Testing and implementation of credit risk models| As per chapter readings from Blackboard| As per tutorial questions from Blackboard| 9| 21st September| Default recovery rates and LGD in credit risk modelling and practice| As per chapter readings from Blackboard| As per tutorial questions from Blackboard| 10| 5th October| Credit derivatives| As per chapter readings from Blackboard| As per tutorial questions from Blackboard| 11| 12th October| Stress testing| As per chapter readings from Blackboard| As per tutorial questions from Blackboard| 12| 19th October| An assessment of financial sector rescue programmes| As per chapter readings from Blackboard| As per tutorial questions from Blackboard| Please look up your tutorial participation dates, as per folder on blackboard. There i s a 10% participation mark for this exercise. ASSESSMENT REQUIREMENTS Assessment Task 1: assignment Learning objectives assessed: This assessment task is designed to test a student’s skills in carrying out a credit analysis of a listed firm. Weighting: 20% Task details: INSTRUCTIONS: Please refer to separate assignment document. Due date: 21st September 2012 Submission details: Assignments should be submitted to my email. Penalties for late lodgement: A maximum penalty of 5% of the total mark allocated to this assessment will be deducted for each day that it is late. Return of marks: Marked assignments will be returned to students during tutorials in week 11 or 12. Students who do not attend tutorials may collect assignments from their tutor during consultation times. Faculty style guide Work submitted for these assessments must follow the Faculty Style as outlined in the Faculty Q Manual. Copies of this Manual can be obtained at the bookshop or on line at URL: buseco. monash. edu. au/publications/qmanual/qmanual. pdf. Applications for extension of time Applications for an extension of time allocated to an assessment task must be made by completing the application form found at URL. buseco. monash. edu. au/student/exams/speccon. html. The form must be submitted to the Chief Examiner for approval. Assignment coversheet Work submitted for assessment MUST be accompanied by a completed and signed assignment coversheet, available at URL: buseco. monash. edu. au/student/forms/assessment-coversheet. doc. In the case of group assignments, each member of the group must complete and sign a separate assignment coversheet. Assessment Task 2: Learning objectives assessed: This assessment task is designed to test a student’s presentation skills Weighting: 10% Criteria for assessment: as per designated questions on separate folder Duration: This will be approximately a 15 minute presentation. Task details: INSTRUCTIONS: Please look up the allocation folder on blackboard to check your allocation dates. Date: As per allocation dates. Examination Weighting: 70% Duration: 3-hour examination Type: This will be a closed book examination and calculators will be permitted. Date and location: This examination will be held during the official examination period. The examination timetable which provides full details of the examination schedule can be accessed through the my. monash portal. Materials examinable: All material covered throughout the course. Faculty style guide Work submitted for these assessments must follow the Faculty Style as outlined in the Faculty Q Manual. Copies of this Manual can be obtained at the bookshop or on line at URL: buseco. monash. edu. au/publications/qmanual/qmanual. pdf. Penalties for late lodgement A maximum penalty of 1 MARK of the total mark allocated to the assessment tasks will be deducted for each day they are late. Applications for extension of time Applications for an extension of time allocated to an assessment task must be made by completing the application form found at URL. buseco. monash. edu. au/student/exams/speccon. html. The form must be submitted to the Chief Examiner for approval. Assignment coversheet Work submitted for assessment MUST be accompanied by a completed and signed assignment coversheet, available at URL: buseco. monash. edu. au/student/forms/assessment-coversheet. doc. In the case of group assignments, each member of the group must complete and sign a separate assignment coversheet. OTHER INFORMATION Policies Monash has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and to provide advice on how they might uphold them. You can find Monash’s Education Policies and Procedures at: http://policy. monash. edu. au/policy-bank/academic/education/index. html Key educational policies include: * Plagiarism ( policy. onash. edu/policy-bank/academic/education/conduct/plagiarism-policy. html) * Assessment ( policy. monash. edu/policy-bank/academic/education/assessment/assessment-in-coursework-policy. html) * Special Consideration ( policy. monash. edu/policy-bank/a cademic/education/assessment/special-consideration-policy. html) * Grading Scale ( policy. monash. edu/policy-bank/academic/education/assessment/grading-scale-policy. html) * Discipline: Student Policy ( policy. monash. edu/policy-bank/academic/education/conduct/student-discipline-policy. html) * Academic Calendar and Semesters (insert URL); Orientation and Transition (insert URL); and * Academic and Administrative Complaints and Grievances Policy ( policy. monash. edu/policy-bank/academic/education/management/complaints-grievance-policy. html) Student Services The University provides many different kinds of support services for you. Contact your tutor if you need advice and see the range of services available at www. monash. edu. au/students The Monash University Library provides a range of services and resources that enable you to save time and be more effective in your learning and research. Go to lib. monash. edu. au or the library tab in my. monash portal for more

Essay Term Paper on Doing Business in China

Essay Term Paper on Doing Business in China Essay Term Paper on Doing Business in China Essay Term Paper on Doing Business in ChinaTo write an essay term paper on doing business in China means to explore how business people into contact with Chinese business people. As a business contact of people from different countries depends on culture, negotiation techniques, and business etiquette, you have to discuss all these aspects in your essay term paper on doing business in China. This article will help you do it properly and finally succeed. In addition, if you are writing a writing a reaction paper or argumentative term paper, you may confidently rely on our professional writing services and get your paper written from scratch!There are five main factors that should be taken into account when trying to get into contact with Chinese business people, and you should mention them in your essay term paper on doing business in China.1.Confucianism To cover this aspect in your essay term paper on doing business in China, say that it is necessary to see how Confucianism influe nces business practices in China. Actually, Confucianism is all about harmonious relationships, and if business partners take into consideration this concept, they will get on well. 2.FaceThere are also certain aspects of etiquette related to the expression of faces of business partners. In your essay term paper on doing business in China, explain the importance of saving face and showing it while conducting negotiations. You can also give examples of how this or that face expression might be regarded by Chinese people when writing your essay term paper on doing business in China.3.Meeting and greeting peopleBusiness usually involves meeting and greeting people. However, in China meeting and greeting people have some special peculiarities. For example, in your essay term paper on doing business in China, you may say that shaking hands may be interpreted as aggressive by Chinese. 4.Building relationshipsSome experts strongly recommend avoid humor when communicating with Chinese not b ecause they are humorless but rather jokes may be lost in translation and be interpreted in inappropriately. In your essay term paper on doing business in China, you may also explain why it is necessary to keep dealings at a professional level and avoid informal conversations.5.NegotiationsOne of the most well known strategies used by Chinese negotiators is to start negotiations showing humility and difference. In your essay term paper on doing business in China, explain how Europeans should interpret such a conduct. There are also more nuances about the peculiarities of contacting Chinese people that you may mention in your paper. The most important thing is to make sure that you are providing reliable and credit information in your essay term paper on doing business in China. You may find it helpful to review the following article on good term paper topics and learn how to write term paper 15 pages without any efforts!

The Role and Value of a Church Minister of Education Research Paper

The Role and Value of a Church Minister of Education - Research Paper Example This role however is enhanced through teaching people on how to minister, disciple as well as carry out crucial roles associated with the church. â€Å"General Board of Higher Education† (2012) uses the biblical explanation in Ephesians 4: 11-13 in expounding their understanding of the Ministers of Education. As introduced above, the book of Ephesians associates Christian education with helping people become believers, as well as help all believers use their spiritual gifts. Thus, the term Minister of Education ought to expound on the idea that the individuals in the post have specific responsibility in their respective churches (Dunbar, 2012). This assertion should signify that it is through the Minister of Education that people get informed about Christianity. From the teaching, one should become a Christian, learn how to grow as a Christian, how to convert others into Christians as well as how to expand that process. Who is the Minister of Education? According to Malphurs (2013), the Minister of Education can be regarded as a person who is called by God, undergone training as a Christian educator, summoned by a local church to foster educational aspects of the church’s programs, the church as well as regarded as one of the senior members of the church staff. The title Minister of Education is a bit general. Although many Christian institutions consider the staff members of their churches as Ministers of Education, it is evident that there are many other terms that are used to refer to the same post. This is as a result of the existence of many diverse churches in the world. For instance, it is evident that an individual can hold many titles at the same time depending on where he or she is educating. An Associate Pastor of Education in one church can also be regarded as the Minister of Education in a different church (â€Å"General Board of Higher Education,† 2012). In most occasions, the Minister of Education