...LONDON'S GLOBAL UNIVERSITY Mathematics with Management Studies BSc UCAS code: G1N2 www.ucl.ac.uk/prospectus/maths MATHEMATICS WITH MANAGEMENT STUDIES BSc This BSc combines a broad-based training in mathematics with highly practical courses from UCL’s Department of Management Science and Innovation, which will be of direct use to those seeking a career in management. No previous knowledge of management studies is required. Degree summary • • • • Gain transferable skills such as numeracy, problem-solving and logical thinking, which can lead to a large variety of interesting, diverse and well-paid careers. All of the courses given by UCL's Department of Management Science are validated by external experts from the private, public and charitable sectors. Many of our graduates choose to build their management knowledge and experience by following a further management qualification, such as the MBA (Masters in Business Administration). UCL's internationally renowned Mathematics Department is home to world-leading researchers in a wide range of fields, especially geometry, spectral theory, number theory, fluid dynamics and mathematical modelling. Peer Assisted Learning has been pioneered in the department, with second-year students offering support and advice to first years. Your career We aim to develop your skills in mathematical reasoning, problem-solving and accurate mathematical manipulation. You will also learn to handle abstract concepts and to think critically...
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...run. In 2000 Black and Decker Corporation was still reeling from the financial and strategic problems stemming from the company's acquisition of Emhart Corporation in 1989. In late 1998 Black & Decker management celebrated the completion of an almost decade-long effort to divest nonstrategic business gained through its 1989 acquisition of Emhart Corporation and expected the company to enter a long-awaited period of growth as its entire management refocused its attention on its core power tools, plumbing, and security hardware business. Archibald believed that "This portfolio restructuring will allow us to focus on core operations that can deliver dependable and superior operating and financial results." However the portfolio restructuring did little to improve the market performance of the company's securities. Yet Archibald and the management continued to express confidence that the company's streamline portfolio would allow Black & Decker to achieve revenue and earnings growth that the market would find impressive. So far the 1998 divestitures have not produced steady increases in the company's stock price, but look promising for the future due to the efforts to refocus efforts on the successful power tools line. Strategic planning team evaluation Over the years, Black & Decker has branched off into many different directions in order to gain as much market share as possible. The diversification program in the 1980s produced mixed results for shareholders, and later...
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...work and needs to plan accordingly. One main question that is always a difficult one to answer is how long one needs to work before they can comfortably stop working and rely on their financial portfolio to take care of expenses after work. In order to analyze these questions, a deterministic model of an investment portfolio was created and stochastic modeling was used to determine the likelihood of being able to accumulate the necessary finances over the desired period of time. Quantitative Analysis: 1. Using the given deterministic model, the annual outflows were estimated from the retirement portfolio over the retirement years and the estimated return on the account was also calculated. It was determined that under these basic assumptions of salary and portfolio growth rate the portfolio could expect to grow to $452,900 within thirty years. However, this assumed a fixed salary growth rate of 5% as well as a 4% annual investment rate. Given the high rate of inflation and the projected expenses after retirement, it was calculated that if this money was to last for the retirement, then even pulling out $50,000 per year in expenses would cause the account to run out after just a few years. 2. Adjusting the annual rate to 8% from 4% had a major effect. Although the portfolio fell short of the one million dollar goal by only reaching $853,633, this was a major effect as it allows the individual the ability to pull $100,000 each year from this account and still sustain...
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...Kochman’s and Badarinathi’s mathematical case for upside deviation deals with portfolio upside deviations being divided by a market’s upside deviations to so show the resulting ratio and how it facilitates other tests for positive or negative skewness. The article discusses how CAPM is inappropriate for the evaluation of portfolios given that is not only assumed that the returns on distributions are symmetrical, but that the beta (performance and return-to-risk ratios) underestimates the risk of larger numbers of mutual funds. Kochman and Badarinathi needed to answer two questions; can upside deviation be the means for portfolio evaluations and can this be done by taking the upside deviation of portfolios and divide those figure by the upside deviation of the market? Kochman and Badarinathi believe that to make a case for upside deviation as a means for portfolio evaluations is to take the upside deviation of the portfolio(s) and dividing it by the market(s) upside deviation. This would result with a ratio that facilitates another test of positive or negative skewness. To test whether the ratio of portfolio-to-market upside deviations as a success, a test on fund returns would need to be conducted to ensure a meaningful difference between upside deviations, portfolios, and markets. The overall findings showed that the relationships between low betas and low upside volatility appeared to be weaker than the relationships between high betas and high upside volatility. In addition...
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...Rock, Paper, Scissors, and Other Investment Techniques (UOP) FIS 240 Week 5 DQs (UOP) FIS 240 Week 6 CheckPoint: So Many Businesses, So Little Money PART 1 OF 2 (UOP) FIS 240 Week 6 CheckPoint: So Many Businesses, So Little Money PART 2 OF 2 (UOP) FIS 240 Week 6 Assignment: Analyze This (UOP) FIS 240 Week 7 DQs (UOP) FIS 240 Week 7 CheckPoint: Income that Sticks PART 1 OF 2 (UOP) FIS 240 Week 7 CheckPoint: Income that Sticks PART 2 OF 2 (UOP) FIS 240 Week 8 CheckPoint: Lifetime Investment Matrix PART 1 OF 2 (UOP) FIS 240 Week 8 CheckPoint: Lifetime Investment Matrix PART 2 OF 2 (UOP) FIS 240 Week 8 Assignment: Living the Easy Life (UOP) FIS 240 Capstone Discussion Question (UOP) FIS 240 Final Project: Investment Policy and Portfolio Evaluation (UOP) ____________________________________________________ FIS 240 Week 1 CheckPoint: Is Time on My Side (UOP) For more course tutorials visit www.tutorialrank.com Resources: Appendix D and the Time Value of Money multimedia (enter into the Axia College student webpage first then copy and paste the link into the open browser) TUhttps://ecampus.phoenix.edu/secure/aapd/UBAM/Libraries/Flash/TVM.swfUT. Due Date: Day 5 [post to the Individual forum] Complete your responses to this week’s CheckPoint in Appendix D. Post the completed...
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...Algebra 1: Simplifying Algebraic Expressions Lesson Plan for week 2 Age/Grade level: 9th grade Algebra 1 # of students: 26 Subject: Algebra Major content: Algebraic Expressions Lesson Length: 2 periods of 45 min. each Unit Title: Simplifying Algebraic Expressions using addition, subtraction, multiplication, and division of terms. Lesson #: Algebra1, Week 2 Context This lesson is an introduction to Algebra and its basic concepts. It introduces the familiar arithmetic operators of addition, subtraction, multiplication, and division in the formal context of Algebra. This lesson includes the simplification of monomial and polynomial expressions using the arithmetic operators. Because the computational methods of variable quantities follows from the computational methods of numeric quantities, then it should follow from an understanding of basic mathematical terminology including the arithmetic operators, fractions, radicals, exponents, absolute value, etc., which will be practiced extensively prior to this lesson. Objectives • Students will be able to identify basic algebraic concepts including: terms, expressions, monomial, polynomial, variable, evaluate, factor, product, quotient, etc. • Students will be able to simplify algebraic expressions using the four arithmetic operators. • Students will be able to construct and simplify algebraic expressions from given parameters. • Students will be able to evaluate algebraic expressions. • Students...
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...1. Specify the scope of the planning and its time frame. 2. For the present situation, develop a clear understanding that will serve as the common departure point for each of the scenarios. 3. Identify predetermined elements that are virtually certain to occur and that will be driving forces. 4. Identify the critical uncertainties in the environmental variables. If the scope of the analysis is wide, these may be in the macro-environment, for example, political, economic, social, and technological factors (as in PEST). 5. Identify the more important drivers. One technique for doing so is as follows. Assign each environmental variable two numerical ratings: one rating for its range of variation and another for the strength of its impact on the firm. Multiply these ratings together to arrive at a number that specifies the significance of each environmental factor. For example, consider the extreme case in which a variable had a very large range such that it might be rated a 10 on a scale of 1 to 10 for variation, but in which the variable had very little impact on the firm so that the strength of impact rating would be a 1. Multiplying the two together would yield 10 out of a possible 100, revealing that the variable is not highly critical. After performing this calculation for all of the variables, identify the two having the highest significance. 6. Consider a few possible values for each variable, ranging between extremes while avoiding highly improbable values...
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...Monomials and Polynomials A monomial is a number, a variable, or a product of numbers and variables raised to natural number powers. Examples of monomials: [pic] The degree of monomial is the sum of the exponents of the variables. If the monomial has only one variable, its degree is the exponent of that variable. The number in a monomial is called the coefficient of the monomial. Determine whether the expression is a polynomial. If it is, state how many terms and variables the polynomial contains and its degree. a. 9y2 + 7y + 4 b. 7x4 – 2x3y2 + xy – 4y3 c. [pic] Solution a. The expression is a polynomial with three terms and one variable. The term with the highest degree is 9y2, so the polynomial has degree 2. b. The expression is a polynomial with four terms and two variables. The term with the highest degree is 2x3y2, so the polynomial has degree 5. c. The expression is not a polynomial because it contains division by the polynomial x + 4. multiply monomials [pic][pic][pic][pic] [pic][pic] [pic][pic][pic] multiply polynomials [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] Product of a Sum and Difference [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] Division by a Monomial [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] Factoring [pic] [pic] [pic] [pic] [pic] [pic] Factoring Trinomial [pic] [pic] [pic] [pic] [pic] ...
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...[pic] Aguirre, Jedidiah Joel C. 55 Doña Feliza Subd. Brgy Paciano, Calamba City Mobile Number: 0926-7368277 Email Ad: jed_aguirre@yahoo.com Objectives To acquire an exciting and challenging job as Mathematics High School Tutor. Experiences 3rd Year High School : Quarterly Remedial Class Instructor in Mathematics 3 (Geometry) : Personal Tutorial Sessions for Mathematics 2 (Intermediate Algebra) 4th Year High School : Quarterly Remedial Class Instructor in Mathematics 4 (Advanced Algebra and Trigonometry) Summer, 2009 :Personal Tutorial Sessions for Math-UPCAT. 2nd Semester, 2010 :Literacy Training Service 2: Kalayaan Elementary School Grade 6 Mathematics Teacher 1st Semester, 2011 :Tutor in Princeton Academy, BelAir, Sta. Rosa, Laguna 2nd Semester, 2011 : Student-instructor in UPLB Math Division’s Think Tank Toe Achievements Elementary School : 3rd Place: Metrobank-MTAP-DepEd NCR Math Challenge Sectoral Level 10th Place: Metrobank-MTAP-DepEd NCR Math Challenge Regional Level Best in Math, Valedictorian High School : Best in Math (3rd Year and 4th Year), Best in Physics (4th year), 1st place, 2008 Math Masters, Meycauayan College. College 1st Semester, AY 08-09 : 4th Placer, UPLB Math Wizard College Scholar 2nd Semester, AY 08-09 : Participant, 36th Annual Nationwide Search For...
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...Mathematisch-statistische Ansätze zur Aktienkursprognose Seite 1 1 1.1 Einführung Ziel der Arbeit Ziel dieser Arbeit ist die Einordnung, Darstellung, Erläuterung und Bewertung mathematisch-statistischer Verfahren zur Aktienkursprognose. In diesem Zusammenhang werden hierzu neben dem Fokus auf die Prognose von Aktienkursen bzw. -renditen auch die methodologischen Rahmenbedingungen der zugehörigen Finanzmarkttheorie sowie die grundsätzlichen Probleme bei der Anwendung von Prognoseverfahren auf Aktienkurszeitreihen angesprochen. 1.2 Einordnung der Thematik in den aktuellen Forschungsstand Verfahren zur Prognose von Aktienkursen werden schon seit Bestehen von Börsen und anderen Handelsplätzen diskutiert. Somit hat das Thema dieser Arbeit seine ideellen Wurzeln in der von Charles H. Dow begründeten Lable Dow Theorie, die die Technische Aktienanalyse um 1900 begründete. Durch die ab 1965 von Eugene F. Fama proklamierten Thesen informationseffizienter Kapitalmärkte, nach der technische Aktienanalysen wirkungslos sind, erlebte die Kursprognose einen ersten Rückschlag. Die Thematik dieser Arbeit ist der Technischen Aktienanalyse zuzuordnen – nicht zuletzt wurde aber genauso Kritik an den Thesen informationseffizienter Kapitalmärkte geübt, sodass sich diese Antithese in neuerer Zeit verweichlicht hat. Die empirische Kapitalmarktforschung bemüht in letzter Zeit Ansätze des Forschungsgebietes der Behavioral Finance, die versuchen, diese Thesen und real beobachtbare...
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...y=2x, Graph 1.2. Also, label the x-values of the intersections with the line y=x as they appear from left to right on the x-axis as a1 and a2; label the x-values of the intersections with the line y=2x as b1 and b2. Now, I will using the graph and graph calculator, find the values of a1-b1 and b2-a2 and name them respectively SL and SR. SL=a1-b1=2.381966-1.763932=0.618034 SR=b2-a2=6.236068-4.618034=1.618034 Now, calculate the quantity D= │SL-SR│ D= │SL-SR│=│0.618034-1.618034│=1 By algebra calculation, D=│SL-SR│ =│ a1-b1-(b2-a2) │ =│ a1-b1-b2+a2 │ =│ (a1+ a2 )-(b1+b2) │ Now, I will try other parabolas of the form y=ax2+bx+c, a＞0, with vertices in quadrant 1, intersected by the lines y=x and y=2x. y=x2+2x+1 [pic] From the graph we can see there is no intersection of the parabola and y=x, y=2x. Using the algebra way: Solve: (a) x2+2x+1=x (b) x2+2x+1=2x (a) x2+2x+1=x x2+x+1=0 [pic] X=[pic] a1+a2= 1 (b) x2+2x+1=2x x2+1=0 x2=-1 x=±i b1+b2=0 so D =│ (a1+ a2 )-(b1+b2) │ =│ 1-0 │ =1 y=2x2+3x-1 D=│(a1+a2)-(b1+b2)│ =│(-1.366025+0.366025)+(-1+0.5)│ =│-1+0.5│ =0.5 Base on the example above, I think D is relate with the coefficient of the formula, and I guess it’s D=[pic]...
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...LAB 3.1 Variable Name | Problem (Y or N) | If Yes, what’s wrong? | Declare Real creditsTaken | No | | Declare Int creditsLeft | Yes | The variable should be declared as Real so it can indicate decimal values | Declare Real studentName | Yes | The variable should be a String to store text | Constant Real creditsNeeded = 90 | No | | Step 2: The calculation should be “creditsLeft = creditsNeeded – creditsTaken” Step 3: “The student’s name is Nolan Owens” Step 4: “The Network Systems Administration degree is awarded after 90 credits and Nolan Owens has 70 left to take before graduation.” Step 5: 1. //Provide documentation on line 2 of what this program does 2. //This program calculates how many credits a student still needs to graduate the NSA program 3. //Declare variables on lines 4, 5, 6, and 7 4. Declare Real creditsTaken = 0 5. Declare Real creditsLeft = 0 6. Declare String studentName = “NO VALUE” 7. Declare Constant Real creditsNeeded = 90 8. //Ask for user input of studentName and creditsTaken on line 9 - 12. 9. Display “What is the student’s name?” 10. User input = studentName 11. Display “How many credits does the student have?” 12. User input = creditsTaken 13. //Calculate remaining credits on line 14 14. creditsLeft = creditsNeeded – creditsTaken 15. //Display student name and credits left on line 16 and 17 16. Display “The student’s name is “, studentName 17. Display “They require “, creditsLeft...
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...SEEMA KHEKARE1 and SUJATHA JANARDHAN2 1Department of Applied Mathematics, G.H.Raisoni. Inst. of Engg. & Tech. for Women, Nagpur. E-mail: seema.ssk83@yahoo.in 2Department of Mathematics, St. Francis De Sales College, Nagpur. E-mail: sujata_jana@yahoo.com Abstract: In this paper, we formulate and analyze a vector host epidemic model with non-monotonic incidence rates for vector and host both. We investigate the existence and stabilities of disease free equilibrium and endemic equilibrium. We prove that the disease reach to endemic state for the basic reproduction number greater than one the only possible equilibrium for basic reproduction number less than one is disease free equilibrium. We present numerical simulation to justify the theoretical results. Key words: vector borne disease, basic reproduction number, disease free equilibrium, endemic equilibrium, stability. 1 Introduction Parasites, viruses, or bacteria are transmitted by flies, mosquitoes, water snails, ticks and some other vectors amongst animals or people and cause the vector borne diseases such as dengue, malaria, yellow fever, West Nile fever, etc. Statement of WHO on World Health Day: Preventing vector born diseases shows that more than one billion people are infected and more than one million die from vector-borne diseases every year. WHO also highlights that vector born diseases are totally avoidable. Vector-borne diseases mostly invade the poorest population having lack of sanitation, safe drinking water...
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...MYKA E. AUTRIZ BSBM 101 B CHAPTER II SET OF NUMBERS Although the concepts of set is very general, important sets, which we meet in elementary mathematics, are set of numbers. Of particular importance is the set of real numbers, its operations and properties. NATURAL NUMBERS are represented by the set of counting numbers or real numbers. EXAMPLES: 6, 7.8.9.10.11.12.13.14.15.16.17, 18, 19, 20…………………. WHOLE NUMBERS are represented by natural numbers including zero. EXAMPLES: 1, 2, 3, 50, 178, 2, 856, and 1,000,000 INTEGERS are negative and positive numbers including zero. EXAMPLES: -4, -3, -2, -1, 0, 1, 2, 3, 4…………………….. RATIONAL NUMBERS are exact quotient of two numbers, which are set of integers, terminating decimals, non-terminating but repeating decimals, and mixed numbers. EXAMPLES: 4/5, -5/2, 8, 0.75, 0.3 IRRATIONAL NUMBERS EXAMPLES: 3, 11/4, -7, 5/8, 2.8 ABSOLUTE VALUE of number is positive (or zero). The absolute value of a real numbers x is the undirected distance between the graph of x and the origin. EXAMPLES: /7/-/3/ solution /7/-/3/=7-3=4 and /-8/-/-6/=8-6=2 OPERATIONS ON INTEGERS ADDITION SUBTRACTION MULTIPLICATION DIVISON 9+5=14 9 - -5=14 -45x8=-360 -108÷9=-12 -15+5=10 23 - -4=27 -8+-5=-13 -89 -136=-225 -13+20=7 ...
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...THE ACCOUNTING REVIEW Vol. 88, No. 2 2013 pp. 463–498 American Accounting Association DOI: 10.2308/accr-50318 Managerial Ability and Earnings Quality Peter R. Demerjian Emory University Baruch Lev New York University Melissa F. Lewis University of Utah Sarah E. McVay University of Washington ABSTRACT: We examine the relation between managerial ability and earnings quality. We find that earnings quality is positively associated with managerial ability. Specifically, more able managers are associated with fewer subsequent restatements, higher earnings and accruals persistence, lower errors in the bad debt provision, and higher quality accrual estimations. The results are consistent with the premise that managers can and do impact the quality of the judgments and estimates used to form earnings. Keywords: managerial ability; managerial efficiency; earnings quality; accruals quality. Data Availability: Data are publicly available from the sources identified in the text. I. INTRODUCTION W e examine the relation between managerial ability and earnings quality. We anticipate that superior managers are more knowledgeable of their business, leading to better judgments and estimates and, thus, higher quality earnings.1 Alternatively, the benefit We thank two anonymous reviewers, Asher Curtis, Patty Dechow, Ilia Dichev, Weili Ge, Marlene Plumlee, Phil Shane, Terry Shevlin, Wayne Thomas (editor), Ben Whipple, and workshop participants at the 2010 Kapnick Accounting Conference...
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