Promoting the availability of information on the socio-economic aspects of climate change and improving the integration of socio-economic information into impact and vulnerability assessments. For communities all over the world, socio-economic and natural conditions have changed over time, in some cases quite dramatically.
As a result of these changes, vulnerability to climate change and the effectiveness of adaptation to it were affected as well. These shifts in the socio-economic structure of societies continue to pose risks and challenges to a great number of people. For example, increased population growth may place more people and property at risk from increased frequency or intensity of extreme climate events. On the other hand, economic growth and development may increase the wealth and the capacity of a community to withstand and adjust to future changes, thus reducing the measured impact compared to current circumstances.
Activities and deliverables under the second phase (2008-2010) include:
Technical paper reviewing the existing literature on the potential costs and benefits of adaptation options (FCCC/TP/2009/2) Submissions (available in document FCCC/SBSTA/2009/MISC.9/Rev.1) by Parties and organizations on efforts undertaken, including methods used to assess the costs and benefits of adaptation options, as well as their views on lessons learned, good practices, gaps and needs.
Synthesis report on on efforts undertaken, including methods used to assess the costs and benefits of adaptation options based on the above submissions and other relevant sources (requested by the SBSTA before its thirty-second session, June 2010) Technical workshop on costs and benefits of adaptation options (requested by the SBSTA before its thirty-second session, June 2010). Workshop report available in document FCCC/SBSTA/2010/9.
Activities and deliverables under the first phase (up to June 2008) included:
Submissions by Parties and relevant organizations, Expert meeting held in Port of Spain, Trinidad and Tobago, March 2008, Work in the area of socio-economic information can contribute to efforts by Parties and organizations to undertake stocktaking on what socio-economic information and approaches are available and in use consider what needs to be done to ensure better integration of socio-economic information into impact and vulnerability assessments.
Details of activities and deliverables under the first phase.
The SBSTA invited Parties and relevant organizations to submit to the secretariat, by 21 September 2007, information and views on matters relating to the availability of information on the socio-economic aspects of climate change and improving the integration of socio-economic information into impact and vulnerability assessments, including information on the development of socio-economic scenarios and for understanding adaptive capacity, including:
Existing approaches and available data, Needs, gaps, barriers and constraints.
Ways and means to improve availability and access to relevant information, including information on costs and benefits, as well as its better integration into impact and vulnerability assessments.
Submissions were received from seven Parties (Australia, Jamaica, Japan, Mexico, Portugal on behalf of the European Community and its Member States, the United States of America and Uzbekistan), two intergovernmental (ISDR and IPCC) and two non-governmental organizations (International Research Institute for Climate and Society and SustainUS). The submissions can be found below.
Submissions from admitted non-governmental organizations.
The SBSTA requested the secretariat to organize, under the guidance of the Chair of SBSTA, an expert meeting, before its twenty-eighth session, on ways and means to improve the integration of socio-economic information into impact and vulnerability assessments, including as they relate to adaptation planning, taking into account the miscellaneous document mentioned above.
The expert meeting on socio-economic information took place in Port of Spain, Trinidad and Tobago from 10 to 12 March 2008. The agenda, presentations and results from the meeting are available on the Trinidad meeting page.
An ever-growing $150 billion market that shows no signs of slowing down, to say that the SaaS business model is proven would be the ultimate understatement. That said, making that model work is much, much easier said than done. It’s no secret that most software startups struggle to get off the ground (let alone thrive).
This is all despite what you might hear via LinkedIn or the latest SaaS “guru” (ugh). Understanding the fundamentals of the SaaS business model should be the bare minimum for any founder or business owner interested in throwing their hat in the ring. In this guide, we’ll break down the basics for anyone totally new to SaaS.
Perhaps the most significant aspect of running a SaaS business is in the name. That is, software as a service. You aren’t just selling a product. You’re a full-blown service provider. And so your customers aren’t a one-and-done affair. Once someone becomes a user, they’re your customer for the foreseeable future (and ideally forever).
This directly impacts everything from how you market your product, communicate with customers and approach sales. Below are three details that set the SaaS business model apart from a more “traditional” business. Your goal is to keep customers around for the long haul. This means that your product needs to go beyond meeting an initial pain point or customer need.
Instead, it needs to become integral to your customers’ life. Sounds a bit dramatic, right? But think about SaaS tools like Gmail, Trello or Slack which many companies couldn’t imagine themselves living without. The fact that there are alternatives to all of the above popping up left and right signals the importance of keeping customers satisfied so they don’t jump ship.
This means regularly touching base with customers, gathering feedback and answering questions to ensure that everyone’s on the up-and-up. SaaS companies are often the gold standard when it comes to customer satisfaction, offering self-help channels and speedy social support so users are never left waiting.
It’s well-documented that it costs way more to acquire new customers than it does to retain the ones you have. The SaaS business model is centered around this concept. This might seem contradictory to the point above, but let’s break it down. Let’s say you run a SaaS company and you just hit the milestone of 10,000 users.
Now, at this point are you going to consider your business “finished?” Or are you going to start brainstorming ways to score your next 10,000 users? Long-term survival in SaaS means constantly bringing new users into your funnel. Whether it’s through paid advertising, SEO or social media (often all three), your business’ survival depends on a constant influx of new users.
This is especially true given that most SaaS companies operate on a free or freemium model, meaning that not every user is actually a paying one. Although some of those free users will eventually convert, many of them won’t. That’s reality. Meanwhile, you also have to consider how many customers churn (stop using your service) on a month-to-month basis.
Whether it’s due to their budgets or a competing product on the market, churn is inevitable. All of this speaks to how much the SaaS business model relies on numbers and data to ensure customers are coming through at a healthy rate, leading us directly to our next point.
Another reason that SaaS companies can grow quickly is due to remote hiring. The fact that SaaS teams are inherently tech-savvy and remote-friendly means not only that they can hire talent from anywhere and everywhere, but they also aren’t tied down by the expenses of a traditional office.
Business entities aren’t one-size-fits-all. But, several options benefit and protect SaaS founders and their companies. Whether you need to make Venture Capitalists happy, operate with a board, or avoid paying corporate tax – there’s an option that’ll suit. We aren’t lawyers or accountants, but here are a few of the basics to point you in the right direction.
Each state has different formation rules based on the business entity type. There are various formation fees, dues, tax regulations, etc. in each state. Check out this map to view specific entity information for your state. You don’t necessarily have to form a business in the state you reside in/are headquartered in – although, it may be beneficial in the long run to register within your state.
Most business founders I’ve come across register LLCs (at least in the beginning). Limited Liability Companies **are great because they protect your personal assets. Example: if your company was ever to be sued (heaven forbid) or even go bankrupt, your personal home, credit, and vehicles wouldn’t be on the line.
The best benefit of being a Limited Liability Company is that you avoid corporate tax. With a LLC, your income will pass through the company to your personal tax records. You’ll only pay tax on the net profit of your business, and you’ll only pay tax on that amount the same way (and at the same rate) you pay personal taxes.
Other benefits of a LLC are that you can avoid all the bureaucracy that comes with being a C Corp. You’ll avoid the headaches of writing corporate bylaws, choosing and listening to a board. Instead of wasting time with all the bureaucracy, you can get your company registered and get your product launched.
A Subchapter S Corporation is kind of a mix between a LLC and a Corporation. It’s usually an election, meaning, you first form a LLC, and then you file a S Corp form telling the government that you want to be a S Corp.
As a S Corp, you get all the personal asset protection as with the LLC. You also have the advantage of pass-through taxes like with a Limited Liability Company (paying tax on net profit at the individual level), but you also have stock to give to up to 100 shareholders.
With such stock, a S Corp might allow for investment from an angel investor or two, but VCs will still prefer a corporation. Corporations require corporate bylaws, a board, recorded meeting minutes, etc. And, you’ll pay corporate tax rates since your income won’t pass-through to your personal income as it would under a LLC or S Corp.
C Corps also protect the personal assets of founders and shareholders. Another benefit of a Corporation is that you can grant investors (particularly Venture Capital firms and accelerators/incubators) preferred stock options – which, in addition to a solid valuation, is most likely what they’ll want. Preferred stock is kind of like a hybrid of a stock and a bond – it offers a better prediction of income for holders.
You’ll need to be a C Corp when it comes time to sell or IPO. This is because as a C Corp, you’ll have plenty of stock to give away and won’t be limited to 100 shareholders like a S Corp. Investors like Delaware C Corps as the state is a tax haven with all kinds of sweet tax breaks. A C Corp is also the best way to give your employees stock.
Many a company start as a LLC as it’s quick to get off the ground and requires little extra work like writing bylaws (yuck) – giving you more time to prep for launch. When you find VCs sniffing around or decide you want to sell some stock, then you can always switch your entity from LLC to a corporation. Just make sure you file what’s called a short year tax return for the LLC once it’s dissolved.
Before you make any of these decisions, you should speak with your accountant. If you don’t have an accountant, get one, AT LEAST consult with one about how you’ll be taxed and what formation might be best for you. Before you make any switches (from LLC to C Corp or whatevs) you should absolutely speak with a corporate attorney.
So you want to be your own boss? Start a successful business? But you worry about the risk and potential hardship that comes with funding your business ideas? You’re right to do so. Only half of new businesses make it to year five. And these days, many successful entrepreneurs start out with businesses that require minimal investment, like freelancing or consulting.
Low-cost ideas may not be the sexiest, but they’re safe, won’t break your bank, and will provide you with ample more learning experiences than you’d get working for anyone. Here are a few low-risk ideas to jumpstart your entrepreneurship or help fund your current venture. People love the water, and there’s high demand for things to do around it. One of the coolest water events I’ve participated in was a craft beer-tasting cruise around Manhattan.
How do you pull something like that off without capital? First, you’d get craft breweries on board (pardon the pun). Next, you’d call up boat rental companies and negotiate for a boat based on time, day, and size (number of people attending). Then, you’d sell tickets BEFORE you pay for the boat. It’s essentially an event; you’re just securing a boat as the venue. There may be a down payment (deposit) required by the boat service – much like a venue. If you shop around, you can negotiate a lower deposit.
Do you make incredible youtube tutorials on how to design and develop websites? Do you love to write fiction short stories? Make music? I discovered Patreon recently, and not to my surprise – there are people making a killing on the platform. Patreon allows writers, artists, and creators of all types to get paid a subscription by their fans, or “patrons” in exchange for access to content. Typical subscription fees range from as little as $1 to $10+ per month.
Freelance (designer, developer, writer, marketer) I`m a fan of what I call the big four freelance genres: designers, developers, writers, and marketers. I was able to build a successful writing business within a couple of months. If you’re good at any of these sought-after skills, you can make money without spending a dime. You need a solid portfolio (build one for free with WordPress), and you need to learn how to sell and market your services based on VALUE and not TIME.
You can only sell so much of your time before you don’t have room for more clients. Selling value instead of time can be tricky, particularly if you’re not providing direct growth (like SEO or marketing services). Nonetheless, it can be done. One of the best explanations on how to sell value is in Alan Weiss’s book, Million Dollar Consulting. Dog (or other pets) walking service. Love dogs and other animals? A dog walking or pet-care service might be your cup of tea (last week I saw a man walking cats near Central Park, for real).
You can create an affordable website using Weebly, Squarespace, or WordPress. If you optimize your website for SEO results in your neighborhood (example, Sugar Land, Texas), it won’t be so hard for your pages to rise to the top as local results tend to be less competitive (depending on the neighborhood). You could also set up a local Facebook Ad with a small budget, targeting people in your neighborhood that also like pet-related topics or animal groups like PETA.
Provide Finance analysis support for internal clients/Business Units. Elaborate finance reports on sales and business evolution. Build P and Ls and Finance update presentations for BU´s. Analyze information quality and integrity for budgeting purposes. Track actual progress versus plan and forecast for the for BU and areas assigned, provided meaningful explanations for variations. Obtain/gather, evaluate and present financial and contractual information in order to analyze commercial proposals.
Elaborate and design KPI for the business, generating value added contributions for decision making processes. Working in collaboration with BU teams (Marketing, Medical, Commercial, Access and Supply). Analyze ad-hoc business cases for strategic options, profitability and product launch situations. Look for growth and suggest efficiencies opportunities in BU processes.
Develop and maintain fluid relationship with key people in the organization and within Finance team. Develop and maintain a balance with BU Heads while bringing finance support also controlling the business. Despite not having direct reports, ability to work in teams with other areas and being to obtain the information needed to make the necessary analysis.
Build trust as business partner. Working experience in Pharma companies in controlling and FP and A positions for 3-5 years. Have a degree (or being close to have one) in Business Administration, Economy, Finance or Accounting. Experience with budgeting process and business evolution analysis. Medium to Advance English (speaking and writing) level.
Advance knowledge and expertise with Microsoft Office tools, SAP, HFM and TM1. Employment / Recruitment agents may only submit candidates for vacancies only if they have written authorization to do so from Shire, a wholly-owned subsidiary of Takeda’s Talent Acquisition department. Any agency candidate submission may only be submitted to positions opened to the agency through the specific Agency Portal.
Shire, a wholly-owned subsidiary of Takeda will only pay a fee for candidates submitted or presented where there is a fully executed contract in place between the Employment / Recruitment agents and Shire, a wholly-owned subsidiary of Takeda and only if the candidate is submitted via the Agency Portal. Candidates submitted or presented by Employment / Recruitment Agents without a fully executed contract or submitted through this site shall not be deemed to form part of any Engagement for which the Agency may claim remuneration.
At Takeda, employees are motivated to do their best and bring better health and a brighter future to people worldwide. Therefore, it’s important for us that we work together to create a diverse, inclusive environment where everyone can thrive and shine. And it shows. We are proud to be certified as a Top Global Employer 2020 by the Top Employers Institute — a certificate that recognizes companies with exceptional employee offerings. This recognition is based upon independent research and assessment of our workplace environment.
We’re honored to be selected as the Pharma Company of the Year at the 2019 Scrip Awards. The Scrip Awards recognize accomplishments in all aspects of industry activity from new drug launches, to clinical trials, to innovative deals, outsourcing and fundraising. Each of our 50,000 employees contribute to our success and shared mission to discover, develop and deliver innovative medicines to patients worldwide.
To assist and challenge students to become more aware of their own values and the ethical implications of the choices they face in their public and private worlds. This outcome furthers Marist’s emphasis on students’ characters and on the importance of leading ethical and enlightened lives both in college and beyond. The Marist Core provides students with many opportunities to develop their values awareness.
To develop in students the capacity to synthesize and integrate methods and insights from a variety of intellectual disciplines. In providing students with interdisciplinary learning experiences at the beginning, middle, and end of their undergraduate careers (through the First Year Seminar, the Pathway, and the Capping course, respectively) the Marist Core equips students to respond constructively and creatively to complex 21st-century problems and challenges.
To introduce students to the essential ideas and skills that comprise the disciplines of the liberal arts and the sciences. Both the Breadth requirements in the Marist Core and the shared themes of the First Year Seminar and Writing for College (Nature and the Environment, Civic Engagement, Cultural Diversity, and Quantitative Reasoning) develop students’ intellects and prepare them for life as productive citizens and professionals in their local, regional, and global communities.
To develop in students the critical skills of written exposition, critical thinking, public presentation, technological competency, and information literacy. Recognizing that intellectual abilities and values reflection are inextricably linked to effective research, technological competency, and communication in many formats, the Marist Core develops a wide range of key contemporary skills.
Students’ mastery of these outcomes is regularly evaluated in a campus-wide Core assessment process that works with material drawn from the senior-level Capping course. The College’s emphasis on values awareness builds upon the Marist Brothers’ living legacy and provides the community with a strong sense of shared purpose. As stated in the Mission Statement, education at the College involves character development, as well as intellectual enrichment and skill instruction.
This commitment takes curricular form in the Marist Core. The themes linked to the First Year Seminar and Writing for College course Civic Engagement, Cultural Diversity, Nature and the Environment, and Quantitative Reasoning ensure that values awareness is a key aspect of students’ learning from the very outset of your time at the College.
The required Philosophical Perspectives course, another common experience for first-year students, provides them with a strong foundation upon which to build their own answers to questions involving knowledge, reality, and human values. The Ethics and Justice distribution requirement encourages students to explore even more fully the relationship between broad principles and specific problems and challenges.
Many Pathways (e.g. Public Health; Gender Studies; Global Studies) offer opportunities to apply insights to pressing real-world questions. Finally, the senior-level Capping course connects these academic experiences to a culminating research experience requiring students to consider values questions related to a particular academic and/or professional context.
The learning environment in the School of Science is characterized by small classes, personalized attention from full-time faculty, and opportunities to conduct guided research or serve internships in real-world studies. Our laboratory facilities are open around the clock so that students can review laboratory materials or gather for group study in an environment conducive to learning.
Faculty members often return at night to lead optional review sessions, and most maintain an open-door policy to increase their availability to students. Each student is advised by a full-time faculty member, who helps plan course schedules and provides suggestions for co-curricular activities that will enhance the undergraduate experience.
The Science and Allied Health Building is home to undergraduate programs in Athletic Training, Biology, Biomedical Sciences, and Medical Laboratory Sciences, as well as graduate programs in Physician Assistant Studies and Physical Therapy. A simulation lab and observation room give students real-life experience with both live patients and medical manikins for treating patients and working in hospital environments with other professionals.
The greenhouse also supports faculty and student research projects investigating topics such as heavy metal exposure, effects of nanomaterials, plant reproductive ecology and plant physiological ecology. The miniature desert showcases cacti and succulents demonstrating a range of adaptations to different desert environments. The greenhouse is also included in classroom activities for Plant Biology, General Biology, Plant Physiology and Ecology and Medical Botany.
Marist's location on the Hudson River makes it an ideal location for the study of environmental science. The college maintains a laboratory in the Historic Cornell Boathouse on the river-front in addition to a monitoring station which pumps water from the river providing near real-time measurements of chemical and physical properties of the river.
In addition, the Hudson River Valley has many hospitals and healthcare facilities that offer fieldwork and internship placement opportunities. In Donnelly Hall, Biochemistry and Chemistry students work in newly-renovated teaching and research laboratories that include a nuclear magnetic resonance (NMR) room, computational chemistry space, and a student study suite.
Special Interest Housing: Students in P-STEM majors have the opportunity to apply for Special Interest Housing in our Living Learning Communities. In addition to living in close proximity to residents that have related coursework, these communities feature unique programming and faculty interaction throughout the academic year.
Internships (also known as field experiences or clinical experiences) are opportunities for students to apply the theoretical knowledge and skill learned in the classroom to practical, real world situations. Internships allow students to explore potential career paths, experience the workplace context, solve meaningful problems, build practical skills, and network with professionals in their fields of interest. Although most interns receive academic credit for such experiences, some (but not all) also may receive financial compensation.
Students in the School of Science benefit from small class sizes and close mentoring relationships with their faculty members. A central part of the learning experience is the opportunity to conduct scientific research with faculty, which often leads to the results being presented at conferences and published in academic journals. In this way, School of Science students prepare themselves for graduate school and professional careers.
We know that graduate education is a significant investment for many students, and we want to be sure you receive the best value for your investment. Many students discover that with the proper options, the cost of Marist College Graduate School is within reach. The Marist College Office of Student Financial Services is committed to providing affordability options and managing the equitable distribution of student aid funds.
The office coordinates student employment both on and off-campus and is responsible for student billing. We are dedicated to promoting accessibility through personalized service and integrity. The Office of Student Financial Services will make every effort to assist you with financing the cost of your education.
Download the most recent Graduate Affordability Guide to review your options. Visit the Marist College Office of Student Financial Services with additional questions about financial aid, graduate scholarships, merit aid, and private loans.
We know that a college education is a significant investment for many families, and want to be sure our students receive the best value for their investment. Many of our families discover that with proper options, the cost of Marist College is within reach.
The Marist College Office of Student Financial Services is committed to providing affordability options and managing the equitable distribution of student aid funds. The office coordinates student employment both on and off campus and is responsible for student billing. We are dedicated to promoting accessibility through personalized service and integrity.
As a Marist student, the Office of Student Financial Services will make every effort to assist you with financing the cost of your education. Merit awards are made at the discretion of the scholarship committee. The total scholarship amount awarded covers the duration of the program and is applied by course each semester in the amount of $150 or $250 per course.
General eligibility requirements for a scholarship do not guarantee admission. Awards are determined upon acceptance into a graduate program based on the applicant's cumulative GPA from their undergraduate degree-granting institution or most recently earned graduate/professional degree. No more than one merit scholarship will be awarded to each student.
Award recipients must maintain at 3.0 GPA and maintain good academic standing in their program to remain eligible. The Award cannot be used toward undergraduate level courses or courses taken at other institutions. Financial need is not required to be eligible for merit scholarships.
Receiving other scholarship assistance through Marist College. Participating in the following programs: Master of Public Administration (MPA) cohort programs in NYC/Albany, Master of Public Administration (MPA) online program for law enforcement and emergency services, Hybrid MA in Educational Psychology, MS in Physician Assistant Studies, or Doctor of Physical Therapy. Marist students currently enrolled in a 5-year bachelor's/master's degree program. Students receiving special tuition pricing through organizational partnerships.
The focus of traditional MBA programs around the country has been the role of the general manager with broad responsibilities from finance to marketing. Thus, breadth has always been the focus of an MBA program. The world has changed, and the role of big data and business analytics has become an integral part of the general manager position as new skills must be learned in order to be the most effective decision-maker.
As a result, the demands of leadership, management, and followership in this business analytics-focused environment are quite challenging and are infused throughout the Marist MBA curriculum. The Marist MBA is comprised of core courses, electives, and optional concentrations in ethical leadership, health care administration, and finance management. A business analytics focus is infused throughout the degree.
The Marist MBA is offered in an asynchronous online format to accommodate the needs of working professionals. While the courses are structured and interactive - with clearly articulated assignments, projects, readings, discussions, and deadlines - there are very few times when you will be required to log-in on a specific date and time. The curriculum of the Marist MBA consists of 9 core courses and 3 elective/concentration courses.
Full-time students complete the degree in as little as 4 semesters; part-time students may take up to 5 years, depending on the number of courses they take each semester. Students can start in fall or spring semesters with each semester having two rounds of eight-week classes, and we offer one eight-week round over the summer semester.
The Marist MBA Core courses will address topics that are vital to a general MBA program, and form the fundamental pillars that accomplished managers will draw upon when evaluating programs and processes, defining problem resolution, and managing operations across all industries.
The course list and the descriptions found below will help define the skill sets students new to the business world will acquire, and highlight those skills that will be further developed for students coming to us with prior business experience.
Regardless of your chosen concentration, the online MBA format is structured with projects, readings, discussions, and deadlines while also not requiring a graduate student to be online at any specific time for the majority of the course. Students who are working full-time can create personal schedules to complete their coursework, online, by their given deadlines.
The Business Administration degree offers three distinct concentrations for students interested in Ethical Leadership, Financial Management, and Health Care Administration. Each concentration is comprised of specific and innovative learning for students to round out their business degree. Learn more about each unique concentration. Did you know you can structure your MBA degree plan to add in an Advanced Certificate in Business Analytics by adding just two additional courses?
Students can select two courses from the Advanced Certificate in Business Analytics to fill two of their three MBA elective slots, and then during the completion of their MBA, if they add in the remaining two certificate courses, they can complete their MBA AND earn the Advanced Certificate in Business Analytics. Think of it as an MBA + 2 to earn the Advanced Certificate in Business Analytics.
The Master's in Business Administration degree was designed with the working adult in mind, offering a part-time approach. Students are able to complete their degree on their own time while gaining real-world experience. Roughly 90% of students in our MBA program are fulfilling a full-time career while being a part-time student at Marist College.
Part-Time Master's in Business Administration Course Load. A smaller course load allows part-time students to fulfill their degree in just under three years. Students who require more time, have up to seven years to complete their degree. Part-time students are given the flexibility to earn a degree while maintaining their current career or juggling a busy family life.
Choosing the Online Part-Time MBA Degree. The online MBA format is structured with projects, readings, discussions, and deadlines while also not requiring a graduate student to be online at any specific time for the majority of the course. Students who are working full-time can create personal schedules to complete their coursework, online, by their given deadlines.
Concentrations in the MBA program include Ethical Leadership, Financial Management, and Health Care Administration. Contact Marist College and learn more about enrollment as a part-time graduate student in the Masters of Business Administration degree program.
Enroll in the Online Ethical Leadership Master's Degree Concentration Ethical Leadership in business, or the lack thereof, has become a big focus in the media over the last decade. With the explosion of viral news sources, unethical business leaders and their wrongdoings are constantly being exposed. This new phenomenon gives way to the importance of business ethics and leadership skills taught in the classroom. These types of ethical leadership skills can give students a leg up in the world of business.
Marist College's MBA with a concentration in Ethical Leadership is an AACSB-accredited online MBA program. This program exposes students to the basic tenants of leadership and ethical decision-making in the business sector. Through our 100% online MBA graduate program in Ethical Leadership, students will learn to apply ethical tactics and concepts throughout their lives and future leadership careers. The intention of the MBA Ethical Leadership Master's degree program is to prepare students to be effective leaders and to solve the challenges of ethical dilemmas they will face in their careers.
Marist College's Master's in Business Administration with a concentration in Ethical Leadership is a top online accredited MBA program. With this convenient, 100% online master's program students can earn their Ethical Leadership Master's degree through an entirely virtual program. Contact us today to learn more about earning your Master's in Business Administration degree online through Marist's Ethical Leadership program.
MBA in Ethical Leadership Program Online Courses. Courses are offered in 8-week segments or “rounds.” Round 1 courses run the first 8 weeks of each semester. Round 2 courses run the second 8 weeks of each semester. There is also one 8 week round that will run over the summer.
In 1945, Senator J. William Fulbright introduced a bill in the United States Congress that called for the use of surplus war property to fund the 'promotion of international good will through the exchange of students in the fields of education, culture, and science.
On August 1, 1946, President Harry S. Truman signed the bill into law, and Congress created the Fulbright Program, the flagship international educational exchange program sponsored by the U.S. Government.
From its inception, the Fulbright Program has fostered bilateral relationships in which citizens and governments of other countries work with the U.S. to set joint priorities and shape the program to meet shared needs. The world has been transformed in ensuing decades, but the fundamental principle of international partnership remains at the core of the Fulbright mission.
The Fulbright Foreign Scholarship Board (FFSB) was created by Congress to supervise the Fulbright Program. This 12-member Board, appointed by the President of the United States, works in cooperation with the Bureau of Educational and Cultural Affairs of the U.S. Department of State, the bi-national Fulbright Commissions and Foundations, and the Public Affairs Sections of U.S. embassies abroad, to administer the Program.
The FFSB sets policies and procedures for administration of the Fulbright Program, has final authority for selection of all grantees, and supervises the conduct of the program both in the United States and abroad. Click here for a complete list of current FFSB members.
The Fulbright U.S. Student Program is the largest U.S. exchange program offering opportunities for students and young professionals to undertake international graduate study, advanced research, university teaching, and primary and secondary school teaching worldwide. The program currently awards approximately 2,000 grants annually in all fields of study and operates in more than 140 countries worldwide.
Fulbright U.S. Student alumni populate a range of professions and include ambassadors, members of Congress, judges, heads of corporations, university presidents, journalists, artists, professors, and teachers. Bose Corporation founder Amar Bose, actor John Lithgow, composer Philip Glass, opera singer Renee Fleming and economist Joseph Stiglitz are among notable former grantees.
More than 390,000 Fulbrighters from the United States and other countries have participated in the Program since its inception in 1946. The Fulbright Program awards approximately 8,000 grants annually. Currently, the Fulbright Program operates in over 160 countries worldwide.
The primary source of funding for the Fulbright Program is an annual appropriation by the U.S. Congress to the U.S. Department of State's Bureau of Educational and Cultural Affairs (ECA). Participating governments and host institutions, corporations and foundations in foreign countries and in the United States also provide direct and indirect support. ECA administers the Fulbright Program under policy guidelines established by the Fulbright Foreign Scholarship Board (FFSB) and in cooperation with bi-national Fulbright Commissions and the Public Affairs Sections of U.S. embassies abroad.
As the administrative and executive arm of the Fulbright Program, ECA has fiscal responsibility for the preparation of an annual budget request to Congress and makes decisions on funding allocations to participating countries. Under policies established by the FFSB, ECA also holds primary responsibility for the administration of the program, together with the assistance of cooperating non-profit organizations. Within a U.S. embassy abroad, exchange-program activities are the responsibility of the Public Affairs Section.
In many countries, at least one of the Foreign Service Officers from this section is a member of the local bi-national Fulbright Commission and maintains liaison with the Commission on policy and program matters on behalf of the ECA. In countries without a Fulbright Commission, the Public Affairs Officer or Cultural Affairs Officer administers the educational exchange programs.
The AACSB-accredited Marist online MBA program is ranked among the top in the nation by U.S. News & World Report's "Best Online Education Programs." Our School of Management is consistently listed in the Princeton Review's Best 300 Business Schools, and the College has received numerous awards and accolades for the use of technology in the classroom.
The Marist MBA is accessible to all - and does not require an undergraduate degree in business. You'll find your Marist classmates come from a wide range of interesting backgrounds. Many have traditional business management degrees, but, many more come to their MBA from accounting, banking, brokerage, engineering, systems analysis, IT, health care, human resources, manufacturing, and marketing.
That means you'll enjoy participating in a dynamic, well-informed level of interaction with interesting peers who broaden your perspective and challenge your thinking. 100% Online, 100% Flexible – The Marist The Master’s in Business Administration degree can be earned 100% online thus providing MBA graduate students the flexibility they need to complete the program while still pursing a full-time career.
Request a brochure to receive detailed program information about earning your Master’s in Business Administration online through one of our specialized MBA programs. Or watch this video interview to learn more about the distinctive features of Marist College's Online Master's Degree in Business Administration.
If you need flexible scheduling to balance pursuing your MBA with work and family commitments, but still want the prestige of a degree from a recognized, AACSB-accredited college, the Marist MBA will meet your needs. More than 90% of our students complete their MBA while working full time. Structured for part-time study, the program provides a broad-based business education while being sensitive to the time demands of today's working adults. Online classes are available 24/7. We've offered high-quality online courses for close to 15 years at Marist. Our professors know how to maximize your online experience, and the course management system is well tuned.
If you've been considering a return to school to complete your MBA, think Marist! Marist's online MBA program was ranked in U.S. News & World Report’s “Best Online Education Program” rankings for 2019. To devise its lists, U.S. News considered four general categories: student engagement, student services and technology, faculty credentials and training, and peer reputation.The Master’s in Business Administration moved up to #58 in the MBA category. “We appreciate this recognition, which affirms the rigor and quality of these programs,” noted Management Dean Lawrence Singleton.
Marist launched New York State's first AACSB-accredited 100%-online MBA program in 1998, one of the first such programs in the nation. The AACSB is the premier business school accrediting body. Also known as the Association to Advance Collegiate Schools of Business, it accredits less than five percent of business programs worldwide.
Marist is again one of a small group of schools included in the 2nd edition of The Princeton Review's Colleges That Create Futures: 50 Schools That Launch Careers By Going Beyond the Classroom, along with such top schools as Duke, Stanford, and Columbia. The Princeton Review cited Marist's leadership development, internship opportunities, campus work opportunities, such as the Marist Poll, and career development resources.
As an undergraduate student at UNA, the University Success Center offers you access to free tutoring in mostly 100/200 level classes. Our goal is to help you achieve the academic success that you want. Tutors can also assist you with a variety of study and learning strategies. Please note that occasionally students request a certain subject for tutoring. This can lead to an additional course or two being offered in any given semester.
Not all courses are guaranteed every semester, although our most popular courses will be offered. If you have questions about a particular class. If you would like to schedule a tutoring session, you can call the University Success Center at 56.765.422. Typical tutoring sessions are 30 minutes and students are encouraged to bring lecture notes and all other materials related to the course.
UNA has also implemented a new system to help you create a class schedule faster and easier. You can customize the Pride Planner to show you classes that fit around your work and extracurricular activities, making registering for classes much faster when the time comes. You can find the link to the Pride Planner under the Registration tab. It is the second purple banner across the top.
Pre-registration is the process by which you meet with your advisor to plan your schedule for the next semester. You must meet with an advisor before you can pre-register for classes. Please review the following information before making an appointment to meet with your advisor:
Review your program of study in the catalog in effect at the time you enrolled in classes at UNA, not necessarily the current catalog. Draft a schedule of classes that includes course numbers, call numbers and section numbers. All of this information can be found in the published schedule of classes on the Registrar's website or under Look Up Classes.
In order to make the most effective use of both your time and your advisor's time, come to your appointment with a draft of your schedule. Prepare questions to ask your advisor about course selection, academic progress, and career opportunities in the field of your major.
Any student who has been suspended for one calendar year or any student who has been suspended for three calendar years and has completed one year of the suspension period may file a written appeal and appear before the Readmissions Committee. The written appeal must be submitted no later than two weeks before the opening date of residence halls as listed in the University Calendar.
This deadline applies for the semester that readmission is sought. The Readmissions Committee usually meets the Monday before classes begin in Summer, Fall and Spring semesters. Once the appeal is filed, the student will appear before the Readmissions Committee for the appeal hearing. Students will be notified via email of the hearing time and place.
If you have, or suspect you may have, a learning, psychological, or physical disability, the staff at the Disability Support Services office may be able to help you receive classroom accommodations to better enable you in your academic pursuits. You may be tempted to avoid asking for assistance; this is a mistake. Everyone needs help at some point in life and you are encouraged to seek the help necessary for academic success. If we are not made aware of your need for help, then we won't be able to help you.
For help with stress and beyond, confidential services are available to all actively enrolled students who have paid the Student Wellness Fee. Outpatient mental health services include: Psychosocial Assessments, Individual and Group counseling, Crisis Intervention, Group Psycho-educational and classroom presentations, Referrals to community resources.
The Master of Science in Civil Engineering (MSc) program is intended to serve graduate students who have a Bachelor on Civil Engineering or closely-related undergraduate degree in order to strengthen their knowledge and understanding of civil engineering principles and practices. The program is primarily intended for students who currently are, or intend to become, practicing civil engineers, and thus focuses on the application of these principles and practices to real-world problems encountered by professional civil engineers.
Another purpose of the program is to facilitate applied research on relevant civil engineering topics. Such research should 1) serve societal needs by addressing contemporary issues, 2) contribute to the professional development of both students and faculty and 3) provide preparation for further academic study and research for those students who wish to pursue a Ph.D.
Graduates of this program are able to work professionally in complex and unpredictable environments and to assume leading roles in their organizations, both in the Albania and worldwide. We are closely connected with industry to keep our graduates at the forefront. We work in partnership with many local companies and external organizations who contribute to us with their feedback and offer opportunities to work in collaboration with them.
A knowledge of engineering principles sufficient to understand the bases and applicability of standard analysis, design, and implementation practices within their emphasis area. The ability to conduct engineering analyses and to develop and implement designs and problem solutions that conform to applicable codes and standards of practice.
An understanding of the various technical and non-technical factors that impact the feasibility and implementation of civil engineering projects, including: technical feasibility, multi-party involvement, environmental assessment, financial/economic planning, owner/public works administration, owners’ strategic plans, and socioeconomic/equity issues.
The foundation needed to develop engineering judgment via professional practice, and to effectively identify, consider, and account for multiple and competing objectives. The technical knowledge and skills needed to pursue lifelong learning with the ability to independently extend personal knowledge and understanding of engineering topics and practices by conducting literature searches, consulting with others, and using other similar techniques.
Knowledge and skills necessary to pass specialty license examinations in their respective emphasis areas. Student employment opportunities. The graduates of this program are prepared to work in construction industry, in engineering companies, state institutions, local government, private entrepreneurs, and other firms related. They can be employees as well in the business, management and financial sectors.
The Master of Science in Civil Engineering offers to the students the possibility of specializing into four profiles such as: Structural Engineering, Construction Management, Construction Materials and Water Resources Engineering. It combines a core curriculum with the opportunity to take elective courses tailored to a student's particular areas of interest. These courses typically relate to the student's thesis topic and are selected by the student in consultation with department advisor. To earn the MSc degree, students must complete in total 120 ECTS credits from their coursework and a Master thesis.
The program is taught in English. Therefore, Albanian and international applicants from countries in which the official language is not English are required to submit official evidence of English language proficiency. Thesis topics are developed individually by the student in consultation with faculty advisor. To prepare for their thesis research and writing, students must complete a course that offers instruction in research methods and academic writing.
The Bachelor Program in Civil Engineering is composed of three years of full-time academic study. The first year of the degree program present a broad, practical overview of the field of civil engineering. During this first year, presentation of the course material is primarily delivered at a foundational level with engineering fundamentals stressed and reinforced across the curriculum.
A strong understanding of practical and physical principles is fostered and promoted and an abundance of learning opportunities is provided to apply these fundamentals to the solution of real-world design scenarios that would be encountered by both technologists and engineers. Throughout the program, opportunities are presented to students to strengthen their graphical, written, and oral communication skills. A significant amount of time is directly related to hands-on training in material testing, surveying, manual and computer-aided drafting, and instruction in the use of engineering software tools.
The second and third year are mainly composed of basic engineering courses involving the study and application of the principles of geotechnical engineering (behavior of soils, design of foundations), structural engineering (analysis and design of reinforced concrete and steel structures), hydraulics engineering (flow of water in pipes, open channels, water resources), and the general systems approach to engineering problems. The final two years of the degree program are academically rigorous, with thorough investigation of the theoretical foundations of civil engineering science and design topics.
At the same time, the practical application of civil engineering knowledge is presented and applied through course assignments and project work. Additionally, the student is challenged to view the engineer's role from an interdisciplinary and multidisciplinary perspective. The role of the engineer as a manager is also developed. In the final two years of the program, the student's educational experience is enriched through a series of liberal studies courses. To further develop engineering skills for professional practice, the degree concludes with the completion of a summer practice.
Students whose GPA is below 3.0 are obliged to enter the comprehensive exam. The program is open to candidates with a variety of backgrounds and interests. Candidates are eligible to apply, who are proficient in English, and have above average Grade Point Average. International students are encouraged to apply. To learn more about the application procedure, admission requirements, and financial aid, visit Epoka's Registrar menu or Admissions menu.
The students are also exposed to an introduction to construction management and economics which are essential to every practicing engineer. Summer practice at the end of the second and third year, and courses at the last year aim to provide a Civil Engineering perspective to students.
Curriculum of the program includes elective courses, which give an opportunity to students to improve their professional skills according to their interests. Some of them are nontechnical and free elective courses, the remaining are civil engineering electives. The requirements for a Diploma in Civil Engineering include the completion of minimum of 180 ECTS credits of formal course work and 60 days of approved practical training.
In the global industry, there is a strong demand for Civil Engineers particularly those who combine technical skills with good communication skills and team-work ability. Graduates of the department qualify for a responsible position in the civil engineering industry in analysis, design and construction management. Prospective employers include, but are not limited to, construction contractors, consulting firms, industrial firms and various government agencies.
The purpose of this study program, Bachelor in Computer Engineering and Information Technology, is to ensure the preparation of specialists in the field of computer engineering based on the most advanced programs of the time. The degree program has a unique course of study that gives students basic engineering concepts and through knowledge of the main features of the processing of the information systems, both in hardware and in the software.
The purpose of this study program, BSc in Computer Engineering and Information Technology, is to ensure the preparation of specialists in the field of computer engineering based on the most advanced programs of the time. The degree program has a unique course of study that gives students basic engineering concepts and through knowledge of the main features of the processing of the information systems, both in hardware and in the software.
In particular, computer literacy covering the basics of architecture of computers and computer systems, issues related to the project and the integration of hardware ans software systems, with in-depth knowledge of operating systems, programming languages, techniques and software engineering methods, principles and technologies for modeling, design and database management.
The Bachelor Program in Finance and Accounting aims at providing students with fundamental knowledge in the core fields of: Finance, Banking, Accounting and Auditing. This program is designed to prepare students to manage money and finance investment opportunities, achieve financial efficiency, leverage assets, and maximize investments. In addition it provides students the opportunity to develop analytical and quantitative capabilities—equipping them to pursue careers in the field of finance or accounting, focusing on investment analysis and management, banking, auditing, consulting and financial management.
Apart from the combination of theoretical and practical disciplines as well as finance and accounting, an additional value of this program of study is providing students with concentrated degrees in finance, banking, accounting and auditing, which makes it possible for a successful career both in finance and banking as well as in the relatedfield of accounting and auditing.
It incorporates computing, telecommunication technologies, and includes consumer electronics and broadcasting as it is getting more and more digitized. Spearheaded by the computer, the decades since the mid-1960s have been characterized by an extreme development. Since the late 1970s, cheap microelectronics have permitted the diffusion of these technologies into almost all aspects of daily life and have furthermore almost inextricably cross-fertilized and intermingled their multiple application branches, which include industry, commerce, administration, education, medicine, scientific and professional work, entertainment, and domestic work.
Nations with advanced IT-industries have realized that developing competence in information technologies including new media is essential, expensive, and difficult; large-scale IT systems are gaining economic feasibility and various national research and education programs for stimulating these developments are underway.
Our mission to help you navigate the new normal is fueled by subscribers. To enjoy unlimited access to our journalism, subscribe today. Business has been measuring shareholder returns via earnings reports and changes in stock price for what seems like forever. But now that stakeholder capitalism is in vogue, corporations need new metrics.
Enter Brian Moynihan, Bank of America's CEO of 10 years and the latest guest on Fortune podcast "Leadership Next." As chair of the International Business Council (IBC), he is working to figure out a set of common metrics the business community can use to measure the stakeholder capitalism that the Business Roundtable endorsed last year. And despite the pandemic, the group is getting closer to determining that final list of metrics and sub-metrics.
You've had a pandemic and an economic crisis around that pandemic, but at the same time, we have more people signing onto the metrics, we have more dialogues, and the green part of this has gotten completely embedded into the recovery question, Moynihan said of interest in stakeholder capitalism despite the recession.
To ensure that interest translates into widespread use of the metrics, the IBC has been focusing on finding "the best-of-the-best metrics" that allow for results that companies can easily calculate and disclose. Moynihan said that the consistency and accountability these disclosed results provide will be key, because society's problems can't be solved without private industry.
In the remainder of the interview, host Alan Murray asks Moynihan about his stance on ever-increasing CEO pay, purpose-driven leadership at Bank of America, and the bank's enormous commitment of $300 billion over the next decade to environmentally friendly business.
In recent years, new leaders have emerged across the United States to champion rights - not just for African Americans, but also in the fields of migration and gender. They are using politics, social media campaigns and publishing in new ways to amplify and spread their messages. Here are 21 current and emerging civil rights leaders who will shape struggles in the United States and the wider world for years to come.
Los-Angeles-based Khan-Cullors describes herself as an “artist, organizer and freedom fighter”. She is best-known for Black Lives Matter (BLM), the African American rights protest movement she co-founded following the killing of black teenager Trayvon Martin in 2012. This year, BLM has surged following the death of George Floyd. In fact it “may be the largest movement in US history,” writes the New York Times. Khan-Cullors is also an influential LGBTQ activist and a leading voice for prison reform – and abolition.
This website addresses questions typical of individuals interested in graduate study of economics. The website provides a centralized location for obtaining objective and comprehensive information about graduate training in economics.
The Ph.D. is the most advanced degree in the field of economics and is generally considered a research degree. Earning a Ph.D. typically involves several years of post-baccalaureate study, including advanced courses in microeconomics, macroeconomics, quantitative analysis, and econometrics, followed by courses in the student's field of specialization.
The fields of specialization are classified by the Journal of Economic Literature. Offerings and strengths of faculty by field differ by Ph.D. program. Most programs require students to pass one or more examinations (often called preliminary, qualifying, or core examinations) before they are allowed to continue their Ph.D. studies by taking courses in their fields of specialization.
After all coursework is completed, students develop a research plan for a doctoral dissertation. In many Ph.D. programs the proposed research path is the subject of an oral examination before the research path is approved. The Ph.D. is awarded after successful defense of the doctoral dissertation, usually during a final oral examination.
The Master's degree in economics can be viewed as a terminal degree or as additional preparation (beyond the baccalaureate degree) for more advanced study. In some cases a Master's degree is routinely awarded after completion of a designated phase of a Ph.D. program.
Earning a Master's degree in economics typically involves two years of post-baccalaureate study, generally including courses in microeconomics, macroeconomics, quantitative analysis, and econometrics. Terminal Master's degree requirements generally include completion of a Master's thesis.
An increasing number of universities offer joint Ph.D. degrees in economics and other fields. The most common of these are joint Ph.D/J.D. degrees and joint Ph.D.s in Economics and Finance. Some schools also offer joint Ph.D. degrees in Economics and Public Policy, in Economics and Statistics, and in Economics and Applied Mathematics. There are also many joint Master's degree programs that combine economics with other disciplines.
Students from a wide variety of backgrounds earn graduate degrees in economics. This includes economics and non-economics majors, those with and without prior graduate training, and those with and without prior economics employment experience.
To decide which program is the best fit, potential students should examine their own qualifications (including their GRE scores, their GPA, and their mathematical preparation) as well as the methodological approach, fields of specialization, predominant ideology, size of program, program culture (cooperative, competitive, etc.), typical time-to-degree, required examinations, financial aid, emphasis on mathematics, job prospects, and location of the programs to which they apply.
For those who wish to pursue academic careers, the availability of training in teaching methods during graduate school may also be a consideration.
Some applicants find it useful to contact students at their target programs to find out about current students' perceptions and experiences. Keep in mind that faculty tend to be fairly mobile throughout their careers, so it may be risky to choose a program out of a desire to work with one specific faculty member.