On the Educational Curriculum in Finance and Technology

Recent technological developments have enabled a wide array of new applications in financial markets, e.g. big data, cloud computing, artificial intelligence, blockchain, cryptocurrencies, peer-to-peer lending, crowdfunding, and robo-advising, inter alia. While traditionally comprising of computer programs and other technology used to support or enable banking and financial services, the new fintech sector is often seen as enabling transformation of the financial industry. A more moderate and critical view suggests that for the full transformative potential of fintech to be enabled, there is a need for an updated educational curriculum that balances knowledge and understanding of finance and technology. A curriculum that provides a skill portfolio in the two core components and complements them with applied knowledge can support the enabling forces which will render fintech as a true opportunity for the financial service industry and for society as a whole. We attempt a scholarship inquiry into the educational curriculum in finance and technology, aiming to inform this modern educational agenda. We review skills shortages, as identified by firms and experts, and examine the state-of-the art by some of the first educational programs in fintech

Decoding learning: the proof, promise and potential of digital education

With hundreds of millions of pounds spent on digital technology for education every year – from interactive whiteboards to the rise of one–to–one tablet computers – every new technology seems to offer unlimited promise to learning. many sectors have benefitted immensely from harnessing innovative uses of technology. cloud computing, mobile communications and internet applications have changed the way manufacturing, finance, business services, the media and retailers operate. But key questions remain in education: has the range of technologies helped improve learners’ experiences and the standards they achieve? or is this investment just languishing as kit in the cupboard? and what more can decision makers, schools, teachers, parents and the technology industry do to ensure the full potential of innovative technology is exploited? There is no doubt that digital technologies have had a profound impact upon the management of learning. institutions can now recruit, register, monitor, and report on students with a new economy, efficiency, and (sometimes) creativity. yet, evidence of digital technologies producing real transformation in learning and teaching remains elusive. The education sector has invested heavily in digital technology; but this investment has not yet resulted in the radical improvements to learning experiences and educational attainment. in 2011, the Review of Education Capital found that maintained schools spent £487 million on icT equipment and services in 2009-2010. 1 since then, the education system has entered a state of flux with changes to the curriculum, shifts in funding, and increasing school autonomy. While ring-fenced funding for icT equipment and services has since ceased, a survey of 1,317 schools in July 2012 by the british educational suppliers association found they were assigning an increasing amount of their budget to technology. With greater freedom and enthusiasm towards technology in education, schools and teachers have become more discerning and are beginning to demand more evidence to justify their spending and strategies. This is both a challenge and an opportunity as it puts schools in greater charge of their spending and use of technolog

The Relationship Between Using Study Island Supplemental Math Software and Third, Fourth, and Fifth Grade Students\u27 Mathematics Achievement

The ex post facto study investigated the relationship between the use of Study Island supplemental math software and students’ math achievement in a Title I public elementary school in Georgia during the 2011-2012, 2012-2013, and the 2013-2014 school years. Data from the school was collected regarding the use of a supplemental math software program called Study Island during the 2012-2013 and the 2013-2014 school years. Data on students’ math achievement test scores was collected from school level reports for the 2011-2012, 2012-2013, and the 2013-2014 school years. Data was analyzed using a two-tailed t test to investigate the possible relationship between the use of the supplemental math software and students’ math achievement. Study results can be used to inform current school curriculum leaders, administrators, and teachers as they invest in technology tools and integrate technology into the math classroom. Results could also help schools of educational leadership working with finance, curriculum and instructional leaders, schools of educational technology, and teacher preparation academies as they train educators to effectively integrate technology into the classroom

What Is The Rational For Opening Elementary School In Somalia?

This project explores the research question “What is the rational for opening an Elementary school in Somalia” It creates and builds a new private school for the children in Somalia that will focus on increasing achievement standards to the highest possible levels, by utilizing the STEM curriculum and a comprehensive college preparation with emphasis on science, technology, engineering and mathematics — while ensuring that quality character education is taught through every opportunity, and that all learn responsibility, respect, honesty, and the skills of analysis. The project then narrows down to the focus of planning and outline. This explains different models-finance, Architectural and security models. Throughout the different chapters, the author describes the benefits, but also the barriers that come with implementing a new school. It provides readers information on several different types of school designs and classroom designs. The project concludes with a reflection on the project and what the future holds for the educational field

A Critical Review of Contemporary Practice and Educational Research in Internationalisation within the business education subject communities

This report critically reviews contemporary educational research and practice in the field of internationalisation within the business education subject communities in order to inform curriculum development and pedagogy geared towards the development of international perspectives and intercultural learning. Drawing on current pedagogical literatures as well as staff and student consultations, it identifies a number of key points which reflect good practice in business education curricula. Due to the broad disciplinary scope of the subject area in focus and the diversity of curricular activities across the UK, this critical review is selective rather than exhaustive and seeks to stimulate further discussion and research in the field. The report is structured as a reference text around key themes and issues emerging from the review, providing the reader who has a particular interest or issue in their practice with an outline of key texts which can be followed up as appropriate

Spreadsheet software as a teaching and learning tool: perspectives from an undergraduate financial modelling subject

Technology based teaching of accounting curriculum is widely researched by accounting educators. This paper reports the findings of the use of computers and Microsoft Excel spreadsheet program as a means to reflect on, and to enhance prior learning, of financial accounting, managerial accounting and finance concepts and problems, through a financial modelling subject, in an undergraduate program in an Australian regional university. Data were collected from the researched university's formal feedback systems, Student Feedback on Subjects (SFS), and archived course materials, over a three year period (2003-2005). Using pattern matching approach (Yin, 2003), data were analyzed for making generalizations about the effectiveness of spreadsheet software usage as a pedagogical and educational tool. The study finds that spreadsheet based teaching and learning equip students with computer literacy, and spreadsheet application skills in the areas of management accounting and finance. The study also finds that the students with a few years of work experience outperform the students without any work experience, and appreciation of the course among the students without work experience is lower than their counterpart with five years of work experience. The study has implications for accounting educators, in that difficult to learn accounting and finance concepts can be taught using a spreadsheet based modelling subject; this can provide significant insight into the relationships among numerous variables, which are difficult to manipulate and solve manually, in a traditional chalk and talk teaching environment

CPLD based controller for single phase inverters

The DC-AC converter, also known as inverter, converts DC power to AC power at desired output voltage and frequency. The DC power input to the inverter is obtained from an existing power supply. Nowadays inverters use high power switching transistors either IGBT's and/or MOSFETs. In addition, the voltage and frequency of the source can be adjustable. These single phase inverters and their operating principles are analyzed in detail. In this project, a full-bridge, single phase inverter that uses a digital Pulse Width Modulation (PWM) to control the power switches at 18 kHz was constructed. The concept of PWM with different strategies for inverters is described. A type of filter is used to improve the distortion in the output waveform. A design and implementation of PWM by using complex programmable logic device (CPLD) from Altera MaxPlus II is constructed and programmed. The involved software, hardware, and suitable algorithm to implement and generate the PWM are developed in details. To verify the significant of this single phase inverter, the output voltage will be tested with resistive load and inductive load

The Workforce Needs of New Jersey's Pharmaceutical and Medical Technology Industry

This report is based on an online survey conducted in spring 2006 of pharmaceutical and medical technology companies in New Jersey. It identifies the current and future workforce needs of the pharmaceutical and medical technology industry in New Jersey

Ascertaining the impact of endogenous and exogenous factors on the performance of students taking non-specialist accounting courses

This study aims to evaluate the potential determinants of academic performance of non-specialist accounting students. Considering both actual and initially expected performance, in conjunction with students’ learning styles and preferences, we use two econometric methods - Ordinal Probit and Ordinary Least Squared - in order to investigate and assess the impact of endogenous and the exogenous factors on the students’ academic achievement. Eventually, based on the results of our estimations, and by dividing the non-specialist students into segments, according to their demographic characteristics, we run a series of simulations to estimate empirically the likelihood of the students to report an academic performance weaker, in line, better, and considerably better than what they expected