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| cuny schools for accounting: Economic Analysis United States. Defense Logistics Agency, 1985 |
| cuny schools for accounting: Stepmotherland Darrel Alejandro Holnes, 2022-02-01 Stepmotherland is a tour-de-force debut collection about coming of age, coming out, and coming to America. Winner of the Andrés Montoya Poetry Prize, Stepmotherland, Darrel Alejandro Holnes’s first full-length collection, is filled with poems that chronicle and question identity, family, and allegiance. This Central American love song is in constant motion as it takes us on a lyrical and sometimes narrative journey from Panamá to the USA and beyond. The driving force behind Holnes’s work is a pursuit for a new home, and as he searches, he takes the reader on a wild ride through the most pressing political issues of our time and the most intimate and transformative personal experiences of his life. Exploring a complex range of emotions, this collection is a celebration of the discovery of America, the discovery of self, and the ways they may be one and the same. Holnes’s poems experiment with macaronic language, literary forms, and prosody. In their inventiveness, they create a new tradition that blurs the borders between poetry, visual art, and dramatic text. The new legacy he creates is one with significant reverence for the past, which informs a central desire of immigrants and native-born citizens alike: the desire for a better life. Stepmotherland documents an artist’s evolution into manhood and heralds the arrival of a stunning new poetic voice. |
| cuny schools for accounting: Directory of Postsecondary Schools with Occupational Programs , 1970 |
| cuny schools for accounting: Minority Biomedical Research Support Program , 1993 |
| cuny schools for accounting: Global Aspects of Reputation and Strategic Management David Deephouse, Naomi Gardberg, William Newburry, 2019-07-16 Our grasp of reputation as a strategic asset would benefit from a better understanding of how country-level factors influence reputation development, as well as how reputation obtained in one context can be transferred to another. This volume of Research in Global Strategic Management focuses on global aspects of reputation in strategic management. |
| cuny schools for accounting: Directory of Postsecondary Schools with Occupational Programs, 1978 Evelyn Reis Ecker Kay, 1979 |
| cuny schools for accounting: Essentials of Marketing Edmund Jerome McCarthy, William D. Perreault, 1988 |
| cuny schools for accounting: Beyond Education Eli Meyerhoff, 2019-07-23 A bold call to deromanticize education and reframe universities as terrains of struggle between alternative modes of studying and world-making Higher education is at an impasse. Black Lives Matter and #MeToo show that racism and sexism remain pervasive on campus, while student and faculty movements fight to reverse increased tuition, student debt, corporatization, and adjunctification. Commentators typically frame these issues as crises for an otherwise optimal mode of intellectual and professional development. In Beyond Education, Eli Meyerhoff instead sees this impasse as inherent to universities, as sites of intersecting political struggles over resources for studying. Meyerhoff argues that the predominant mode of study, education, is only one among many alternatives and that it must be deromanticized in order to recognize it as a colonial-capitalist institution. He traces how key elements of education—the vertical trajectory of individualized development, its role in preparing people to participate in governance through a pedagogical mode of accounting, and dichotomous figures of educational waste (the “dropout”) and value (the “graduate”)—emerged from histories of struggles in opposition to alternative modes of study bound up with different modes of world-making. Through interviews with participants in contemporary university struggles and embedded research with an anarchist free university, Beyond Education paves new avenues for achieving the aims of an “alter-university” movement to put novel modes of study into practice. Taking inspiration from Black Lives Matter, Occupy Wall Street, and Indigenous resurgence projects, it charts a new course for movements within, against, and beyond the university as we know it. |
| cuny schools for accounting: CPCU 552 , 2006-01-01 |
| cuny schools for accounting: Urban Environmental Education Review Alex Russ, Marianne E. Krasny, 2017-06-06 Urban Environmental Education Review explores how environmental education can contribute to urban sustainability. Urban environmental education includes any practices that create learning opportunities to foster individual and community well-being and environmental quality in cities. It fosters novel educational approaches and helps debunk common assumptions that cities are ecologically barren and that city people don't care for, or need, urban nature or a healthy environment. Topics in Urban Environmental Education Review range from the urban context to theoretical underpinnings, educational settings, participants, and educational approaches in urban environmental education. Chapters integrate research and practice to help aspiring and practicing environmental educators, urban planners, and other environmental leaders achieve their goals in terms of education, youth and community development, and environmental quality in cities. The ten-essay series Urban EE Essays, excerpted from Urban Environmental Education Review, may be found here: naaee.org/eepro/resources/urban-ee-essays. These essays explore various perspectives on urban environmental education and may be reprinted/reproduced only with permission from Cornell University Press. |
| cuny schools for accounting: The Economics of Empire Maureen E. Ruprecht Fadem, Michael O'Sullivan, 2020-12-30 The Economics of Empire: Genealogies of Capital and the Colonial Encounter is a multidisciplinary intervention into postcolonial theory that constructs and theorizes a political economy of empire. This comprehensive collection traces the financial genealogies associated with the colonial enterprise, the strategies of economic precarity, the pedigrees of capital, and the narratives of exploitation that underlay and determined the course of modern history. One of the first attempts to take this approach in postcolonial studies, the book seeks to sketch the commensal relation—a symbiotic phoresy—between capitalism and colonialism, reading them as linked structures that carried and sustained each other through and across the modern era. The scholars represented here are all postcolonial critics working in a range of disciplines, including Political Science, Sociology, History, Peace and Conflict Studies, Legal Studies, and Literary Criticism, exploring the connections between empire and capital, and the historical and political implications of that structural hinge. Each author engages existing postcolonial and poststructuralist theory and criticism while bridging it over to research and analytic lenses less frequently engaged by postcolonial critics. In so doing, they devise novel intersectional and interdisciplinary frameworks through which to produce more greatly nuanced understandings of imperialism, capitalism, and their inextricable relation, new postcolonial critiques of empire for the twenty-first century. This book will be an excellent resource for students and researchers of Postcolonial Studies, Literature, History, Sociology, Economics, Political Science and International Studies, among others. |
| cuny schools for accounting: Topics in Applied Statistics Mingxiu Hu, Yi Liu, Jianchang Lin, 2013-09-14 This volume presents 27 selected papers in topics that range from statistical applications in business and finance to applications in clinical trials and biomarker analysis. All papers feature original, peer-reviewed content. The editors intentionally selected papers that cover many topics so that the volume will serve the whole statistical community and a variety of research interests. The papers represent select contributions to the 21st ICSA Applied Statistics Symposium. The International Chinese Statistical Association (ICSA) Symposium took place between the 23rd and 26th of June, 2012 in Boston, Massachusetts. It was co-sponsored by the International Society for Biopharmaceutical Statistics (ISBS) and American Statistical Association (ASA). This is the inaugural proceedings volume to share research from the ICSA Applied Statistics Symposium. |
| cuny schools for accounting: Redesigning America’s Community Colleges Thomas R. Bailey, Shanna Smith Jaggars, Davis Jenkins, 2015-04-09 In the United States, 1,200 community colleges enroll over ten million students each year—nearly half of the nation’s undergraduates. Yet fewer than 40 percent of entrants complete an undergraduate degree within six years. This fact has put pressure on community colleges to improve academic outcomes for their students. Redesigning America’s Community Colleges is a concise, evidence-based guide for educational leaders whose institutions typically receive short shrift in academic and policy discussions. It makes a compelling case that two-year colleges can substantially increase their rates of student success, if they are willing to rethink the ways in which they organize programs of study, support services, and instruction. Community colleges were originally designed to expand college enrollments at low cost, not to maximize completion of high-quality programs of study. The result was a cafeteria-style model in which students pick courses from a bewildering array of choices, with little guidance. The authors urge administrators and faculty to reject this traditional model in favor of “guided pathways”—clearer, more educationally coherent programs of study that simplify students’ choices without limiting their options and that enable them to complete credentials and advance to further education and the labor market more quickly and at less cost. Distilling a wealth of data amassed from the Community College Research Center (Teachers College, Columbia University), Redesigning America’s Community Colleges offers a fundamental redesign of the way two-year colleges operate, stressing the integration of services and instruction into more clearly structured programs of study that support every student’s goals. |
| cuny schools for accounting: Book Review Digest , 1927 Excerpts from and citations to reviews of more than 8,000 books each year, drawn from coverage of 109 publications. Book Review Digest provides citations to and excerpts of reviews of current juvenile and adult fiction and nonfiction in the English language. Reviews of the following types of books are excluded: government publications, textbooks, and technical books in the sciences and law. Reviews of books on science for the general reader, however, are included. The reviews originate in a group of selected periodicals in the humanities, social sciences, and general science published in the United States, Canada, and Great Britain. - Publisher. |
| cuny schools for accounting: Best 143 Business Schools Nedda Gilbert, Princeton Review (Firm), 2004 Our Best 357 Colleges is the best-selling college guide on the market because it is the voice of the students. Now we let graduate students speak for themselves, too, in these brand-new guides for selecting the ideal business, law, medical, or arts and humanities graduate school. It includes detailed profiles; rankings based on student surveys, like those made popular by our Best 357 Colleges guide; as well as student quotes about classes, professors, the social scene, and more. Plus we cover the ins and outs of admissions and financial aid. Each guide also includes an index of all schools with the most pertinent facts, such as contact information. And we've topped it all off with our school-says section where participating schools can talk back by providing their own profiles. It's a whole new way to find the perfect match in a graduate school. |
| cuny schools for accounting: George Soros Peter L. W. Osnos, 2022-03-08 A compelling new picture of one of the most important, complex, and misunderstood figures of our time. The name George Soros is recognized around the world. Universally known for his decades of philanthropy, progressive politics, and investment success, he is equally well known as the nemesis of the far right—the target of sustained attacks from nationalists, populists, authoritarian regimes, and anti-Semites—because of his commitment to open society, freedom of the press, and liberal democracy. At age 91, Soros still looms large on the global stage, and yet the man himself is surprisingly little understood. Asking people to describe Soros is likely to elicit different and seemingly contradictory answers. Who is George Soros, really? And why does this question matter? Biographers have attempted to tell the story of George Soros, but no single account of his life can capture his extraordinary, multifaceted character. Now, in this ambitious and revealing new book, Soros's longtime publisher, Peter L. W. Osnos, has assembled an intriguing set of contributors from a variety of different perspectives—public intellectuals (Eva Hoffman, Michael Ignatieff), journalists (Sebastian Mallaby, Orville Schell), scholars (Leon Botstein, Ivan Krastev), and nonprofit leaders (Gara LaMarche, Darren Walker)—to paint a full picture of the man beyond the media portrayals. Some have worked closely with Soros, while others have wrestled with issues and quandaries similar to his in their own endeavors. Their collective expertise shines a new light on Soros's activities and passions and, to the extent possible, the motivation for them and the outcomes that resulted. Through this kaleidoscope of viewpoints emerges a vivid and compelling portrait of this remarkable man's unique and consequential impact. It has truly been a life in full. |
| cuny schools for accounting: Fundamentals of Forensic Accounting Certificate Program AICPA, 2019-04-09 The Fundamentals of Forensic Accounting Certificate Program (21.5 CPE credits) covers those areas representative of the AICPA's Body of Knowledge in the financial forensics area. This certificate program is tailored to provide an introduction to financial forensics and help you become familiar with the forensic accountant's professional responsibility. It provides a foundational knowledge of: The legal system How to plan and prepare a forensic engagement Gathering information Discovery Reporting Providing expert testimony This online CPE self-study certificate program consists of 19 required modules that utilize interactive scenario-based learning, including audio and video animation, to guide you through the concepts, including: AICPA Guidance for the Forensic Engagement Understanding the Forensic Accountant Role Understanding the Basic Structure of the Legal System Managing the Forensic Engagement Identifying and Obtaining Evidence Conducting Effective Interviews Common Investigative Techniques Deposition and Testimony Reporting Requirements & Preparing Sustainable Reports Bankruptcy, Insolvency and Reorganization Leveraging Technology in Forensic Engagements Economic Damages in Business Economic Damages for Individuals: A CPA's Role Economic Damages for Individuals: Case Studies and Analysis Calculating Intellectual Property Infringement Damages Family Law Engagements Fraud Prevention, Detection, and Response Financial Statement Fraud and Asset Misappropriation Valuations in Litigation Matters Key Topics Bankruptcy, Insolvency and Reorganization Computer Forensic Analysis Economic Damages Calculations Family Law Financial Statement Misrepresentation Fraud Prevention, Detection and Response Valuation Learning Objectives Interpret regulatory standards and legal system requirements applicable to forensic accounting engagements Describe the elements essential to accepting forensic accounting engagements such as identifying the engagement terms and client provisions, managing the engagement, and reporting requirements Identify the means of gathering evidence and conducting research critical to forensic engagements through the use of effective interviewing and investigative techniques Describe the role of the expert and non-expert in participating in depositions and providing testimony Credit Info CPE CREDITS: Online: 21.5 (CPE credit info) NASBA FIELD OF STUDY: Accounting LEVEL: Basic PREREQUISITES: None ADVANCE PREPARATION: None DELIVERY METHOD: QAS Self-Study COURSE ACRONYM: FACERTBundle.EL Online Access Instructions A personal pin code is enclosed in the physical packaging that may be activated online upon receipt. Once activated, you will gain immediate online access to the product. System Requirements AICPA’s online CPE courses will operate in a variety of configurations, but only the configuration described below is supported by AICPA technicians. A stable and continuous internet connection is required. In order to record your completion of the online learning courses, please ensure you are connected to the internet at all times while taking the course. It is your responsibility to validate that CPE certificate(s) are available within your account after successfully completing the course and/or exam. Supported Operating Systems: Macintosh OS X 10.10 to present Windows 7 to present Supported Browsers: Apple Safari Google Chrome Microsoft Internet Explorer Mozilla Firefox Required Browser Plug-ins: Adobe Flash Adobe Acrobat Reader Technical Support: Please contact service@aicpa.org. Frequently Asked Questions What is the Fundamentals of Forensic Accounting Certificate Program? Developed by the AICPA, this certificate program is specially designed to help accountants and others 1) build the knowledge needed to gain a basic understanding of the field of forensic accounting, 2) earn CPE credits needed to meet the 75-hour education requirement for the Certified in Financial Forensics (CFF) credential, or 3) earn CPE credits needed to maintain the CFF credential. Why should I participate? Certificate holders will learn or be refreshed on the core material in professional standards that applies to forensic engagements. The program provides participants with a solid understanding of how to work within the court system when engaged as a forensic accountant. With information provided by subject matter experts from each of the specialization areas, participants are provided first-hand knowledge that guides them through solid investigation, documentation, reporting and other required skills. A series of 20 courses takes you through the best practices styles for performing an engagement. These knowledge and skills are necessary for an accountant and others who are considering entering or are already in the field of forensic accounting. Is the certificate program available to both CPAs and other accounting professionals who are not CPAs? Yes. The courses that comprise the Fundamentals of Forensic Accounting Certificate Program curriculum are available for CPAs, CAs and other accounting professionals who do not have one of these credentials or their equivalent. What level of knowledge should I possess prior to starting the certificate program? All individuals pursuing the Forensic Accounting Certificate of Achievement should possess a base knowledge of AICPA Auditing Standards. What course topics are included in the curriculum? The certificate program includes 19 required modules, including: 3 Fundamental modules, 6 Forensic Engagement modules, and 10 Specialized Knowledge modules. In total, the program provides 21.5 CPE hours at a basic level. Visit AICPAStore.com/forensic for a list of modules included in the program. All modules will be approximately 50-minutes long and provide individual CPE credit upon successful completion of the end-of-module exam. Some modules may be longer than 50 minutes, as required by the depth or complexity of the content, with a maximum length of 2 hours. How long will it take me to complete all of courses of the Fundamentals of Forensic Accounting Certificate Program? This varies from individual to individual and is completely dependent upon the time the participant allocates to completing the coursework. There is a commitment of 21.5 required hours to successfully complete the program. What period of time do I have to complete the entire curriculum? Once you enter the program you have twenty-four (24) months from the date of purchase. You are encouraged to complete the program within a twelve (12) month period or less. Once I complete the curriculum and obtain my Forensic Accounting Certificate of Achievement, is there a time period for which it is active? No. The Forensic Accounting Certificate is not a professional credential or license. It is evidence of successful completion of a required course curriculum as of a point in time. As a result, it has no period for which it is deemed active or in-force. Am I required to obtain a certain number of CPE credits annually for the certificate to remain current and active? No. The Forensic Accounting Certificate of Achievement is not a professional credential or license. It is evidence of successful completion of a required course curriculum as of a point in time. As a result, it has no period for which it is deemed active or in-force. If I am a CPA, will I receive CPE credit toward my CPA license if I take this program? Yes, all of the courses in the Fundamentals of Forensic Accounting Certificate Program will qualify for CPE credit. The AICPA is a NASBA-approved provider of CPE. How many credits of CPE will I receive if I earn the certificate? Completing the curriculum will result in earning 21.5 credits. All of these credit hours will qualify for CPE credit and can count toward meeting your state's CPE requirements. Will the CPE credit satisfy my requirements for CMA, CIA or other certifications? The courses in the Fundamentals of Forensic Accounting Certificate Program will be classified as Accounting for purposes of granting CPE credits. As with other AICPA courses that are approved for other certifications, we fully expect the Forensic Accounting Certificate courses will satisfy those requirements. To be certain, please check with the organization that issues your CMA, CIA or other certifications. If I am unable to complete the entire Fundamentals of Forensic Accounting Certificate Program, will I receive CPE credit for the courses I do complete? Yes. The courses are offered individually, so you will earn NASBA QAS CPE credit for each course you take and successfully complete the exam. You are not required to complete the entire program to earn CPE credit. However, you must successfully complete the exam for all required courses in the entire program in order to receive the Forensic Accounting Certificate of Achievement. I have prior experience in working with forensic accounting. Will I be allowed to test out of certain courses while still earning the certificate? Actual completion of the courses is required to earn the Forensic Accounting Certificate. CPE credit will be awarded for the courses, and the CPE standards do not allow for testing out of a course as a way to earn credit. Is the entire program fixed, or are their elective courses I can select from in earning the certificate? The curriculum for the Forensic Accounting Certificate is fixed. It is designed to provide participants with a solid understanding of knowledge required to perform forensic accounting engagements. In order to receive the Forensic Accountant Certificate of Achievement all required modules must be completed. What are the systems requirements for the e-learning portion of the program? Please review the information on the System Requirements tab for this product for complete information on minimum operating system and browser requirements. I am already proficient in forensic accounting but would like to learn more about a few select topics that are specific to my job. Can I purchase individual titles in the Fundamentals of Forensic Accounting Certificate Program separately? Yes. Courses in the Certificate Program may be purchased individually. If you decide that you would like to enroll in the full Certificate Program after purchasing one or more individual courses, credit for those courses may be applied to the purchase amount of the full program as long as they have been purchased within one year of enrolling in the full program. Please call the AICPA service center at 888.777.7077 for more information. Can credits earned in the Fundamentals of Forensic Accounting Certificate Program be applied towards the 75-hour minimum CPE requirement to apply for the Certified in Financial Forensics (CFF) Credential? Yes. Courses in the Certificate Program can be applied toward the requirement to apply for the credential as well as the ongoing education requirement. When will I receive a hard copy of my certificate? You will receive your certificate in the mail 6-8 weeks after completing the program. |
| cuny schools for accounting: Budgeting and Financial Management for Nonprofit Organizations Lynne A. Weikart, Greg G. Chen, 2021-08-30 A nonprofit’s mission cannot be achieved unless there are resources available to fund it—without a sound financial strategy, a nonprofit cannot thrive. By creating stable financial foundations for their nonprofits, managers take advantage of the nonprofit sector’s size and scope, realize all of the sources and distribution of revenues, and effectively develop fiscal risk assessment methods and apply strategies to mitigate risk. Nonprofit managers must comprehend and efficiently use the financial tools available to them to develop financial policies that will help them to succeed in many types of economies. The Second Edition presents financial concepts in a straightforward format grounded in real examples that are readily accessible to students from any background. The authors provide the groundwork for solid accounting principles and ethical guidelines, define and set standards for internal controls and audits, and explain the ingredients used to measure program performance. Today’s nonprofits must also be aware of the growing scope of the fourth sector of social enterprise, which can inspire nonprofits to be flexible, creative, and innovative in achieving their missions. |
| cuny schools for accounting: X Troop Leah Garrett, 2021-05-25 WALL STREET JOURNAL BOOK OF THE MONTH This is the incredible World War II saga of the German-Jewish commandos who fought in Britain’s most secretive special-forces unit—but whose story has gone untold until now. —Wall Street Journal “Brilliantly researched, utterly gripping history: the first full account of a remarkable group of Jewish refugees—a top-secret band of brothers—who waged war on Hitler.”—Alex Kershaw, New York Times best-selling author of The Longest Winter and The Liberator The incredible World War II saga of the German-Jewish commandos who fought in Britain’s most secretive special-forces unit—but whose story has gone untold until now June 1942. The shadow of the Third Reich has fallen across the European continent. In desperation, Winston Churchill and his chief of staff form an unusual plan: a new commando unit made up of Jewish refugees who have escaped to Britain. The resulting volunteers are a motley group of intellectuals, artists, and athletes, most from Germany and Austria. Many have been interned as enemy aliens, and have lost their families, their homes—their whole worlds. They will stop at nothing to defeat the Nazis. Trained in counterintelligence and advanced combat, this top secret unit becomes known as X Troop. Some simply call them a suicide squad. Drawing on extensive original research, including interviews with the last surviving members, Leah Garrett follows this unique band of brothers from Germany to England and back again, with stops at British internment camps, the beaches of Normandy, the battlefields of Italy and Holland, and the hellscape of Terezin concentration camp—the scene of one of the most dramatic, untold rescues of the war. For the first time, X Troop tells the astonishing story of these secret shock troops and their devastating blows against the Nazis. “Garrett’s detective work is stunning, and her storytelling is masterful. This is an original account of Jewish rescue, resistance, and revenge.”—Wendy Lower, author of The Ravine and National Book Award finalist Hitler’s Furies |
| cuny schools for accounting: The Unofficial, Unbiased Guide to the 331 Most Interesting Colleges 2005 Kaplan, Inc, 2004-06-22 Engaging and informative, The Unofficial, Unbiased Guide to the 331 Most Interesting Colleges 2005 is a must-read reference for every college-bound student. |
| cuny schools for accounting: Latino Urban Ethnography and the Work of Elena Padilla Merida M. Rua, 2010-12-10 This study reclaims and builds upon the classic work of anthropologist Elena Padilla in an effort to examine constructions of space and identity among Latinos. The volume includes an annotated edition of Padilla's 1947 University of Chicago master's thesis, Puerto Rican Immigrants in New York and Chicago: A Study in Comparative Assimilation, which broke with traditional urban ethnographies and examined racial identities and interethnic relations. Weighing the importance of gender and the interplay of labor, residence, and social networks, Padilla examined the integration of Puerto Rican migrants into the social and cultural life of the larger community where they settled. Also included are four comparative and interdisciplinary original essays that foreground the significance of Padilla's early study about Latinos in Chicago. Contributors discuss the implications of her groundbreaking contributions to urban ethnographic traditions and to the development of Puerto Rican studies and Latina/o studies. Contributors are Nicholas De Genova, Zaire Z. Dinzey-Flores, Elena Padilla, Ana Y. Ramos-Zayas, Mérida M. Rúa, and Arlene Torres. |
| cuny schools for accounting: A Nation of Women: An Early Feminist Speaks Out / Mi opinión sobre las libertades, derechos y deberes de la mujer Luisa Capetillo, 2004-11-30 Capetillo evaluates the culture and working conditions in her native Puerto Rico and the world outside, while providing a sense of workers' movements and the condition of women at the turn of the century.--BOOK JACKET. |
| cuny schools for accounting: Higher Education for Business Robert Aaron Gordon, James Edwin Howell, 1959-03-02 |
| cuny schools for accounting: Alternative Educational Systems Edward Ignas, 1979 |
| cuny schools for accounting: The Business School Buzz Book Vault Editors, 2006-02-07 In this new edition, Vault publishes the entire surveys of current students and alumni at more than 100 top business schools. Each 4-to 5-page entry is composed of insider comments from students and alumni, as well as the school's responses to the comments. |
| cuny schools for accounting: Colleges Worth Your Money Andrew Belasco, Dave Bergman, Michael Trivette, 2024-06-01 Colleges Worth Your Money: A Guide to What America's Top Schools Can Do for You is an invaluable guide for students making the crucial decision of where to attend college when our thinking about higher education is radically changing. At a time when costs are soaring and competition for admission is higher than ever, the college-bound need to know how prospective schools will benefit them both as students and after graduation. Colleges Worth Your Moneyprovides the most up-to-date, accurate, and comprehensive information for gauging the ROI of America’s top schools, including: In-depth profiles of 200 of the top colleges and universities across the U.S.; Over 75 key statistics about each school that cover unique admissions-related data points such as gender-specific acceptance rates, early decision acceptance rates, and five-year admissions trends at each college. The solid facts on career outcomes, including the school’s connections with recruiters, the rate of employment post-graduation, where students land internships, the companies most likely to hire students from a particular school, and much more. Data and commentary on each college’s merit and need-based aid awards, average student debt, and starting salary outcomes. Top Colleges for America’s Top Majors lists highlighting schools that have the best programs in 40+ disciplines. Lists of the “Top Feeder” undergraduate colleges into medical school, law school, tech, journalism, Wall Street, engineering, and more. |
| cuny schools for accounting: Still the Golden Door David M. Reimers, 1992 This work updates an established American textbook on immigration and ethnic history, demonstrating the post-war shift from European to Third World immigrants. Extensive revisions include a discussion of undocumented immigration and the Simpson-Rodino Bill. All the important events of the last five years, especially the 1990 Immigration Act, are presented. The author examines the changes in refugee status and highlights the new wave of East European and Soviet immigrants to the USA. |
| cuny schools for accounting: Austerity Blues Michael Fabricant, Stephen Brier, 2016-11 Notes -- Bibliography -- Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- N -- O -- P -- Q -- R -- S -- T -- U -- V -- W -- Y -- Z |
| cuny schools for accounting: Directory of Postsecondary Schools with Occupational Programs, 1973-74 Evelyn Reis Ecker Kay, 1975 |
| cuny schools for accounting: Innovation and Finance Andreas Pyka, Hans-Peter Burghof, 2014 Innovation and finance are in a symbiotic and twin-track relationship: a well-functioning financial system spurs innovation by identifying and funding stimulating entrepreneurial activities which trigger economic growth. Innovations also open up profitable opportunities for the financial system. These mutual dynamics cause and need innovative adaptations in the financial system in order to better deal with the changing requirements of a knowledge-based economy. The volume comprises different contributions which focus on the central imperative of this evident connection between financial markets and innovation which, despite its importance, is only barely considered in academia, as well in practice so far. The book is about the mutual interdependence of innovation processes and finance. This interdependent relationship is characterized by a high degree of complexity which stems, on the one hand, from the truly uncertain character of innovation and, on the other hand, from the different time scales in both domains. Whereas innovation processes are long-term and experimental, financial markets are interested in shortening time horizons in order to optimize financial investments. Economies which do not manage to align the two realms of their economic system are in danger of ending up in either financial bubbles or economic stagnation. The chapters of this book deal with different aspects of this complex interrelationship between innovation and finance, highlighting, for example the role of stock markets, venture capital and international financial transactions, as well as the historical co-development of the financial and industrial domains. Thus far, the communities in economics dealing with both issues are almost completely disconnected. The book brings together economic research dealing with the interface between innovation and finance and highlights the importance of the Neo-Schumpeterian perspective. This topic is of particular interest in the current economic crisis affecting the Eurozone and its currency. Most of the policy instruments discussed and implemented so far are focused on short-run targets. This discussion of the relationship between innovation and finance suggests a long-run perspective to create new potentials for economic growth and a sustainable way out of the economic crisis. |
| cuny schools for accounting: The College Buzz Book Carolyn C. Wise, Stephanie Hauser, 2007-03-26 Many guides claim to offer an insider view of top undergraduate programs, but no publisher understands insider information like Vault, and none of these guides provides the rich detail that Vault's new guide does. Vault publishes the entire surveys of current students and alumni at more than 300 top undergraduate institutions. Each 2- to 3-page entry is composed almost entirely of insider comments from students and alumni. Through these narratives Vault provides applicants with detailed, balanced perspectives. |
| cuny schools for accounting: Complete Book of Colleges, 2005 Edition Princeton Review (Firm), 2004-07-20 Up-to-date information on 1,780 colleges and universities. |
| cuny schools for accounting: 2012-2013 College Admissions Data Sourcebook Northeast Edition , |
| cuny schools for accounting: Public Higher Education That Works Mitchel B. Wallerstein, 2024 The former college president of Baruch College of The City University of New York details how the institution became a positive outlier during a tumultuous time for public higher education-- |
| cuny schools for accounting: Reauthorization of the Higher Education Act United States. Congress. House. Committee on Education and Labor. Subcommittee on Postsecondary Education, 1986 |
| cuny schools for accounting: New Accountant , 1991 |
| cuny schools for accounting: College Admissions Data Sourcebook Northeast Edition Bound 2010-11 , 2010-09 |
| cuny schools for accounting: Corruption in Higher Education Elena Denisova-Schmidt, 2020 The lack of academic integrity combined with the prevalence of fraud and other forms of unethical behavior are problems that higher education faces in both developing and developed countries, at mass and elite universities, and at public and private institutions. While academic misconduct is not new, massification, internationalization, privatization, digitalization, and commercialization have placed ethical challenges higher on the agenda for many universities. Corruption in academia is particularly unfortunate, not only because the high social regard that universities have traditionally enjoyed, but also because students-young people in critical formative years-spend a significant amount of time in universities. How they experience corruption while enrolled might influence their later personal and professional behavior, the future of their country, and much more. Further, the corruption of the research enterprise is especially serious for the future of science. The contributors to Corruption in Higher Education: Global Challenges and Responses bring a range of perspectives to this critical topic-- |
| cuny schools for accounting: The Complete Book of Colleges, 2012 Edition Princeton Review (Firm), 2011-08-15 Presents a comprehensive guide to 1,571 colleges and universities, and includes information on academic programs, admissions requirements, tuition costs, housing, financial aid, campus life, organizations, athletic programs, and student services. |
| cuny schools for accounting: Guide to American Graduate Schools Harold R. Doughty, 2009-02-24 For students planning further study after college, the Guide to American Graduate Schools puts the necessary information at their fingertips. Completely revised and updated, this long-trusted and indispensable tool features comprehensive information on every aspect of graduate and professional study, including: • Alphabetically arranged profiles of more than 1,200 accredited institutions, including enrollment, locations, libraries and other facilities, and housing situations • Fields of study offered by each institution and types of degrees conferred • Admissions standards and requirements, recruitment practices, and degree requirements • Tuition costs and opportunities for financial aid • Details on scholarships, fellowships, assistantships, and internships Organized in a clear, straightforward, easy-to-use format, this is the essential source with which to begin planning for the future. |
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CUNY students generally pay CUNY tuition to the CUNY college hosting the exchange; exchange programs are sometimes limited to students enrolled at the host college; check with the …
Global CUNY
More than 130 Study Abroad programs are available for a year, semester or summer/winter intersession around the world. Studying abroad can be integrated into your overall academic …
CUNY University Faculty Senate
205 east 42nd street, room 1014, new york, ny 10017 | (646) 664-9035
CUNY ASAP |ACE Fast Facts January 2024
CUNY has expanded the ASAP model to encompass a broader range of students, including those working towards bachelor's degrees. This expansion has given rise to the Accelerate, …
CUNY’s Mission, Vision, and Values
Feb 21, 2025 · As a CUNY-wide initiative, CUNY BMI’s mission is to increase, encourage, and support the inclusion and educational success of students from groups that are severely …
CUNY BA and Its Unique Students – CUNYverse
Apr 23, 2025 · CUNY Baccalaureate for Unique and Interdisciplinary Studies, or “CUNY BA,” as it’s known, is a University-wide program allowing students to design their own “major” that fits …
CUNY Start
CUNY Start: Five-Year Strategic Plan (FY25-FY29) Guideposts for a New Generation of Educational Excellence, is a PowerPoint presentation that offers an overview of CUNY Start’s …
The WU, F, and INC Grades – CUNY University Faculty Senate
Mar 5, 2025 · The CUNY-Wide Faculty Governance Voice. By John Verzani and Sandra Campeanu. A recent blog post on grading policies at CUNY led to an interesting discussion …
Interrelated Grade Policy Questions – CUNY University Faculty …
Nov 14, 2024 · At CUNY students repeating courses seem to encounter difficulties. System-wide students in fall 2022 who failed the first time they took a course had only a 59.2% chance of …
Careers – CUNY Start
CUNY encourages people with disabilities, minorities, veterans and women to apply. At CUNY, Italian Americans are also included among our protected groups. Applicants and employees …
Programs – Global CUNY
CUNY students generally pay CUNY tuition to the CUNY college hosting the exchange; exchange programs are sometimes limited to students enrolled at the host college; check with the …
Global CUNY
More than 130 Study Abroad programs are available for a year, semester or summer/winter intersession around the world. Studying abroad can be integrated into your overall academic …
CUNY University Faculty Senate
205 east 42nd street, room 1014, new york, ny 10017 | (646) 664-9035
CUNY ASAP |ACE Fast Facts January 2024
CUNY has expanded the ASAP model to encompass a broader range of students, including those working towards bachelor's degrees. This expansion has given rise to the Accelerate, …
CUNY’s Mission, Vision, and Values
Feb 21, 2025 · As a CUNY-wide initiative, CUNY BMI’s mission is to increase, encourage, and support the inclusion and educational success of students from groups that are severely …
CUNY BA and Its Unique Students – CUNYverse
Apr 23, 2025 · CUNY Baccalaureate for Unique and Interdisciplinary Studies, or “CUNY BA,” as it’s known, is a University-wide program allowing students to design their own “major” that fits …
CUNY Start
CUNY Start: Five-Year Strategic Plan (FY25-FY29) Guideposts for a New Generation of Educational Excellence, is a PowerPoint presentation that offers an overview of CUNY Start’s …
The WU, F, and INC Grades – CUNY University Faculty Senate
Mar 5, 2025 · The CUNY-Wide Faculty Governance Voice. By John Verzani and Sandra Campeanu. A recent blog post on grading policies at CUNY led to an interesting discussion …
Interrelated Grade Policy Questions – CUNY University Faculty …
Nov 14, 2024 · At CUNY students repeating courses seem to encounter difficulties. System-wide students in fall 2022 who failed the first time they took a course had only a 59.2% chance of …
