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Exam Code: CMA Practice test 2023 by Killexams.com team
CMA Certified Management Accountant (CMA)

Content Specification Outlines
CMA® (Certified Management Accountant) Examinations
Part 1 - Financial Planning, Performance, and Analytics

A. External Financial Reporting Decisions (15% - Levels A, B, and C)
1. Financial statements
a. Balance sheet
b. Income statement
c. Statement of changes in equity
d. Statement of cash flows
e. Integrated reporting
2. Recognition, measurement, valuation, and disclosure
a. Asset valuation
b. Valuation of liabilities
c. Equity transactions
d. Revenue recognition
e. Income measurement
f. Major differences between U.S. GAAP and IFRS
B. Planning, Budgeting, and Forecasting (20% - Levels A, B, and C)
1. Strategic planning
a. Analysis of external and internal factors affecting strategy
b. Long-term mission and goals
c. Alignment of tactics with long-term strategic goals
d. Strategic planning models and analytical techniques
e. Characteristics of a successful strategic planning process
2. Budgeting concepts
a. Operations and performance goals
b. Characteristics of a successful budget process
c. Resource allocation
d. Other budgeting concepts
3. Forecasting techniques
a. Regression analysis
b. Learning curve analysis
c. Expected value
Part 1 - Financial Planning, Performance, and Analytics
4. Budgeting methodologies
a. Annual business plans (master budgets)
b. Project budgeting
c. Activity-based budgeting
d. Zero-based budgeting
e. Continuous (rolling) budgets
f. Flexible budgeting
5. Annual profit plan and supporting schedules
a. Operational budgets
b. Financial budgets
c. Capital budgets
6. Top-level planning and analysis
a. Pro forma income
b. Financial statement projections
c. Cash flow projections
C. Performance Management (20% - Levels A, B, and C)
1. Cost and variance measures
a. Comparison of genuine to planned results
b. Use of flexible budgets to analyze performance
c. Management by exception
d. Use of standard cost systems
e. Analysis of variation from standard cost expectations
2. Responsibility centers and reporting segments
a. Types of responsibility centers
b. Transfer pricing
c. Reporting of organizational segments
3. Performance measures
a. Product profitability analysis
b. Business unit profitability analysis
c. Customer profitability analysis
d. Return on investment
e. Residual income
f. Investment base issues
g. Key performance indicators (KPIs)
h. Balanced scorecard
D. Cost Management (15% - Levels A, B, and C)
1. Measurement concepts
a. Cost behavior and cost objects
b. genuine and normal costs
c. Standard costs
d. Absorption (full) costing
e. Variable (direct) costing
f. Joint and by-product costing
2. Costing systems
a. Job order costing
b. Process costing
c. Activity-based costing
d. Life-cycle costing
3. Overhead costs
a. Fixed and variable overhead expenses
b. Plant-wide vs. departmental overhead
c. Determination of allocation base
d. Allocation of service department costs
4. Supply chain management
a. Lean resource management techniques
b. Enterprise resource planning (ERP)
c. Theory of Constraints
d. Capacity management and analysis
5. Business process improvement
a. Value chain analysis
b. Value-added concepts
c. Process analysis, redesign, and standardization
d. Activity-based management
e. Continuous improvement concepts
f. Best practice analysis
g. Cost of quality analysis
h. Efficient accounting processes
E. Internal Controls (15% - Levels A, B, and C)
1. Governance, risk, and compliance
a. Internal control structure and management philosophy
b. Internal control policies for safeguarding and assurance
c. Internal control risk
d. Corporate governance
e. External audit requirements
2. System controls and security measures
a. General accounting system controls
b. Application and transaction controls
c. Network controls
d. Backup controls
e. Business continuity planning
F. Technology and Analytics (15% - Levels A, B, and C)
1. Information systems
a. Accounting information systems
b. Enterprise resource planning systems
c. Enterprise performance management systems
2. Data governance
a. Data policies and procedures
b. Life cycle of data
c. Controls against security breaches
3. Technology-enabled finance transformation
a. System development life cycle
b. Process automation
c. Innovative applications
4. Data analytics
a. Business intelligence
b. Data mining
c. Analytic tools
d. Data visualization
A. Financial Statement Analysis (20% - Levels A, B, and C)
1. Basic financial statement analysis
a. Common size financial statements
b. Common base year financial statements
2. Financial ratios
a. Liquidity
b. Leverage
c. Activity
d. Profitability
e. Market
3. Profitability analysis
a. Income measurement analysis
b. Revenue analysis
c. Cost of sales analysis
d. Expense analysis
e. Variation analysis
4. Special issues
a. Impact of foreign operations
b. Effects of changing prices and inflation
c. Impact of changes in accounting treatment
d. Accounting and economic concepts of value and income
e. Earnings quality
Part 2 - Strategic Financial Management
B. Corporate Finance (20% - Levels A, B, and C)
1. Risk and return
a. Calculating return
b. Types of risk
c. Relationship between risk and return
2. Long-term financial management
a. Term structure of interest rates
b. Types of financial instruments
c. Cost of capital
d. Valuation of financial instruments
3. Raising capital
a. Financial markets and regulation
b. Market efficiency
c. Financial institutions
d. Initial and secondary public offerings
e. Dividend policy and share repurchases
f. Lease financing
4. Working capital management
a. Working capital terminology
b. Cash management
c. Marketable securities management
d. Accounts receivable management
e. Inventory management
f. Types of short-term credit
g. Short-term credit management
5. Corporate restructuring
a. Mergers and acquisitions
b. Other forms of restructuring
6. International finance
a. Fixed, flexible, and floating exchange rates
b. Managing transaction exposure
c. Financing international trade
C. Decision Analysis (25% - Levels A, B, and C)
1. Cost/volume/profit analysis
a. Breakeven analysis
b. Profit performance and alternative operating levels
c. Analysis of multiple products
2. Marginal analysis
a. Sunk costs, opportunity costs, and other related concepts
b. Marginal costs and marginal revenue
c. Special orders and pricing
d. Make vs. buy
e. Sell or process further
f. Add or drop a segment
g. Capacity considerations
3. Pricing
a. Pricing methodologies
b. Target costing
c. Elasticity of demand
d. Product life-cycle considerations
e. Market structure considerations
D. Risk Management (10% - Levels A, B, and C)
1. Enterprise risk
a. Types of risk
b. Risk identification and assessment
c. Risk mitigation strategies
d. Managing risk
E. Investment Decisions (10% - Levels A, B, and C)
1. Capital budgeting process
a. Stages of capital budgeting
b. Incremental cash flows
c. Income tax considerations
d. Evaluating uncertainty
2. Capital investment analysis methods
a. Net present value
b. Internal rate of return
c. Payback
d. Comparison of investment analysis methods
F. Professional Ethics (15% - Levels A, B, and C)
1. Business ethics
a. Moral philosophies and values
b. Ethical decision making
2. Ethical considerations for management accounting and financial management professionals
a. IMAs Statement of Ethical Professional Practice
b. Fraud triangle
c. Evaluation and resolution of ethical issues
3. Ethical considerations for the organization
a. Organizational factors and ethical culture
b. IMAs Statement on Management Accounting, “Values and Ethics: From Inception to Practice”
c. Ethical leadership
d. Legal compliance
e. Responsibility for ethical conduct
f. Sustainability and social responsibility

Certified Management Accountant (CMA)
Financial Management learn
Killexams : Financial Management learn - BingNews https://killexams.com/pass4sure/exam-detail/CMA Search results Killexams : Financial Management learn - BingNews https://killexams.com/pass4sure/exam-detail/CMA https://killexams.com/exam_list/Financial Killexams : The building blocks of financial literacy education Anagel “Jay” Ledesma © Provided by The Manila Times Anagel “Jay” Ledesma

First of 2 parts

"COLLEGE graduates spent 16 years gaining skills that will help them command higher salary, yet very little or no time is spent helping them save, invest and grow their money." (Vince Shorb, CEO of the National Financial Educators Council, USA)

In my last article, I wrote about the younger generations, Gen Ys and Zs, being more financially aware and conscious than we were at that age. How a good number of the youths today are more empowered to take control of their own finances. But at the same time, how majority of these generations still lack the proper financial education that can guide them through their lives.

When you ask these young people how they learned to manage their own money, most of them will say they learned it only when they started adulting. It was only when they started earning and spending their own money and making money decisions by themselves, did they learn about financial management. They were just learning to swim while already in the middle of the ocean. It was a case of sink or swim. There were some who learned and swam out of it successfully while many failed and drowned in their financial woes.

Sad to say, but most of the financial problems we are now experiencing were rooted in our ignorance of money matters growing up. If only we knew about money management early on, it would have been a different story for many. If only we were guided about it when we were young, many would have gone through it properly. If only the adults in our families modeled us the way, many would have avoided the warning signs. If only we learned the basics of financial management as we were learning the basics of writing and reading, many would have developed the right finance skills. If only...

But we now have the opportunity and the power to break this ignorance among our children, grandchildren and the generations to come. And because the world has changed and will continue to change dramatically, children today must be more financially educated. Managing money is no longer just a concern of, and therefore should only be handled by, adults. It is now considered an important life skill, which children should learn and develop early in life.

Financial literacy is all about teaching children the basics of money management, such as saving, budgeting, spending, giving and investing, among others. Knowing these ABCs sets the building blocks for our kids to develop strong money habits early on and avoid many of the mistakes that the earlier generations committed.

But like all other kinds of learning, financial education is a process which should start in our childhood and continues all the way to our retirement. Unfortunately, for most of us, the education came much later.

Starting our children early on would mean an active involvement of the two very important institutions, where children learn the most: the family and the school. Child development experts say that many of our financial habits are set by age 7, during which much of our exposure and influences come from our family. How can we as parents teach our children some key money lessons?

Involve your kids in money talk. Kids tend to be a lot more perceptive than we think. They observe and absorb what they see around them.

And because kids today have more access to information, they are more knowledgeable and can participate in informed discussions. Even when our children were much younger, they were already aware of where the main household income is coming from, why both of their parents have to work, why they cannot have or buy things even if we can, or how much we need to save for our next vacation, etc. If they see us making prudent decisions, and somehow involved in making those, then they're likely to imitate those behaviors later in life.

Teach them to save. No matter how small it is, our kids have to learn the value of savings, either to buy something they want or for rainy days.

Our kids had their own piggy banks where they put their savings from their allowance. We incentivized them by matching the amount they saved at the end of the year, which they then put in the bank. Later on, we transferred them to mutual funds where they see how their money grows. Up to now, both of them are making their own investments.

To be continued next Monday, February 27, 2023

Sun, 19 Feb 2023 02:01:00 -0600 en-PH text/html https://www.msn.com/en-ph/news/opinion/the-building-blocks-of-financial-literacy-education/ar-AA17GumQ
Killexams : How Tech is Changing Financial Management at Businesses No result found, try new keyword!By reducing and limiting expenditure, businesses can increase their net returns and guarantee sustained long-term success. Technology is changing how businesses manage their finances. Let’s find out ... Mon, 13 Feb 2023 04:03:00 -0600 en-US text/html https://www.tmcnet.com/topics/articles/2023/02/13/454926-how-tech-changing-financial-management-businesses.htm Killexams : What Is Sustainable Investing Portfolio Management? No result found, try new keyword!In fact, financial regulators are increasingly concerned with ... the presence of greenwashing makes it incumbent on anyone interested in sustainable investing portfolio management to learn about what ... Fri, 17 Feb 2023 06:32:00 -0600 text/html https://money.usnews.com/investing/articles/what-is-sustainable-investing-portfolio-management Killexams : AKPK: 39 institutions of higher learning offer personal financial management course No result found, try new keyword!"If the knowledge about financial management was introduced during their studies at institutions of higher learning, to some extent, it could have given them early awareness and then helped them p ... Thu, 16 Feb 2023 02:43:00 -0600 text/html https://www.msn.com/en-my/news/national/akpk-39-institutions-of-higher-learning-offer-personal-financial-management-course/ar-AA17zBwk Killexams : CHS students learn money management skills as they prepare for life after high school

Danleahy 3052 - Cohasset, Ma

February 16, 2023 By Carol Britton Meyer

Cohasset High School seniors recently participated in a Credit for Life Fair, where they learned helpful real-life budgeting and money management skills as they prepare to head into life after high school — whether to attend college, enter the military or workforce, or another career path and throughout their lifetime.

“This was an eye-opening experience for our students,” Principal Brian Scott told the Cohasset Anchor.

This is the second fair hosted by CHS, with this year’s event sponsored through a Cohasset Education Foundation grant.

“The students learn these skills as part of an interactive experience that leads them through a series of real-world [scenarios] — paying for college, getting a job, interviewing, applying for a loan, and determining living and transportation expenses, among others,” Scott said.

With the goal of learning to live within their budget, participants choose their professions, are assigned monthly take-home salaries, and then navigate various checkpoints to make “purchases” utilizing imaginary cash, credit, or savings.

The event began with a panel of six community members — including some Cohasset business owners — who answered questions about possible career paths and gave the students advice about money management and defining what success means to them.

“There are a lot of resources in our community, and people were very generous about sharing their experiences and advice,” Scott said. “The students — all seniors — then participated in a series of tasks (outlined above), after which they determined if they were able to live within their means.”

Math teacher Nicole Fitzgerald organized the event, and Hailey Santos, a junior, took care of many of the event logistics.

“I think it is so important for high school students to learn about financial literacy so they can be prepared for their futures and start making positive saving, spending, and budgeting decisions,” Fitzgerald told the Cohasset Anchor. “Through this fair and our Principles of Finance class, we aim to better prepare students for life after CHS and help expose them to budgeting for common expenses like rent, a car loan, student loan payment, health insurance, etc. and also teach them how to avoid financial pitfalls such as overspending on credit cards and student loan forbearance.”

Integrated into the panel discussion and fair experience this year were professional headshots and mini-interviews to help promote college and career readiness as well as money management skills.

“Students visited all the mock expense and financial scenario booths, checking out with the credit counselors at the end,” Fitzgerald explained. “Most of the students had to revisit multiple booths to adjust their spending options in order to rebalance their budget.”

Booth themes included housing (rental and home ownership), transportation, insurance (auto, health, and home), nutrition and health (deciding on a monthly food budget), clothing, recreation and entertainment, “Reality Check” (simulating unexpected events that can lead to major financial consequences, with an emphasis on the importance of an emergency fund), savings, investments, student loans/college planning/scholarships, mock interviews, and credit counseling.

The panel and fair volunteers played a big role in this year’s fair “and made it such an enriching experience for students with their advice, words of encouragement, and guidance through the budgeting process,” Fitzgerald explained.

Scott noted that participants also got a sense of the financial difference between paying state and private tuitions.

Fitzgerald also coordinated CHS’s first fair in 2019 (none were held during COVID), and this past fall Hailey completed an Independent Study with Fitzgerald to help plan and Strengthen this year’s fair. “Hailey had a vision for the student experience from the very first day of planning, and her motivation and attention to detail made it come to life,” Fitzgerald said.

Hailey explained that her goal for this year’s event was to make it to “more relevant to our location and current student interests,” expanding the booth materials to offer more of a selection for expense options.

“I also wanted the event to feel like a professional fair, so I helped with planning new signage, headshots, interviews, and the panel discussion,” she said.

Once students had taken a survey for their future career, she and other volunteers made the individual budget sheets and Hailey organized the portfolios with the budget sheet, raffle tickets, nametag, and other helpful information for the fair.

“After a few busy months, it was great to see how the fair played out and how much students learned from it,” Hailey said. “I feel it is so important for students to learn about finances so they can start to make better spending and saving choices now and after high school. I am very excited to attend next year and am already thinking about my budget!”

The Cohasset Education Foundation grant and the Massachusetts Office of Economic Empowerment’s Financial Education Innovation Fund grant allowed CHS to expand this year the number of booths, to purchase professional signage, redo booth materials to make the experience more realistic, and add in raffle prizes and food for the students, “all contributing to the success and fun of the day,” Fitzgerald said.

At the end of the fair, students continued to discuss their budgets — “big takeaways from the panel discussion and fair booths, and not only how much they learned but also what sparked their interest and what they wanted to learn more about,” according to Fitzgerald. “As many volunteers and community members have shared, we all wish we had this program in high school and feel it is so beneficial for our students today. This year’s Credit for Life Fair was truly an authentic learning experience for students, and we couldn’t have done it without our school and support from [dozens of] CHS parents, donors, community members, and faculty volunteers who ran the booths, helping students prepare for their financial future.”

CHS students were “really fortunate to have this opportunity to learn from people they know and trust, thanks to the generosity of the state and the Cohasset Education Foundation,” Scott said, adding praise for the organizers. “Nicole and Hailey did a phenomenal job.”

Thanks goes to the following:

Community Volunteers and Donors
Caitlin Appleton
Jeffrey Baker
Krysten Barbour
Kelly Basile
Dan Boyle
Anne Burke
Dave Burke
Mary Burnieika
Tim Burnieika
Kristin Carcio
Brandy Chapman
Jay Cody
David Elwell
Jack Fitzgerald
Amy Fleming
Kelly-Anne Fluevog
Steph Fortin
Heather Frank
Michelle Gardiner
Montse Garriga
Kellie Gillis
Jodie Goff
Marina Gustafson
Jaclyn Hartshorn
Jean Healey Dippold
Lisa Healy
Robert Jeffers
Stephen Kaczmarek
Diane Lawson
Dan Leahy
Kate Linhart
Sarah Livermore
Kelly Lowell
Francine Lyons
Ashlee McClary
Kelley McGhee
Scott McGhee
Alyssa McNamara Reed
Sarah McSweeney
Tracey Merrill
Paul Moriarty
Kimberly Mulcahy
Art O’Keeffe
Patricia Pattison
Jeanine Perrone
Alisha Pollastri
Jenny Pooley
Logan Pratt
Kate Rennie
Bronwen Santacroce
Melissa Schorr
Matthew Scott and Team
Patrice Smith
Mike Stevens
Alexandra Sullivan
Ron Tam
Joanne Tully
Maria Wilson
Laurie Wimberly
Ben Yemini

CHS Faculty volunteers
Abby Arenstam
Allison Battista
Alison Daisy
Jon Fortin
Laura Giuliano
Laura Humphrey
Jason Kelliher
Jeff Kotter
Chris Luvisi
Kate McAlarney
Jason McCabe
Kevin McGowan
Stephanie Moriarty
Karina Nelson
Eileen Norton
Tara Noyes
Marybeth Reardon
Ed Savage
Suzanne Schaub
Brian Scott
Jennifer Scott
Mike Stapleton
Caitlin Stromberg
Laura Struzziery
Lauren Svensen
Mike Welch
Jim Willis

Thu, 16 Feb 2023 01:33:00 -0600 en-US text/html https://cohassetanchor.com/chs-students-learn-money-management-skills-as-they-prepare-for-life-after-high-school/
Killexams : Higher Education Learning Management Software Market Size Global Research Report, 2023 - 2029

The MarketWatch News Department was not involved in the creation of this content.

Feb 19, 2023 (The Expresswire) -- [126 Insights] Top “Higher Education Learning Management Software Market” Size 2023 Key players Profiled in the Report are [, Open edX, Apereo, Moodle, Schoology, Teamie, Blackboard, D2L, Instructure,] most important, influential, or successful companies, brands, or individuals within a Higher Education Learning Management Software market 2023 to 2029.

Complete Overview of the Global Higher Education Learning Management Software Market: -Providing a complete overview of the global Higher Education Learning Management Software market is a complex task, as there are many different markets and industries around the world. However, I can provide a high-level summary of some of the key trends and factors that are currently impacting the global Higher Education Learning Management Software market. Economic Growth, Technology, E-commerce, Globalization, Sustainability, Demographics, Political and regulatory risks These are just a few of the many factors that are currently shaping the global market. It is a dynamic and ever-changing environment, and businesses that are able to adapt to new trends and challenges are likely to be the most successful.

Higher Education Learning Management Software Market Provides High-class Data: - It is true that the global Higher Education Learning Management Software market provides a wealth of high-quality data for businesses and investors to analyse and make informed decisions. There are many different sources of market data, including government statistics, industry reports, financial news, and market research firms. Some of the key types of data that are available from the global Higher Education Learning Management Software market include, Economic data, Financial data, Industry data, Consumer data However, it is important to carefully evaluate the quality and reliability of data sources and to use multiple sources of data to gain a more complete understanding of the Higher Education Learning Management Software market.

Get a trial Copy of the Higher Education Learning Management Software Report 2023

Top Country Data and Analysis: - for United States, Canada, Mexico, Germany, France, United Kingdom, Russia, Italy, China, Japan, Korea, India, Southeast Asia, Australia, Brazil and Saudi Arabia, etc. It also throws light on the progress of key regional Higher Education Learning Management Software Markets such as North America, Europe, Asia-Pacific, South America and Middle East and Africa

Description and Analysis of Higher Education Learning Management Software market: - Higher Education Learning Management Software Market analysis is the process of evaluating market conditions and trends in order to make informed business decisions. A market can refer to a specific geographic location, particular industry or sector, develop strategies for entering or expanding in a particular Higher Education Learning Management Software market.

Higher Education Learning Management Software Market analysis can also involve forecasting future market trends and conditions, based on factors like technological change, regulatory developments, or demographic shifts. This can be used to develop long-term strategic plans and to identify potential risks and opportunities for growth.

Overall, market analysis is an important tool for businesses looking to enter or expand in a particular Higher Education Learning Management Software market. By carefully evaluating Higher Education Learning Management Software market conditions and trends, businesses can make more informed decisions and develop strategies that are better aligned with customer needs and Higher Education Learning Management Software market opportunities.

Get a trial Copy of the Report at


Higher Education Learning Management Software Marketsize, segment (mainly coveringMajorType (, Cloud-Based, On-Premises, ,),End Users (, Public Colleges, Private College,), and regions), exact status, development trendsa and competitor landscape. Furthermore, the 126 pages report provides detailed cost analysis, supply chain.

Technological innovation and advancement will further optimize the performance of the product, making it more widely used in downstream end users. Also, Consumer behaviour analysis and market dynamics (drivers, restraints, opportunities) provides crucial information for knowing the Higher Education Learning Management Software market.

Inquire or Share Your Questions If Any Before the Purchasing This Report https://www.360marketupdates.com/enquiry/pre-order-enquiry/20131799

Market segment by Region/Country including: -

● North America (United States, Canada, and Mexico) ● Europe (Germany, UK, France, Italy, Russia and Spain, etc.) ● Asia-Pacific (China, Japan, Korea, India, Australia, Southeast Asia, etc.) ● South America (Brazil, Argentina, Colombia, etc.) ● Middle East and Africa (South Africa, UAE, Saudi Arabia, etc.)

User center of Higher Education Learning Management Software market 2023

    Yes. As the COVID-19 and the Russia-Ukraine war are profoundly affecting the global supply chain relationship and raw material price system, we have definitely taken them into consideration throughout the research, and we elaborate at full length on the impact of the pandemic and the war on the Precious Metals Industry.

    Final Report will add the analysis of the impact of COVID-19 on this industry.


    The Global Higher Education Learning Management Software market is anticipated to rise at a considerable rate during the forecast period. the market is growing at a steady rate and with the rising adoption of strategies by key players, the market is expected to rise over the projected horizon.

    Higher Education Learning Management Software Market -SegmentationAnalysis:

    Report further studies the market development status and future Higher Education Learning Management Software Market trend across the world. Also, it splits Higher Education Learning Management Software market Segmentation by Type and by Applications to fully and deeply research and reveal market profile and prospects.

    Segment by Type

    ● Cloud-Based ● On-Premises

    Which growth factors drives the Higher Education Learning Management Software market growth?

    Increasing use of is expected to drive the growth of the Higher Education Learning Management Software Market.

    Segment by Application

    ● Public Colleges ● Private College

    Which market dynamics affect the business?

    The report provides a detailed evaluation of the market by highlighting information on different aspects which include drivers, restraints, opportunities, and threats. This information can help stakeholders to make appropriate decisions before investing.

    It also provides accurate information and cutting-edge analysis that is necessary to formulate an ideal business plan, and to define the right path for rapid growth for all involved industry players. With this information, stakeholders will be more capable of developing new strategies, which focus on market opportunities that will benefit them, making their business endeavors profitable in the process.

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    Higher Education Learning Management Software Market - Competitive Analysis:

      With the aim of clearly revealing the competitive situation of the industry, we concretely analyze not only the leading enterprises that have a voice on a global scale, but also the regional small and medium-sized companies that play key roles and have plenty of potential growth.
      Please find the key player list in Summary.

      Higher Education Learning Management Software Industry leading players are the ones that have the biggest impact, the most market shares 2023, the best reputation, or the highest revenue within their field they are

      Who are the Leading Players in Higher Education Learning Management Software Market?

      ● Open edX ● Apereo ● Moodle ● Schoology ● Teamie ● Blackboard ● D2L ● Instructure

      Get a trial Copy of the Report at


        Both Primary and Secondary data sources are being used while compiling the report.
        Primary sources include extensive interviews of key opinion leaders and industry experts (such as experienced front-line staff, directors, CEOs, and marketing executives), downstream distributors, as well as end-users.
        Secondary sources include the research of the annual and financial reports of the top companies, public files, new journals, etc. We also cooperate with some third-party databases.

        Please find a more complete list of data sources in Chapters:

        1.To study and analyze the global Higher Education Learning Management Software consumption (value) by key regions/countries, product type and application

        2.To understand the structure of Higher Education Learning Management Software Market by identifying its various sub segments.

        3.Focuses on the key global Higher Education Learning Management Software manufacturers, to define, describe and analyze the value, market share, market competition landscape, Porter's five forces analysis, SWOT analysis and development plans in next few years.

        4.To analyze the Higher Education Learning Management Software with respect to individual growth trends, future prospects, and their contribution to the total market.

        5.To share detailed information about the key factors influencing the growth of the market (growth potential, opportunities, drivers, industry-specific challenges and risks).

        6.To project the consumption of Higher Education Learning Management Software submarkets, with respect to key regions (along with their respective key countries).

        7.To analyze competitive developments such as expansions, agreements, new product launches, and acquisitions in the market.

        8.To strategically profile the key players and comprehensively analyze their growth strategies.

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        Major Points from Table of Contents

        1 Market Overview

        1.1 Higher Education Learning Management Software Introduction

        1.2 Market Analysis by Type

        1.3 Market Analysis by Applications

        1.4 Market Analysis by Regions

        1.5 Market Dynamics

        2 Manufacturers Profiles

        3 Global Higher Education Learning Management Software Market Competition, by Manufacturer

        4 Global Higher Education Learning Management Software Market Analysis by Regions

        5 North America Higher Education Learning Management Software by Countries

        6 Europe Higher Education Learning Management Software by Countries

        7 Asia-Pacific Higher Education Learning Management Software by Countries

        8 Latin America, Middle and Africa Higher Education Learning Management Software by Countries

        9 Higher Education Learning Management Software Market Segment by Type

        10 Higher Education Learning Management Software Market Segment by Application

        11 Higher Education Learning Management Software Market Forecast (2016-2021)

        12 Sales Channel, Distributors, Traders and Dealers

        13 Appendix

        13.1 Methodology

        13.2 Data Source

        And more…

        Key Reasons to Purchase

        ● To gain insightful analyses of the market and have comprehensive understanding of the global Higher Education Learning Management Software Market and its commercial landscape. ● Assess the production processes, major issues, and solutions to mitigate the development risk. ● To understand the most affecting driving and restraining forces in the Higher Education Learning Management Software Market and its impact in the global market. ● Learn about the Higher Education Learning Management Software Market strategies that are being adopted by leading respective organizations. ● To understand the future outlook and prospects for the Higher Education Learning Management Software Market. ● Besides the standard structure reports, we also provide custom research according to specific requirements

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Sat, 18 Feb 2023 23:19:00 -0600 en-US text/html https://www.marketwatch.com/press-release/higher-education-learning-management-software-market-size-global-research-report-2023---2029-2023-02-19
Killexams : Idaho bill fills a financial education gap for high school students

Learning how to manage your finances is an important skill, but one educators believe many young people lack.

A bill in the Idaho Legislature would work to fix it with financial literacy courses for high school students.

Todd Christensen, chief marketing officer for CapEd Credit Union, which has branches in the Treasure Valley and Magic Valley and works to teach young people about finances, said research shows they lack knowledge of many basic money management principles.

"Recent surveys indicated that over 82% of high school seniors felt as though they didn't receive enough information to be prepared around financial literacy," Christensen reported. "Checking accounts, saving accounts, debit cards, credit cards."

The legislation passed the House unanimously this week and has moved on to the Senate. It would require high schools to provide one or more courses in personal financial literacy. Idaho Superintendent of Public Instruction Debbie Critchfield is among the bill's supporters.

Christensen noted money management skills are important like other skills people learn in school.

"We talk a lot about emotional intelligence," Christensen pointed out. "In this case, it's financial intelligence of how do you earn money and how do you best expend that money?"

Idaho's credit unions provided nearly 3,800 hours of free financial education to students and adults in 2021.

Thu, 16 Feb 2023 08:37:00 -0600 en text/html https://www.upr.org/utah-news/2023-02-16/idaho-bill-fills-a-financial-education-gap-for-high-school-students
Killexams : Online master’s degree in population and health systems management earns national innovation honors

The College of Health Sciences’ online Master of Population and Health Systems Management is getting national attention less than a year after it began. The program has been honored with this year’s Commission on Accreditation of Healthcare Management Education’s George and Regi Herzlinger Innovation Education Award. Program director Jenni Gudapati will receive the award at the American College of Healthcare Executives Congress in Chicago in March.

The award focuses on invention, evaluation and adoption of innovation in health care, recognizing and encouraging schools that are bringing innovation education to healthcare management programs.

The Commission on Accreditation of Healthcare Management Education is the leading accreditation body nationally for healthcare management education programs. The Boise State program, a collaboration with the Healthcare Financial Management Association, is one of five programs leading the way nationally with accreditation of population health management programs.

What sets this program apart from the rest?

In this video, learn more about the program from current faculty and students. Closed captions are available and a descriptive transcript is provided.

Shaping healthcare education and future healthcare practices

The Boise State program is shaping healthcare education through the lens of population health, risk mitigation and finance with the aim of delivering a quality, real-world experience focused on the patient journey. Content bridges the gaps between the clinical, operational and financial fields.

“Our goal is to create an interactive learning community dedicated to building healthcare innovators, trained in synthetic thought, to transform the current system,” Gudapati said. “The goal is to better the health of the communities and patients that we serve, and advance healthcare management principles and education.”

The program is taught by industry experts in multidisciplinary fields and connects students to guest lectures weekly to bring real-world experience into every learning outcome.

“We have today’s healthcare leaders preparing and training the future healthcare visionaries,” Gudapti said. “We explore the relationship between epidemiology and actuarial science in the context of population health and then operationalize the theory. We’re bringing to practice the business intelligence and management skills necessary for professionals to be successful in the changing healthcare landscape.”

Learn more about this unique and innovative program.

Thu, 16 Feb 2023 10:22:00 -0600 en text/html https://www.boisestate.edu/news/2023/02/16/online-masters-degree-in-population-and-health-systems-management-earns-national-innovation-honors/

BEL AIR, Md., Feb. 17, 2023 /PRNewswire/ -- Joseph Conroy, CFP®, an independent LPL Financial advisor at Harford Retirement Planners in Bel Air, today announced his inclusion in LPL's Patriot's Club. This elite award is presented to less than 7% of the firm's more than 21,000 financial advisors nationwide*.

Learn more about Harford Retirement Planners' advocates in financial planning by visiting harfordretirement.com/about/ourteam

Angela Xavier, LPL executive vice president, Independent Advisor Services: "This is an impressive achievement that Joe has earned as a top performer and showcases his dedication to his clients. It is an honor to support Joe with robust technology, integrated products and differentiated services so he can run a thriving practice. We wish Joe and his entire team continued success as they create meaningful impact in the lives of their clients."

Conroy serves clients primarily based in Maryland and provides a full range of financial services, including:

  • Retirement and financial planning

  • Individual money management

  • Individual stocks and bonds, mutual funds, annuities and more.

Joseph Conroy, Owner of Harford Retirement Planners: "The team and I at Harford Retirement Planners work very hard to serve our clients and we have great pride in receiving this award."

Conroy is affiliated with LPL Financial, a leading wealth management firm. LPL provides the resources, tools and technology that support advisors in their work to enrich their clients' financial lives.

About LPL Financial
LPL Financial (Nasdaq: LPLA) was founded on the principle that the firm should work for the advisor, and not the other way around. Today, LPL is a leader in the markets we serve**, supporting more than 21,000 financial advisors, including advisors at approximately 1,100 institution-based investment programs and at approximately 500 registered investment advisor ("RIA") firms nationwide. We are steadfast in our commitment to the advisor-centered model and the belief that Americans deserve access to personalized guidance from a financial advisor. At LPL, independence means that advisors have the freedom they deserve to choose the business model, services, and technology resources that allow them to run their perfect practice. And they have the freedom to manage their client relationships because they know their clients best. Simply put, we take care of our advisors, so they can take care of their clients.

*Achievement is based on annual production among LPL Advisors only.

**Top RIA custodian (Cerulli Associates, 2020 U.S. RIA Marketplace Report). No. 1 Independent Broker-Dealer in the U.S. (Based on total revenues, Financial Planning magazine 1996-2022). Among third-party providers of brokerage services to banks and credit unions, No. 1 in AUM Growth from Financial Institutions; No. 1 in Market Share of AUM from Financial Institutions; No. 1 in Market Share of Revenue from Financial Institutions; No. 1 on Financial Institution Market Share; No. 1 on Share of Advisors (2021-2022 Kehrer Bielan Research & Consulting Annual TPM Report). Fortune 500 as of June 2021.

LPL and its affiliated companies provide financial services only from the United States.

Laurie Hacke


View original content:https://www.prnewswire.com/news-releases/joseph-conroy-cfp-honored-as-one-of-lpl-financials-top-financial-advisors-301750091.html

SOURCE Harford Retirement Planners

Fri, 17 Feb 2023 05:07:00 -0600 en-US text/html https://www.yahoo.com/now/joseph-conroy-cfp-honored-one-190700614.html
Killexams : Imarticus Learning enters MENA region with courses from IIM Ahmedabad, Lucknow

Imarticus Learning, an educational firm, enters into the MENA region, including nations such as the United Arab Emirates, Saudi Arabia, Oman, Qatar, Morocco, and Bahrain, according to an official statement. Furthermore, the firm has introduced two new courses tailored to the worldwide employment landscape – the General Management Programme from IIM Ahmedabad and the Global Senior Leadership Programme from IIM Lucknow, the statement added.

According to the statement, the course has a duration of 11 months and is designed to offer a range of valuable benefits to participants. Additionally, the course claims to provide networking with peers from around the globe, as well as access to 11 masterclasses led by experts in the field. Two, five-day campus immersions are also included, along with a 2-day executive conference that takes place in Dubai, the statement added.

The 21st General Management Executive Program, in collaboration with IIM Ahmedabad, is a flagship course for working professionals with a five-year work experience after graduation and those willing to secure management positions. 

The duration of the course would be seven months, and it includes a 10-day on-campus immersion out of which six days will be in Dubai and four days on the campus of IIM Ahmedabad.  “The courses aims to bridge the gap between training in India and that provided worldwide.  Our chosen pedagogy keeps the learner at the centre of the market’s specifics and then ace their leadership skills” Nikhil Barshikar, founder, Imarticus Learning, said. 

Thu, 16 Feb 2023 18:41:00 -0600 en text/html https://www.financialexpress.com/education-2/imarticus-learning-enters-mena-region-with-courses-from-iim-ahmedabad-lucknow/2984385/
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