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ICBRR International Certificate in Banking Risk and Regulation (ICBRR)

Exam Detail:
The International Certificate in Banking Risk and Regulation (ICBRR) is a professional certification that focuses on banking risk management and regulatory compliance. It is designed to validate the knowledge and skills of individuals working in the banking industry. Here are the test details for the ICBRR certification:

- Number of Questions: The test typically consists of multiple-choice questions. The exact number of questions may vary, but typically, the test includes around 100 to 120 questions.

- Time Limit: The time allocated to complete the test is 2.5 to 3 hours.

Course Outline:
The ICBRR certification course covers a wide range of subjects related to banking risk management and regulatory compliance. The course outline typically includes the following areas:

1. Introduction to Banking Risk and Regulation:
- Understanding the role of risk management and regulation in the banking industry.
- Overview of key regulatory frameworks and international standards.

2. Credit Risk Management:
- Assessing credit risk and implementing risk mitigation strategies.
- Evaluating borrower creditworthiness and loan portfolio management.

3. Market Risk Management:
- Identifying and managing risks associated with financial markets and instruments.
- Evaluating market risk factors and measuring portfolio risk.

4. Operational Risk Management:
- Identifying and mitigating risks related to internal processes, systems, and human factors.
- Implementing controls and incident management procedures.

5. Liquidity Risk Management:
- Managing liquidity risks and ensuring sufficient funding for banking operations.
- Monitoring cash flows, funding sources, and regulatory requirements.

6. Compliance and Regulatory Frameworks:
- Understanding regulatory requirements and compliance obligations.
- Implementing effective compliance programs and internal controls.

7. Governance and Risk Culture:
- Promoting a strong risk management culture within the organization.
- Establishing effective governance structures and risk oversight mechanisms.

8. Basel Accords:
- Understanding the Basel framework and its impact on banking risk management.
- Complying with capital adequacy and risk measurement standards.

Exam Objectives:
The objectives of the ICBRR test are as follows:

- Assessing candidates' understanding of banking risk management principles and practices.
- Evaluating candidates' knowledge of regulatory frameworks and compliance requirements.
- Testing candidates' ability to identify and analyze banking risks and implement risk mitigation strategies.
- Evaluating candidates' knowledge of governance and risk culture within banking organizations.

Exam Syllabus:
The specific test syllabus for the ICBRR certification covers the following topics:

1. Introduction to Banking Risk and Regulation
2. Credit Risk Management
3. Market Risk Management
4. Operational Risk Management
5. Liquidity Risk Management
6. Compliance and Regulatory Frameworks
7. Governance and Risk Culture
8. Basel Accords
International Certificate in Banking Risk and Regulation (ICBRR)
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International Certificate in Banking Risk and Regulation
Question: 66
According to a Moody’s study, the most important drivers of the loss given default historically have been all of the
following EXCEPT:
I. Debt type and seniority
II. Macroeconomic environment
III. Obligor asset type
IV. Recourse
A . I
B . II
C . I, II
Answer: D
Question: 67
Gamma Bank provides a $100,000 loan to Big Bath retail stores at 5% interest rate (paid annually). The loan is
collateralized with $55,000. The loan also has an annual expected default rate of 2%, and loss given default at 50%.
In this case, what will the bank’s expected loss be?
A . $500
B . $750
C . $1,000
D . $1,300
Answer: A
Question: 68
Which one of the following four statements correctly defines chooser options?
A . The owner of these options decides if the option is a call or put option only when a predetermined date is reached.
B . These options represent a variation of the plain vanilla option where the underlying asset is a basket of currencies.
C . These options pay an amount equal to the power of the value of the underlying asset above the strike price.
D . These options supply the holder the right to exchange one asset for another.
Answer: A
Question: 69
ThetaBank has extended substantial financing to two mortgage companies, which these mortgage lenders use to
finance their own lending. Individually, each of the mortgage companies have an exposure at default (EAD) of $20
million, with a loss given default (LGD) of 100%, and a probability of default of 10%. ThetaBank’s risk department
predicts the joint probability of default at 5%.
If the default risk of these mortgage companies were modeled as independent risks, the real probability would be
underestimated by:
A . 1%
B . 2%
C . 3%
D . 4%
Answer: D
Question: 70
Alpha Bank determined that Delta Industrial Machinery Corporation has 2% change of default on a one-year no-
payment of USD $1 million, including interest and principal repayment. The bank charges 3% interest rate spread to
firms in the machinery industry, and the risk-free interest rate is 6%. Alpha Bank receives both interest and principal
payments once at the end the year. Delta can only default at the end of the year. If Delta defaults, the bank expects to
lose 50% of its promised payment.
What may happen to the Delta’s initial credit parameter and the value of its loan if the machinery industry experiences
adverse structural changes?
A . Probability of default and loss at default may decrease simultaneously, while duration rises causing the loan value
to decrease.
B . Probability of default and loss at default may decrease simultaneously, while duration falls causing the loan value
to decrease.
C . Probability of default and loss at default may increase simultaneously, while duration rises causing the loan value
to decrease.
D . Probability of default and loss at default may increase simultaneously, while duration falls causing the loan value
to decrease.
Answer: D
Question: 71
A credit rating analyst wants to determine the expected duration of the default time for a new three-year loan, which
has a 2% likelihood of defaulting in the first year, a 3% likelihood of defaulting in the second year, and a 5%
likelihood of defaulting the third year.
What is the expected duration for this three-year loan?
A . 1.5 years
B . 2.1 years
C . 2.3 years
D . 3.7 years
Answer: C
Question: 72
Altman’s Z-score incorporates all the following variables that are predictive of bankruptcy EXCEPT:
A . Return on total assets
B . Sales to total assets
C . Equity to debt
D . Return on equity
Answer: D
Question: 73
Which one of the following four features is NOT a typical characteristic of futures contracts?
A . Fixed notional amount per contract
B . Fixed dates for delivery
C . Traded Over-the-counter only
D . Daily margin calls
Answer: C
Question: 74
Which one of the following four statements correctly describes an American call option?
A . An American call option gives the buyer of that call option the right to buy the underlying instrument on any date
up to and including the expiry date.
B . An American call option gives the buyer of that call option the right to sell the underlying instrument on any date
up to and including the expiry date.
C . An American call option gives the buyer of that call option the right to buy the underlying instrument on the expiry
D . An American call option gives the buyer of that call option the right to sell the underlying instrument on the expiry
Answer: C
Question: 75
Which one of the following four statements correctly defines a non-exotic call option?
A . A call option gives the call option buyer the obligation, but not the right, to buy the underlying instrument at a
known price in the future.
B . A call option gives the call option buyer the obligation, but not the right, to sell the underlying instrument at a
known price in the future
C . A call option gives the call option buyer the right, but not the obligation, to buy the underlying instrument at a
known price in the future
D . A call option gives the call option buyer the right, but not the obligation, to sell the underlying instrument at a
known price in the future
Answer: C
Question: 76
A credit analyst wants to determine a good pricing strategy to compensate for credit decisions that might have been
made incorrectly. When analyzing her credit portfolio, the analyst focuses on the spreads in each loan to determine if
they are sufficient to compensate the bank for all of the following costs and risks EXCEPT.
A . The marginal cost of funds provided.
B . The overhead cost of maintaining the loan and the account.
C . The inherent risk of lending to this borrower while providing a return on the risk capital used to the support the
D . The opportunity cost of risk-adjusted marginal cost of capital.
Answer: D
Question: 77
Which one of the following four metrics represents the difference between the expected loss and unexpected loss on a
credit portfolio?
A . Credit VaR
B . Probability of default
C . Loss given default
D . Modified duration
Answer: A
Question: 78
Which of the following statements about the interest rates and option prices is correct?
A . If rho is positive, rising interest rates increase option prices.
B . If rho is positive, rising interest rates decrease option prices.
C . As interest rates rise, all options will rise in value.
D . As interest rates fall, all options will rise in value.
Answer: A
Question: 79
Which one of the following four alternatives lists the three most widely traded currencies on the global foreign
exchange market, as of April 2007, in the decreasing order of market share? EUR is the abbreviation of the European
euro, JPY is for the Japanese yen, and USD is for the United States dollar, respectively.
Answer: B
Question: 80
Of all the risk factors in loan pricing, which one of the following four choices is likely to be the least significant?
A . Probability of default
B . Duration of default
C . Loss given default
D . Exposure at default
Answer: B
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GARP International learn - BingNews Search results GARP International learn - BingNews Learning Abroad

Bridge Year student Maddy Denker (second from right) with her homestay family in Senegal. Bridge Year participants study the local language, live with homestay families and take part in a variety of cultural enrichment activities, while learning with and from community partners through service activities.

Photo courtesy of Novogratz Bridge Year Program

As a  student, you'll have a choice of international programs in countries around the world, as well as the chance to take classes on campus that include a travel component. You can even start your Princeton journey in another nation through the innovative Novogratz Bridge Year Program. And after you graduate, you'll have opportunities to engage globally through alumni service programs such as Princeton in Africa, Princeton in Asia and Princeton in Latin America. 

The Novogratz Bridge Year Program

Some students jump into an international experience right away before starting their first year on campus. As an incoming student, you can apply to spend nine months doing public service work abroad through the University's tuition-free Novogratz Bridge Year Program. This experiential "bridge" between high school and college gives you an opportunity to widen your perspective before you begin your first year.

As of fall 2023, the Novogratz Bridge Year Program will be hosted in six locations on four continents. Students live with local families while immersing themselves in the local culture, learning the language and serving the needs of the community. You might volunteer with a human rights or environmental project, tutor local children, teach IT skills — the opportunities vary by locale and the organizations with which Princeton partners. And you'll start your studies at Princeton with deep connections to a place other than home, and strong bonds with fellow students who have shared your experiences abroad.

Learn more about the Novogratz Bridge Year Program

A Semester or Year Abroad

As an undergraduate student in any major, you can choose from among more than 100 semester- or year-long study abroad programs in over 40 countries. Living and learning in another country for an extended period of time teaches you things you never knew about yourself and the world. It can provide you with new skills, confidence and the feeling of possibility. And while you further your academic studies, you may also discover new ideas and interests that will shape you for a lifetime.

With so many options to choose from, you'll get plenty of help deciding which program best fits your interests and goals. Students who receive financial aid continue to receive support from the University while studying abroad during the academic year. The Office of International Programs helps students decide why and where to study abroad and supports them on their journey. Study Abroad Global Ambassadors are available to tell you about their experiences and answer your questions.

Learn more about a semester or year abroad 

Photo by Jamie Rankin

Summer Language Immersion 

The summer provides time for intensive language study abroad, allowing you to learn or master languages among the people who speak them and explore new cultures. Many language programs, such as Princeton in Munich, Princeton in Beijing, Princeton in Argentina or the Aix-en-Provence Program for French studies, are organized by academic departments.

Summer Internships Abroad

Learning abroad doesn't have to mean studying abroad. You can spend your summer as an international intern instead, working with an organization that matches your interests in any of more than 50 countries. From helping migrant families in rural Mexico to working on architecture projects in Dubai, the opportunities are varied and fascinating. 

The International Internship Program lets you live and work abroad during summer break and comes with a financial award that covers most expenses. You can gain valuable experience, expand your academic interests and immerse yourself in new languages and cultures, and explore possible career paths through internships in a wide variety of fields.

Learn more about being an intern abroad

PIIRS Global Seminars

How are Cuban writers and artists making sense of the changes in their society? What can you learn about contemporary Chinese society by experiencing it up-close? Every summer Princeton students head overseas through the PIIRS Global Seminars, traveling to fascinating locations with historical or political significance to explore a specific topic.

Each six-week seminar is designed and led by Princeton faculty, and each presents a unique program of study that relies on visiting the locale at the heart of its subject matter. Daily lectures by seminar faculty and guests, language classes, weekend excursions to sites relevant to the course, and community service make up the experience.

Explore the range of Global Seminars

Wed, 27 May 2020 09:23:00 -0500 en text/html
International Service-Learning

Clearly defined purpose

There is no universal model to incorporate an international service-learning (ISL) component to an off-campus semester or interim. While we believe that the benefits from ISL are many, it should not be included for all study abroad programs. Before including service activities in an off-campus curriculum or itinerary, the purpose of such service must be clearly identified and known by all stakeholders in the program: directors, professors, students, and community partners. To avoid the dangers of short-term service projects, both students and community partners must be aware of (and possibly included in identifying) program goals regarding service and learning outcomes. Service goals will be community-centered, identifying standards of community development, various community actors and short and long-term outcomes of service. Learning goals will generally be student-centered, identifying outcomes regarding academic objectives, worldview development and personal growth.

Wed, 31 Aug 2022 22:52:00 -0500 en text/html
International Students

Connect with GLO Ambassadors:

Connect with GLO Ambassadors who are international students to learn more about daily life abroad and their experiences in-country.

International students at Northwestern can and do study abroad! To go abroad, you will need to work with both a GLO adviser and your OISS adviser. Don’t be afraid to ask questions – we’re here to help!

Note: Once you have confirmed your participation in a program, you must meet with your OISS adviser to be properly categorized in SEVIS.

Visas & Travel Documentation

As part of the planning process for study abroad, you should make sure you understand all entry requirements to your intended study abroad destination. This also applies to any countries outside of the program that you may wish to visit while abroad.

There are additional considerations to studying abroad while you are a J-1 or F-1 visa holder in the U.S., including:

  • Depending on your country of citizenship, you may be required to obtain a visa for your destination country. In some cases, international students may be required to return to their home country to apply for the study abroad visa.
    • Note: GLO and OISS have limited resources and cannot advise on any non-U.S. student visas, so the majority of research will have to be on your own. We recommend contacting the nearest embassy or consulate of your destination country and looking at direct government websites (.gov).
    • Consider the diplomatic relationships between your home country and the destination country. If there are strained or unusual political situations, it might be more difficult for you to get a visa to study abroad. If you have questions about political situations affecting your ability to get a visa, you are strongly encouraged to speak with your GLO or OISS adviser early in the process.
  • There are also considerations to ensure you maintain F-1 or J-1 visa status in the U.S. while you study abroad (for example, if your visa is set to expire while you are abroad). Your OISS adviser can help you understand the necessary steps.
  • In addition to any required visa for your destination country, you will also need several other documents to travel: a valid passport that expires at least six months after the end of your program, a valid U.S. visa, and your most latest I-20/DS-2019 with a valid travel signature (for re-entry to the U.S.).
  • Review travel information on the Northwestern International Student Travel website:
    • Before traveling, make photocopies of ALL documents: passport, I-20/DS-2019, visa stamp, I-94 record. Save digital copies, leave a set of copies at home or with a friend and carry a copy with you separate from your originals. Lost or stolen documents are much easier to replace if you have digital copies.
    • Remember to print and save your I-94 record each time you return to the U.S.


  • Research and apply to programs early.
  • Speak to a GLO adviser as you consider what type of program you are looking for and learn what documentation you will need.
  • Communicate with your OISS adviser as soon as you have picked a program. They can discuss how studying abroad will affect your F-1/J-1 visa status and the proper documents and signatures necessary to re-enter the U.S.
  • Be sure to let your OISS adviser know when and where you will be studying abroad. 
Wed, 18 Dec 2019 19:30:00 -0600 en text/html
International Business Concentration

Foundation/methodology requirement (4 courses)

Students should take these two courses in the first year:

  • 26:620:557 Social Science Research Methods
  • 26:960:577 Statistical Linear Models

In addition, they should take at least two other doctoral level methodology or statistics courses. Students may consider the following:

  • 26:620:660 Qualitative Research Methods
  • 26:830:545 Research Design
  • 26:620:685 Survey Research
  • 26:223:544 Econometrics - Cross Sectional
  • 26:198:622 Machine Learning
  • 26:198:644 Data Mining

Excellent statistics and methodology courses are also available to our students in Statistics, Psychology, Sociology, Economics, SMLR, and SCILS at Rutgers-New Brunswick, in Psychology at Rutgers-Newark, and in Mathematical Sciences and Computer Science at NJIT.

Major (5 courses)

Students should take at least five of the following seven courses:

  • 26:553:501 Cross-border Mgmt: Institutions, Firms, and Industry Value Chains
  • 26:553:601 Theory of International Business
  • 26:553:602 History of International Business
  • 26:553:604 Corporate Innovation and International Business
  • 26:553:605 National Innovation Policies and International Business
  • 26:553:607 Global Political Economy
  • 26:620:677 Culture and Organizations

Minor (3 courses)

Of the three minor courses, at least two must be chosen from the following list of required courses on the major in Organization Management:

  • 26:620:555 Seminar in Organizational Behavior
  • 26:620:556 Seminar in Organization Theory
  • 26:620:558 Seminar in Strategic Management

First early research requirement (equivalent to one course): Students should prepare for the early research requirement by taking Statistical Linear Models and Research Methods in the first year. Then they write a paper (usually a literature review) with a faculty member, to be presented to the department during the fall semester.

Second early research requirement (equivalent to one course): Write a paper (ideally a dissertation proposal) with a faculty member.

Qualifying examination: The qualifying examination, in conformity with University regulations, will be taken at the end of the second year of coursework. It will consist of 4 sets of in-class questions, administered over a two day period. The student will be examined on the material covered in the five major courses studied during the two years of course work.

Other rules and requirements: For details of rules and requirements that apply to all doctoral students in RBS, see Policies and Procedures.

Course Descriptions

  • 26:553:685 Special subjects Research in International Business
  • 26:553:686 First Early Research Seminar in International Business
  • 26:553:687 Second Early Research Seminar in International Business
  • 26:553:688 Independent Study in International Business
  • 26:553:799 Dissertation Research in International Business

Please note: Links to latest syllabi are provided where possible. In some cases, the link goes to the web site for the individual faculty member, where the syllabus is maintained. In other cases, the link allows you to get the syllabus. Other syllabi are available in the Program Office.

These syllabi are provided as information to potential applicants. They should also help current students make their individual study plans. But they are subject to change. Students should not buy books or make other plans related to a course until they have confirmed with the instructor that they have an up-to-date syllabus for the semester in which they are taking the course.

Ph.D. Executive Committee, January 2019

Sun, 16 Aug 2020 06:32:00 -0500 en text/html
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Student Opinion

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Scroll through some work by the winning students and educators who participated in our “What High School Is Like in 2023” multimedia challenge. Then tell us how well the collection captures your experiences.


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Textron: An Up To 50% Undervalued Industrial Buyback Star
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There are a few things that I really like when it comes to putting money to work: industrial stocks, companies operating in the aerospace industry, and opportunities that offer growth at a reasonable price.

As it turns out, we're

USD in Million 2021 Weight 2022 Weight

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4,566 36.9 % 5,073 39.4 %


3,130 25.3 % 3,465 26.9 %


3,364 27.2 % 3,091 24.0 %

Textron Systems

1,273 10.3 % 1,172 9.1 %


49 0.4 % 52 0.4 %
Wed, 20 Dec 2023 22:20:00 -0600 en text/html
INTERNATIONAL LEARNING No result found, try new keyword!International experiences supply you the opportunity to expand your education and your horizons. Consider an exchange program or field school abroad, or take part in a Co-op term, internship or research ... Fri, 05 Apr 2019 22:46:00 -0500 en text/html The Learning Network

Student Opinion

How Do You Feel About High School?

Scroll through some work by the winning students and educators who participated in our “What High School Is Like in 2023” multimedia challenge. Then tell us how well the collection captures your experiences.


Mon, 04 Dec 2023 18:25:00 -0600 en text/html

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