Columbia Business School Programs and Admissions

Columbia Business School is part of Columbia University, one of the worlds most esteemed private research universities. It is also one of six Ivy League business schools in the United States and part of the informal network of prestigious business schools known as the M7. Students who attend Columbia Business School have the benefit of studying in the heart of Manhattan in New York City and graduating with a degree from one of the most recognizable business schools in the world. But location and brand awareness are just two of the reasons why students enroll in the programs at this business school. Columbia is a popular business school due to its large alumni network, 200 electives, 100 student organizations, an ever-evolving curriculum taught by a respected faculty, and a reputation for groundbreaking research. Columbia Business School offers a range of program options for students at the graduate level. Students can earn an MBA, Executive MBA, Master of Science, or a Ph.D. The school also offers executive education programs for individuals and organizations. MBA Program The MBA program at Columbia Business School features a core curriculum that offers foundational knowledge in business topics like leadership, strategy, and global business. In their second term, MBA students are allowed to customize their education with electives. There are more than 200 electives to choose from; students also have the option of taking graduate-level classes at Columbia University to further diversify their studies. After being admitted to the MBA program, students are split into clusters consisting of about 70 people, who take their first-year classes together. Each cluster is further split into small teams of about five students, who complete core course assignments as a group. This cluster system is meant to encourage close relationships among diverse people who can challenge each other. MBA admissions at Columbia Business School are competitive. Only 15 percent of those who apply are admitted. Application requirements include two recommendations, three essays, one response to a short-answer question, GMAT or GRE scores, and academic transcripts. Interviews are by invitation only and are typically conducted by alumni. Executive MBA Programs Students in the Executive MBA program at Columbia Business School study the same curriculum under the same faculty as full-time MBA students. The main difference between the two programs is the format. The Executive MBA program is designed for busy executives who want to complete the program on the weekend or in 5-day blocks. Columbia Business School offers three different New York based programs: EMBA-NY Saturday: Students take classes every Saturday for 24 months.EMBA-NY Friday/Saturday: Students take classes every other Friday/Saturday for 20 months.EMBA-Americas: Students take classes in 5-6 day blocks once a month for 20 months. Columbia Business School also offers two EMBA-Global programs for students who would rather study outside of the United States. These programs are offered in partnership with the  London Business School and the University of Hong Kong. To apply to the EMBA program at Columbia Business School, students must be fully employed. They are required to submit a range of application materials, including two recommendations; three essays; one response to a short-answer question; GMAT, GRE, or Executive Assessment scores; and academic transcripts. Interviews are required for admission but are conducted by invitation only. Master of Science Programs Columbia Business School offers several Master of Science programs. Options include the: Master of Science in Financial Economics: A two-year program consisting of MBA and Ph.D. courses in finance and economics.Master of Science in Marketing Science: A one-year program consisting of core courses, MBA courses, and Ph.D. courses in marketing analytics.Master of Science in Accounting and Fundamental Analysis: A three-semester program consisting of MBA and Ph.D. courses in accounting and quantitative analysis. All of the Columbia Master of Science programs are designed to provide more focused study options than the Columbia MBA program but less of a time investment than the Columba Ph.D. program. Admission requirements vary by program. However, it should be noted that every program is competitive. You should have high academic potential and a record of academic achievement to be considered a candidate for any of the Master of Science programs. PhD Program The Doctor of Philosophy (Ph.D.)  program at Columbia Business School is a full-time program that takes about five years to complete. The program is designed for students who want a career in research or teaching. Areas of study include accounting; decision, risk, and operations; finance and economics, management, and marketing. To apply to the Ph.D. program at Columbia Business School, you need at least a bachelors degree. A masters degree is recommended, but is not required. Application components include two references; an essay; a resume or CV; GMAT or GRE scores; and academic transcripts.

Microeconomics And The Laws Of Supply And Demand Essay

Microeconomics and the Laws of Supply and Demand Microeconomics and the Law of Demand as reviewed in the Khan Academy videos are a simple enlightening of the business cycle. The descriptive teaching and evolving facts of real life cause and effects in the cycle of business production and supply are an exquisite piece of material. The concepts relation to microeconomics are demand, markets cost and price, they are listed in true relation to the area’s they occupy in analysis of the mathematical formula of how they are defined in economic literature and explanation. Through each cycle of change they apply to business production. The concepts role is used to identify economical factors that allow adjustment in areas that may affect revenues in-put and out-put or Short run or Long run, margins cost and market distribution tied to overall success. In the form of efficiency and growth, if a solid understanding is applied using a structured fiscal plan with total cost, resources cost, production cost, market and demand will provide an upper hand in preventing fiscal self destruction. The mathematical approach and visual graphing, price vs. quantity of production will provide a stopping point for the companies buyer, providing reason for limitations as the identifier to prevent probable revenue/cost inflation or loss. As identified above Demand, Marketing and Price are categorized as microeconomics, due to the cause and effect they share in relation to one another. If there is aShow MoreRelatedMicroeconomics And The Laws Of Supply And Demand900 Words   |  4 PagesMicroeconomics and the Laws of Supply and Demand There are a diversity of aspects that can sway changes in supply and demand. These aspects include price increases or reductions. 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Pttils Level 4 Understanding the Use of Different...

Assignment 2, Section 5, PTLLS course December 2010. Understanding the use of different Assessment methods and the need for record keeping, (functional skills, assessment and evaluation) Introduction: The author is a trainer in the food industry and will refer to themselves throughout this assignment as the author or the trainer. P5. Giving Feedback Is an essential part of the assessment cycle, feedback shows both learners and trainers how they are progressing. It is not a criticism and should be helpful to learners to understand their behaviour and actions. Scales (2008 p195) states, â€Å"Feedback is an essential element in effecting communication between teachers and learners†. Feedback is a two way process and needs to†¦show more content†¦This method avoids the low percentage bracket a â€Å"just passed† learner may receive. There are many kinds of feedback forms, and it is always wise to have several in a trainer’s tool kit. Within the authors sector the courses are primarily one day events, feedback questionnaires are usually presented at the end of the session. These are usually generic, and do not always meet the needs of the learners or given course. To achieve qualitative data the author tailors the questionnaires to the session, with predominantly open style questions, demanding a full response. As apposed to closed questions with yes/no answers, which usually achieves only quantative data. Feedback must be recorded and filed for quality assurance purposes, further action, planning, audit trails and management review. Feedback can help the trainer to evaluate their courses and learners. T5 Embedding functional skills Functional skills provide essential knowledge and understanding to learners. The mastery of these basic skills are empowering to all learners, particularly to learners with learning difficulties such as dyslexia. These core skills in English, Mathamatics and ICT, transfer to all areas of life and are fundamental to any adult seeking employment. The Qualifications and Curriculum Development Agency, (Dec. 2010) states, â€Å"We all need a range of skills to succeed in our jobs and in our

The Walled Garden and An Age free essay sample

The Walled Garden and An AgeBy contrast to OCallaghans novella, Polleys poetry collection, Jackself in the third person broaches emotionally or politically sensitive issues delving into language, style and voice. The poems for this essay are The Walled Garden (p. 27) and An Age (p. 32). Although Polley wants readers to take his poetry at face value, the meaning can be obscure. In the former, Polley seemingly assumes the reader knows the Wall Brown butterfly is a climate change victim (Barkham, The Guardian, 24th December 2014). The only similarities in these two poems are simple language, sophisticated imagery and concepts.The Whispering Gardens gentler less abrupt rhythm, rythmically slower cadence and pace are evident in its opening line:listen to those hollyhocksthose lupins?Phonetically, the vowels are voiced sounds and the consonants are voiceless, for example /h/, /t/, /p/, and /s/, or voiced sonorants such as /l/, /p/. Save for /ck/ in hocks, the sonorants (sonorous consonants) /l/ or /p/, and vowels use breath, to create a soft, silent sound, not hard consonantal end of the scale with strong, guttural sounds. The onomatopoeic those bolsters the visual imagery of bees buzzing in and around lupins and hollyhock. Wrens opening statement listen to those hollyhocks those lupins? How can one listen ¨to them? What is one listening to?Wren says Ive watched the beesStealing in and outwith their furry microphonesEnvisage, hollyhocks (silent, hissing, long /s/) and lupins (buzzing long /z/), alive with bees buzzing, darting, busily collecting pollen with their furry microphones (buzzing long /z/ ), metaphorically inferring bees buzzing wings and thoraces when pollinating. It helps to know the botanical, natural history references and ecological implications to appreciate this poems depth. Wren, tells Jackself of the reprimand for interfering with the bees boxes:Ive put my ear to the boxwhere they take the noiseonly to be warned †¦all the timeUnexpectedly, Wren breaks off and exclaims excitedly:look!he says scrambling to his feetin the crookof Jackselfs elbowa Wall Brown butterflyWhy Wrens ex citement? It is only a butterfly, after all.An Age (p. 32), when read aloud, has a rhythmic drum beat, redolent of defining its metre and groove, combining gutturals, voiced and voiceless sounds with back or front consonants and vowels. Rhythm is only one of [Polleys] poetic devices (p. 90, Lodge). In the following stanza, the repetitions create rhythm and structural meaning:†¦ he stands for an agenot for a dark age.not for an ice age or an iron age,Canny use of such techniques, strategically used punctuation, and command of non-punctuation reinforces Polleys message: clear, deep and explicit agonising in the last stanza. Polleys choices add firmness to language and meaning. Spacing elegantly emphasises language and accentuates monosyllabic words in the last stanzas opening lines:he stands for an age?Then take the line:not for an ice age or an iron age.Or forces space for a cunningly imposed pause for breath – a natural substitution for a comma. Moreover, opening the poem with the simile of Jackself, staying in today, like a tool in a toolbox, hints at the poems dour, doomful humour in its repetition of age:not for a dark age. not for an ice age or an iron age,Preceded by the metonymy, he stands for an age, one adduces he represents an era of people sympathetic to bees enjoying their habitat in a pesticide-free ecosystem: but for apollen age, when beesbrowsed the workshopsof wildflowers for powderIneffably, the passage looks to the future, hoping mankind reverses environmental harm. Ultimately, the reader must form their own conclusions about the poems meaning. The emotionally charged closing stanza objects to the bees plight evinced by Jackself, who stands for an age. It concludes poignantly, if with gently barbed allusions, to the beess former glory of their pollen age when they browsed the workshops of wildflowers for powder. The nuances of he stands for an age is ambiguous; is Jackself standing for an interminably long time, or an era worried by the environmental impact on bees? Its adept artfulness and harmonious arrangement of fitting multi-faceted concepts and parts in playful, literary style.My wri ting (952)Contentious as it is to analyse the metaphor voice, blogger and writer, Pawlik-Kienlen (2009) cautions: your voice cant be learned. It has to be freed; Goldberg (p. 23, 1986, 2005), advises to open and trust in our own voice and process. Ultimately, if the process is good, the end will be good. Like Polley, writing is my vehicle for self-expression, focusing on relationships, environment, engineering, construction, and transport.Is that – Your Car? (Appendix 2), ponders the harm of Rolls Royces gas-guzzling lubricated pollutants †¦ facilitating with alacrity, Planet Earths early demise Where did I find that powerful line? Leonard Cohen, ( ) said, as do I:I dont know, and if I did, Id go there more often,Passing a squashed car dump inspired me to assign newly unearthed, graphically rich language to my observation. Was it influenced by childhood memories of gleeful laughter driving past abandoned, rusted, decomposed, cars? If so, why wait years to express itself? It could be yes, no or maybe. But that is to tease and play with my audience. Frankly, I have no idea.Life Beyond The Wall, (Appendix 3), flash fiction, potentially goth, the narrator a man with little sight, attempt[s] to see whatever there was to see as far as the eye, that is [his] eye, could see. He scarcely sees the wall. Is it near or far – who knows? – is akin to his perception of time long blur, linked by .. . a hybrid of blurs seasonal ground scrunched under foot making way for the sweet aroma of wild roses. Snippets of world class songs a [l]ong time ago distract from present and future non-events, hint at times hidden ghosts. Assiduously, the narrators references to the wall symbolises deep dark enigmata of history and sinister overtones indicated newly found freedom, sordid, seamy stories of – death and life. Solidified defeatism is apparent in twisting and warping the truth deviously and dishonestly distorting it beyond recognition, and repetitions of no comment. Doom and gloom buried in the closing paragraphs ulterior motives .. . disdainfully dismiss[ed], and walls holes arent pretty patterns.In the genre of memoire, starts with strong guttural phonomes of /k/, /g/, /d/, and /t/, commands attention – It was bitter. A thick blanket of crisp, clean, white snow covered the hard icy ground. We stood there. Shivering. Freezing. Visual language says everything and nothing, draws the reader in gradually revealing the funeral of a revered matriarch. The narrator, a second generation immigrant, shares trumped up political charges of the 19th Century, Cable Street Riots, Spanish Civil War, barbaric brutality of World War II and racisms impact on everyday work and family life.My stories rarely draw on experience. Gareths Last Stand, (2009, Appendix 5) is an exception. Its title and compelling opening sentence: I feel honoured and privileged to have played a part in Gareths last stand. My fear of writing a deeply personal narrative resolved by merging with another, took a leap of faith and trust in the process [of the workshop] †¦ essential for group work (Stern, 2009) to depict it in detail, Goldberg (p. xv, 2006).My innate ability to create a sense of openness belies my requirement for privacy. Other people, their needs and intrusions alienate me. In blogging on Katie Fords poem Fire (2014), Hazelwood ; Sipple (2015) discuss readers infringements into writer privacy which I experienced for an autobiographical piece (Appendix 3). It is hard to dismiss those crossing the line, wanting the fine details of [my] life. My breakthrough came in a seminar when I realised the only details I owe anyone I leave on the page. †¦ to write without fear. And leave it all on the page. (ibid). Vices that inhabit me and inhibit my voice, are the same old tired tricks of language (Alvarez, p. 27, 2005): poor paragraphing, long, convoluted sentences, multiple clauses, surfeit of commas, tautologies. duplicated words and phrases. Thus the readers challenge is structural sense-making to reach the rhyme and elicit my meaning. Burning through first thoughts, to the place where energy is writing what your mind actually sees and feels, not what it thinks (Goldberg, p.16, 1986, 2005), is not to persuade myself that my writing conveys deep and meaningful perceptions. Nor is it to say that first ideas precludes refining and re-writing content. The only resolution to these writing crises is to execute Goldbergs metaphor, Samurai, (pp. 262-3, 1986, 2005) or go on a word diet minus long rambling sentences using the passive voice and obscure words (Young, citing Flesch, p. 13, 2002). This, and powerful synonym databases, extricate me from the quagmire of the language ruts restricted vocabulary that limits my writings potency.A highly practiced, silent observer of my environment forms the raw material of my writing. Distilling the logic of my choice of one word for another is a necessary evil. To find that place with answers to such vexed questions entails digging into the depths of my soul – a journey that tightens my grip on something at which I excel, self-analysis. The more I do it the better I am at finding ways to know myself – an important resource succesful writers require. For, as King (2006) writes, why spend time on inconsequentials when there is only one life so what you spend your time on had better be important (p. ).