Purdue global student login

Introduction

Completing your B.Com degree opens up various career opportunities, but pursuing a post-graduation course can significantly enhance your job prospects. In this article, we will explore a list of career-oriented courses suitable for B.Com graduates. From traditional options like M.Com and MBA in Finance to professional certifications like CA, CS, and CMA, we will provide valuable insights into each course's specialization and career opportunities. Let's dive in and discover the best path to a successful career after B.Com.

1.Masters of Commerce (M.Com)

M.Com is a two-year post-graduation course that allows students to specialize in various subjects such as Finance, Accounting, Economics, Taxation, and more. It is essential to choose a college approved by AICTE or a university recognized by the Government to ensure a reputable degree. Upon completion, graduates can explore a range of career options, including probationary officer roles at nationalized banks, customer relationship executives, junior accountants, financial analysts, and more.

2.Masters in Business Administration (MBA) in Finance

An MBA in Finance is a popular choice for commerce graduates seeking excellent placement opportunities. This two-year program requires clearing an entrance test, followed by a group discussion and interview. Students can specialize in financial management, marketing management, banking and insurance management, systems management, or human resource management. Upon graduation, career prospects include roles in asset management, corporate finance, private equity, and corporate banking, among others.

3.CA/CS/ICWA

For those interested in accounting profiles, pursuing professional certifications like Chartered Accountancy (CA), Company Secretary (CS), or Cost and Work Accountancy (ICWA) can be highly rewarding. Each certification has its own examination process conducted by the respective institutes. Successful completion of these exams opens doors to opportunities in financial institutions, investment consultancy, multinational companies, and public and private banks.

4.Certified Bank Manager Programme

The Certified Bank Manager Programme, offered by the Institute of Bank Management and Research (IBMR), covers various areas such as banking and financial services, risk management, banking laws and regulations, and more. This two-year program prepares students for roles in banking and financial institutions.

5.Diploma in Banking & Services (DBFS)

The Diploma in Banking & Services (DBFS) is a postgraduate course offered by the Institute Of Finance, Banking & Insurance (IFBI). It is an ideal choice for B.Com students aspiring to establish a career in the banking sector. Admission is based on personal interviews, and the curriculum focuses on banking and related services.

6.Certified Financial Planner (CFP) (DBFS)

The Certified Financial Planner course, offered by institutes like the Indian Institute of Financial Planning (IIFP), provides specialized knowledge in financial planning, investment planning, tax planning, and insurance and risk management. This certification enhances job opportunities in the financial planning sector.

7.Certificate Course in Project Finance

The Certificate Course in Project Finance, offered by the Indian Institute of Banking & Finance (IIBF) and the Institute for Financial Management and Research (IFMR), equips students with theoretical and practical knowledge in project appraisal, financing, lending, and more.

8.International Courses in Accounting and Finance

International certifications like Certified Management Accountant (CMA), Certified Public Accounting (CPA), and Association of Chartered Certified Accountants (ACCA) offer global recognition and extensive knowledge in financial planning, control, ethics, analysis, decision support, international financial reporting standards, and more. These qualifications open doors to management, banking, consulting, and accounting positions worldwide.

Conclusion

Pursuing a post-graduation course or professional certification after B.Com can significantly enhance your career prospects. From traditional options like M.Com and MBA in Finance to specialized certifications like CA, CS, and CMA, there are various paths to choose from based on your interests and aspirations. Evaluate your career goals and choose a course that aligns with your ambitions. Invest in your education today to secure a successful and rewarding career in the field of commerce.
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Hello everyone! I’m a student from Singapore who holds an Amex card (specifically, the Amex Krisflyer Ascend) and I’m going to be on exchange in the UK soon for 6 months. I was thinking about getting a UK card so I don’t have to pay foreign transaction fees on my SG Amex, and earn MRs while at it. I have a few questions about Global Transfer:

1. I understand this method requires just a UK bank account and a UK address. Do they ask if you’re going to be permanently staying in the UK, or will I be fine since I’m only staying for 6 months?
2. I’m looking to get the UK Plat for the sign up bonus. I’m wondering if Amex cares about the income you’re earning in the UK, and my status as a student, when using Global Transfer since I won’t be earning any? I repay all my bills on time and in full, and have had my card opened for about 11 months now.
3. Related to Point 2, I heard not all cards might be eligible for Global Transfer. If I am unable to get approved for the Platinum, are there any other cards that are not eligible in the UK?

Thank you!

Hello everyone! Sorry if this post is something this subreddit has seen a bajillion times, but I’ve tried searching for previous threads to help answer my questions about the biostatistics field and what I should expect and prep myself for the future, but all I could gather is very surface-level information.
For context, this is some information about me: - Rising undergrad senior at USC - Doing a progressive degree for a MSc in Biostatistics at USC (getting my Masters a year after B.S. in Global Health) - Some research experience (dry lab, more bioinformatics-focused on genomics)
My questions/concerns: - How to make myself more appealing in my resume for internships for roles relating to biostatistics? Is it too early for these? - Career outlook/Salary for M.S & Will demand for biostatisticians grow? (as specific to USC grads if possible) - What I should be doing right now to better myself as a student and possible future job applicant?
My current skillset and what I am aware of: - SPSS, R (very beginner in terms of statistical analyses, used common packages), SQL (also beginner, can run queries and have built databases but nothing more), Tableau - Taking my first Biostatistics intro class this upcoming year (first true exposure to my graduate program) - Did the SIBS program
What self-learning projects can I do right now to help strengthen me and prepare me for my graduate program? Are there any online resources that I should take advantage of (besides Coursera)? Should I be worried about job prospects as a fresh college grad hire after my Masters program?
Thank you for your time! I apologize if this post seems very amateur and inexperienced, but thats very much why I have anxiety about my future, haha.

so i already have my CoE, an education agent from my country is helping me do all this. now i wanna login to myUQ and mySI-net, but i just realized i have never activated an account.
can anyone point me to the right direction? i read the guide but it doesnt really solve it: https://my.uq.edu.au/starting-at-uq/how-to-activate-student-account
the guide said i should've gotten an email to activate my account, but i have never got it. i'm asking my agent too but she hasnt responded bc it is the weekend

In the dynamic landscape of the 21st century, digital literacy is no longer an o OPTION but a NECESSITY. As technology continues to shape every aspect of our lives, from education to career opportunities, embracing digital literacy is the key to unlocking a world of possibilities. It equips us with the tools to navigate the digital realm with confidence, critically evaluate information, and effectively communicate in a globalized society. By developing our digital literacy skills, we as BSEd - Science 2 students GROUP 1, should empower ourselves to adapt, innovate, and thrive in an ever-evolving digital age. Don't be left behind—embrace digital literacy and embark on a journey of endless growth and boundless opportunities!
#DigitalLiteracy

Introduction

Quality is the consistent dominant narrative in early childhood education. Framed by Western worldviews and steeped in colonial logic, quality, in this sense, is described as normalizing, decontextualizing, regulating, managing, measuring, and operating under the values of universality, objectivity, and stability with no regard for diversity or context (Dahlberg et al. 2007). Often viewed as the ultimate goal in many early childhood teacher education programs and settings, quality across the early childhood sector drives decision-making and policies including early childhood teacher education. Generally, this type of quality is made visible through the focus on the individual child and the use of stage development, perpetuating the view of young children as deficit and learning and development as linear. This has contributed to the acceptance of pedagogy as activities and methods addressing surface-based skills (e.g., counting, phonics) rather than an engagement with meaning-making and complex thinking. The overuse of these discourses perpetuates a lack of understanding of children and their contexts and experiences. Further, the constant attention to achievement of milestones and individual processes pushes situated and daily moments of learning and teaching to the margin.
Dahlberg et al. (2007) call for a paradigmatic shift in early childhood education that entails disrupting this dominant and narrow view of quality: rethinking quality as meaning-making, valuing complexity, multiplicity, subjectivity, context, provisionality, and uncertainty. This shift is reflective of post-foundational viewpoints, including critical theory, postmodernisms, post-structuralisms, postcolonialisms, and post-humanisms. Early childhood teacher education that is situated to rethink to the quality agenda and engage with post-foundational perspectives of meaning-making requires conceptual and pedagogical teaching practices, utilizing different ways of knowing, being, and doing. Early childhood teacher education constructed in this manner is supportive of generating twenty-first-century citizens who think with complexity, work collaboratively, and connect to the local and global communities.
Content and experiences within early childhood teacher education that rethink quality as meaning-making then build a strong sense of social justice while also educating all young children from diverse backgrounds, positioning pre-service teachers as agents of change. This includes critically inquiring and intentionally acting on ethnicity, race, social class, gender, gender expression, culture, religion, language, ability, and sexual identities to empower pre-service teachers in generating practices of equity and critical consciousness. Early childhood teacher education is positioned in the broader social, historical, political, and cultural contexts and addresses the significance of place as it is related to these broader and local contexts.

Alternative Narratives of Early Childhood Teacher Education

Drawing from multidisciplinary perspectives including post-foundationalism, feminism, post-developmentalism, sociology, and postcolonialism, place, and Indigenous worldviews, alternative narratives disrupt the dominant narratives in early childhood teacher education and engage pre-service teachers in the politics and ethics of teaching. Alternative narratives generate multiple perspectives and diversities while offering a provocation to rethinking and pondering what is possible in early childhood teacher education. Foregrounding teacher education with alternative narratives positions practices as engaging with complexity (Pacini-Ketchabaw et al. 2015) and diversity inclusive of the political, social, economic, and cultural context. Engaging with complexity is never standing outside the early childhood setting but rather co-participating and being with – all contributing to meaning-making for teachers, children, and families. Meaning-making is part of the daily classroom life and creates conditions to rethink practice focused on ideas and concepts rather than consuming skills and separate disciplinary content, often in a decontextualized manner. Part of this work is embracing uncertainty rather than universal truths perpetuated through the dominant narratives that are limited by developmental logic. This means actively resisting teaching practices that universalize, marginalize, and normalize and instead being in relation and entangled with the messiness of teaching and learning (Dahlberg et al. 2007). In places of ongoing settler colonialism, this requires understanding the ways in which children and early childhood educators are entangled with postcolonial geohistories of place.

Narratives of Place

Euro-Western narratives situate place as romantic and innocent, a “natural” place for children to play. This framing of place is linear and does not consider place as relational and agentic or engage with all the histories that places hold. Alternative narratives of place move beyond environmental stewardship framings and attend to the ways in which human and more-than-human worlds are already entangled (Taylor 2017). Place is understood as something more than a geographical space as it is not “culturally or politically neutral’ (Mignolo 2003, quoted in Tuck et al. 2014, p. 1) and is a “territory that is Indigenous and which has been and continues to be subject to the forces of colonization” (Tuck et al. 2014, p. 1). Recognizing place as not without an historical, political, or ethical context attends to the ethics and politics of place, bringing together nature and culture (Haraway 2008) and enacting pedagogies of concern.
Alternative narratives of place foreground Indigenous knowledges, shifting perceptions of place beyond an innocent (or at best pretty) backdrop to teaching and learning. It is important to acknowledge that engaging with place in a postcolonial setting requires engaging with place in a conceptually different way. This difference focuses on looking beyond the colonial inscriptions of place and acknowledging the colonial violences that have been committed to places with the aim of recovering Indigenous ways of knowing and being (Tuck et al. 2014). This acknowledges that Indigenous epistemologies and ontologies are in the center of meaning-making, not at the periphery. This is a deliberate political and ethical practice that acknowledges Indigenous people’s original and ongoing connections with the land. This connection involves much more than the space and the place.

Indigenous Worldviews and Place in Early Childhood Teacher Education

Thinking with local, place-based Indigenous perspectives is largely absent from early childhood teacher education. In particular, Indigenous perspectives are often “othered” as part of wider multicultural discussions, resulting in tokenistic practices that homogenize Indigenous culture. Engaging in alternative narratives of place that respectfully foreground Indigenous worldviews disrupts dominant settler perspectives. Early childhood teacher education focused on the practice of engaging with local, specific Indigenous knowledges requires authentic, respectful connections to local Indigenous groups and a commitment to engage with the full range of historical, political, and ethical contexts. This disrupts the knowledge consumption so easily practiced within the narratives of the individual and traditional stage theories of development and provides a way for teacher educators and pre-service teachers to move beyond the taken-for-granted narratives of early childhood in order to think with local, place-based perspectives.
The inclusion of place in early childhood teacher education resituates pedagogy as a thinking, ethical, and political practice. Rethinking early childhood teacher education with strong relations with place recognizes the entanglements with humans and the more-than-human engaging with multiple narratives of a place and acknowledges the politics and knowledges constructed within and about a place. In this sense, pedagogy activates relationality and complexity in early childhood teaching, making visible the multiplicities, tensions, and frictions created when place, human, and more-than human come together. This opens up places for early childhood pre-service teachers to think and act on different ways of knowing, being, and doing with the intent of engagement and relationality.

Matters of Concern

Drawing on Latour (2004), place in early childhood teacher education pays attention to “matters of concern” – a shift from “matters of fact” consistently implemented through quality dominant narratives previously described. Matters of concern think with relationality and the complexity of bringing together humans, place, and the more-than-human (flora, fauna, multispecies), rethinking how early childhood pedagogy is used and how this informs teacher education. In terms of early childhood teacher education, this repositions teacher educators to shift from a human-centered view of the planet to seeing place as central and living with our more-than-human kin. This calls for teacher educators and pre-service teachers to teach and act in radically new ways, in ways that situate place and the more-than-human as being in relation with teaching pedagogies.

Coming Alongside

Karen Martin (2016) presents the idea of “coming alongside” as a way for non-Indigenous people to engage respectfully with Aboriginal worldviews. Part of this work is recognizing how relationships to people, places, and the more-than-human are central. In this sense, relationships take a long time to build and should not be rushed: sitting and listening with elders and walking with places and the more-than-human over long periods are necessary in order to build authentic, respectful connections. Relationships also require intention. For teacher educators and pre-service teachers, there are ethical and political accountabilities to foreground local, Indigenous worldviews in everyday teaching and learning practices. This recognizes place as being more than just a pretty backdrop for children to play in; rather, there are many layers of history that are always present in the places where we live and work. As part of the protocol of coming alongside, teacher educators and pre-service teachers are required to share their stories and connections to people and place.

Common Worlds

A common world framework (www.commonworlds.net) centers on the ways in which children learn from the full range of human and more-than-human relations within their immediate and “common” or shared worlds. More-than-human refers to the animals, plants, multispecies, local places, and colonial pasts, presents, and futures – the systems where children grow, learn, and live. Practices underpinned by the common world framework focus on awareness and response to legacies of local places in order to rethink and create common futures.

Place as a Pedagogical Contact Zone

Place as a pedagogical contact zone brings together the work in the Common Worlds Research Collective (www.commonworlds.net), with the “contact zone” as discussed by Haraway (2008) making visible how place is always an entanglement between the more-than-human and humans. Haraway (2008) specifically indicates how this contact zone brings together “diverse bodies and meanings[that] coshape one another … The partners do not precede the meeting; species of all kinds, living and not, are consequent on a subject and object-shaping dance of encounters” (p. 4). This creates the pedagogical contact zone as uncertain and unknown but also creates a space to support new ways of doing and assembling multiple knowledges. This is necessary in foregrounding and thinking with Indigenous worldviews, shifting away from the narrow view of the colonial gaze. Both place-thought (Watts 2013) and learning to be affected (Latour 2004) offer ways to practice place as pedagogical contact zones.

Place-Thought

Place-thought is rooted in the Anishinaabe (First Nations people from southern Canada) worldview that “is based upon the premise that land is alive and thinking and that humans and non-humans derive agency through the extensions of these thoughts” (Watts 2013, p. 21). This frames the process of thinking about place in different ways and is focused on viewing the land as animate and with agency. Watts (2013) shares an Anishinaabe creation story to illustrate place-thought through the experience of Sky Woman: Sky Woman fell through a hole in the sky, landed on the back of a turtle, and formed the earth. This story for Watts (2013) is an historical account of the interconnections between humans and the more-than-human, describing “a theoretical understanding of the world via a physical embodiment” (p. 21). This moves past the view of a creation story as a myth or allegory and challenges the Euro-Western understanding of knowledge construction. With this foundational understanding, Watts (2013) further notes how land is part of the lives of Indigenous people, and this calls for a deep relationship with the land and the more-than-human requiring communication and care. Colonization of the land impacts the ability to converse with the land, disrupting the deep relationships and a critical part of the Anishinaabe people’s lives.

Learning to Be Affected

Thinking with place means paying attention to the layers of inscription on a place. Using Latour’s (2004) concept of learning to be affected “means exactly that: the more you learn the more differences exist” (p. 213). For early childhood teacher education, this means empowering pre-service teachers to be open and awake to multiple and varied proposals and possibilities. For Latour, this is the action of moving past the binaries of subject/object and spending time with and in the numerous ways of seeing and being in the world. This is reiterated in the work of the common world framework, as it is through awareness of difference that curiosity about the places surrounding us is provoked (www.commonworlds.net). In terms of early childhood teacher education and place, learning to be affected is how teacher educators and pre-service teachers are offered the time and space to listen with the place, make visible what cannot be seen, trace the overlays of inscription, and begin to notice place in a way that rethinks teaching and learning in ethical and political ways.

Early Childhood Teacher Education and Place: An Example in Australia

An undergraduate early childhood teacher education program at a public university in Australia focuses on place; in particular, place as a pedagogical contact zone. Place is the primary provocation for the classes in the program as content and experiences are focused on respectfully foregrounding Indigenous worldviews while completing placement in a community-based playgroup program for families and children (infant to 6-years-old). Coming alongside Indigenous worldviews of place (Martin 2016) is done by attuning to the place where the placement site is located as well as where the university is located. The settler-colonial gaze is disrupted by foregrounding the local Indigenous place, attending to the politics and ethics of living on stolen land. Teaching with complexity, addressing matters of concern, and practicing making-meaning support pre-service teachers in understanding what it means to live in postcolonial Australia. Central to the placement and coursework are pedagogies and opportunities to activate Latour’s (2004) notion of being affected and place-thought (Watts 2013) as ethical teaching practices. For example, at each of the playgroup sites, pre-service teachers respectfully foreground Indigenous worldviews in the learning experiences with children and families.
Indigenous worldviews are the starting point for the class and placement content and are shared through Indigenous stories and materials (sourced from the local place where the program is situated). These experiences include the teachers, families, and children naming the country, animals, and materials where the setting is located. Further, the equivalent conceptual and pedagogical practices are the content in the university classes. This includes understanding the significance of place for the local Indigenous people through the use of place-thought walks, discussions, and making visible how coursework and placement contribute to decolonization and are not tokenistic. For instance, place-thought walks are part of the work for the university students and the children and families in the placement. The ritual of walking to and from the place is part of the practice while also discovering what calls each person into connection with the place. These are the moments that contribute to building a relationship with the place, a common and shared world that moves from thinking about a place to thinking with place. Through the content and experience in the classes and placement, pre-service teachers ethically engage with the local place and find ways to question assumptions and disrupt the Western-driven expectations and dominant narratives in early childhood teacher education.

Hello, sorry if this isn't the right place to ask this.
I did ask my school for help but they said there's not much they can do so I figured I would ask for help here.
I've got GlobalProtect working on my MacBook but when I try to use GlobalProtect on my Windows 11 desktop I get the error "The network connection is unreachable or the gateway is unresponsive. Check the network connection and reconnect".Looking through the PanGPA.log on the Mac and my desktop I only get these errors on my desktop.
(P25456-T25452)Debug( 762): 06/02/23 23:34:15:835 Receive inactive message. (P25456-T25452)Error( 56): 06/02/23 23:34:15:849 Unknown child dialog with ID 678 is to created!!! (P25456-T25452)Debug( 472): 06/02/23 23:34:15:859 PanGPA launched, display splash Window.
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(P25456-T25452)Debug( 417): 06/02/23 23:34:27:855 CPanClientAuth::GetSavedCredential(P25456-T25452)Error( 804): 06/02/23 23:34:27:855 RetrieveGPCred failed. hr = 1168(P25456-T25452)Debug(2009): 06/02/23 23:34:27:855 GetSamlAttribute - samlsessionid = , samlusername =
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(P25456-T25452)Debug( 417): 06/02/23 23:34:34:664 CPanClientAuth::GetSavedCredential(P25456-T25452)Error( 804): 06/02/23 23:34:34:664 RetrieveGPCred failed. hr = 1168(P25456-T25452)Debug(2009): 06/02/23 23:34:34:664 GetSamlAttribute - samlsessionid = , samlusername =
No details were removed from the error codes; that's just how it looks.
Not sure if these errors even help identify the issue but I figured I may as well try.
Thanks!
EDIT added info from PanGPS.log:
(P25288-T25316)Error( 233): 06/02/23 23:34:14:626 DRBG selftest: FAILED, error: error:2D08D065:FIPS routines:func(141):reason(101) (P25288-T25316)Info ( 158): 06/02/23 23:34:15:149 ####################### Start PanGPS service (ver: 6.0.5-30) #######################
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(P25288-T25324)Debug( 167): 06/02/23 23:34:15:576 profileInfo username charl, profile path , server (P25288-T25324)Error(4020): 06/02/23 23:34:15:579 Failed to get attribute value 'Configurations', error code=0 (P25288-T25324)Debug(4028): 06/02/23 23:34:15:579 CPanMSServiceWin::IsGpDisabledForCurUser() - bGpIsDisabled=0.
Maybe an important error?
(P25288-T25324)Debug( 564): 06/02/23 23:34:28:331 Network is reachable (P25288-T25324)Debug(7392): 06/02/23 23:34:28:332 Pre-login...,verifyportalcert=yes (P25288-T25324)Debug(11663): 06/02/23 23:34:28:332 Check cert of server address (P25288-T25324)Info ( 160): 06/02/23 23:34:28:332 SSL_CTX_new() failed: error retrieving entropy (P25288-T25324)Debug(11678): 06/02/23 23:34:28:332 File C:\Program Files\Palo Alto Networks\GlobalProtect\tca.cer does not exist. (P25288-T25324)Debug( 868): 06/02/23 23:34:28:332 SSL connecting to address (P25288-T25324)Debug( 564): 06/02/23 23:34:28:334 Network is reachable (P25288-T25324)Error( 383): 06/02/23 23:34:28:358 Server error: Create SSL context failed (P25288-T25324)Debug( 881): 06/02/23 23:34:28:358 connect() failed (P25288-T25324)Error(11711): 06/02/23 23:34:28:358 ConnectSSL: Failed to connect to 'address:443'. Disconnect ssl. (P25288-T25324)Debug(11724): 06/02/23 23:34:28:358 Cannot get server cert of address (P25288-T25324)Debug(7445): 06/02/23 23:34:28:358 Skip CheckServerCert result (P25288-T25324)Debug(2829): 06/02/23 23:34:28:358 encpostdata, encpostdata=000001CA76BB2680, encpostdatalen=192 (P25288-T25324)Debug(3036): 06/02/23 23:34:28:358 REQID=1,\`IPADDR=``address,PORT=443,URL=/global-protect/prelogin.esp,POST=1,PROXY_AUTO=1,PROXY_CFGURL=NULL,PROXY=NULL,PROXY_BYPASS=NULL,PROXY_USER=NULL,PROXY_PASS=****,VERIFY_CERT=1,ADDITIONAL_CHECK=1,SCEP_CERT=,oid= (P25288-T25324)Debug(1990): 06/02/23 23:34:28:358 Send response to client for request https_request (P25288-T25324)Debug(3146): 06/02/23 23:34:28:464 receive pan_msg_ping, 3 (P25288-T25324)Debug(7516): 06/02/23 23:34:28:527 prelogin to portal result is Success`
And again
(P25288-T25324)Debug( 564): 06/02/23 23:34:35:348 Network is reachable (P25288-T25324)Error( 383): 06/02/23 23:34:35:384 Server error: Create SSL context failed (P25288-T25324)Debug( 881): 06/02/23 23:34:35:384 connect() failed (P25288-T25324)Error(11711): 06/02/23 23:34:35:384 ConnectSSL: Failed to connect to 'address:443'. Disconnect ssl.(P25288-T25324)Debug(11724): 06/02/23 23:34:35:384 Cannot get server cert of address
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(P25288-T1644)Debug(5879): 06/02/23 23:34:35:575 NetworkDiscoverThread: wait for network discover event. (P25288-T25324)Error(5227): 06/02/23 23:34:35:575 DEM Agent: GetDemProductVersion - failed to open DEM agent version string on key 'SOFTWARE\Palo Alto Networks\DEM' (P25288-T25324)Debug(10440): 06/02/23 23:34:35:578 Traffic enforcement type is no
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(P25288-T25324)Debug(1990): 06/02/23 23:34:35:680 Send response to client for request hip (P25288-T25324)Error(5227): 06/02/23 23:34:35:680 DEM Agent: GetDemProductVersion - failed to open DEM agent version string on key 'SOFTWARE\Palo Alto Networks\DEM' (P25288-T25324)Debug(16064): 06/02/23 23:34:35:680 DEM Agent: No tenant ID, disable dem agent by GP admin
Also looks important.
(P25288-T1644)Debug( 868): 06/02/23 23:34:35:687 SSL connecting to address (P25288-T1644)Debug( 564): 06/02/23 23:34:35:690 Network is reachable (P25288-T25900)Debug( 136): 06/02/23 23:34:35:705 Wait for the ready event of hip report generated in other process. (P25288-T1644)Error( 383): 06/02/23 23:34:35:715 Server error: Create SSL context failed (P25288-T1644)Debug( 881): 06/02/23 23:34:35:715 connect() failed (P25288-T1644)Error(11711): 06/02/23 23:34:35:715 ConnectSSL: Failed to connect to 'address:443'. Disconnect ssl. (P25288-T1644)Debug(11724): 06/02/23 23:34:35:715 Cannot get server cert of address (P25288-T1644)Debug(6296): 06/02/23 23:34:35:715 Already tried both ipv4 and ipv6 for gateway address (P25288-T1644)Debug(6307): 06/02/23 23:34:35:715 pretunnel latency (manual gateway) is 24 (P25288-T1644)Error(3585): 06/02/23 23:34:35:715 Failed to connect to gateway address. (P25288-T1644)Debug(5655): 06/02/23 23:34:35:715 Show Gateway address: The network connection is unreachable or the gateway is unresponsive. Check the network connection and reconnect. (P25288-T1644)Info (2650): 06/02/23 23:34:35:715 Failed to retrieve info for gateway address. (P25288-T1644)Debug(2661): 06/02/23 23:34:35:715 tunnel to address is not created. (P25288-T25328)Debug(2537): 06/02/23 23:34:35:715 Setting debug level to 5 (P25288-T1644)Error(6268): 06/02/23 23:34:35:715 NetworkDiscoverThread: failed to discover external network. (P25288-T1644)Debug(7304): 06/02/23 23:34:35:715 --Set state to Disconnected (P25288-T1644)Debug(6332): 06/02/23 23:34:35:715 NetworkDiscoverThread: PortalStatus is 1, HasLoggedOnGateway is 0 (P25288-T1644)Debug(6355): 06/02/23 23:34:35:715 Network discovery is not ready, set GP VPN status as disconnected (P25288-T1644)Debug(11823): 06/02/23 23:34:35:715 SetVpnStatus called with new status=0, Previous Status=0 (P25288-T1644)Debug(4363): 06/02/23 23:34:35:715 UpdatePrelogonStateForSSO() - tunnel state = Disconnected

The pharmaceutical industry in Germany is one of the leading pharmaceutical markets in the world with a total turnover of around €50 billion in 2016. The German pharmaceutical industry comprises about 400 companies employing around 110,000 people. The industry is dominated by a small number of large companies such as Bayer Boehringer Ingelheim Merck KGaA and Sanofi-Aventis.
The German pharmaceutical market is the third largest in the European Union and the ninth largest in the world. In terms of value the German market is the fourth largest in Europe and the tenth largest globally. The German market is also one of the most innovative and research-intensive markets in the world.
MBA pim
The MBA pim in Germany generated around 35.8 billion euros in revenue in 2018 making it the fourth largest pharmaceutical market in Europe. The German market is expected to grow at a compound annual growth rate (CAGR) of 2.5% between 2019 and 2025 to reach a value of approximately 43.5 billion euros by 2025.
The German pharmaceutical industry is characterized by a large number of small and medium-sized enterprises (SMEs) which account for more than 90% of all companies in the sector. The top 10 companies account for approximately 60% of the total market value. The largest companies in the sector are Boehringer Ingelheim Bayer Merck KGaA and Sanofi-Aventis Deutschland.
The German pharmaceutical market is highly regulated with price controls and reimbursement policies that limit pricing flexibility and profitability. In recent years the government has
Pharmaceutical Management
Pharmaceutical management is the scientific discipline concerned with the discovery development regulation and marketing of drugs. It includes all aspects of the therapeutic use of drugs from their discovery and development through to their manufacture packaging and distribution as well as their clinical use and efficacy.
The pharmaceutical industry is a highly regulated sector with strict rules governing the manufacture distribution and marketing of drugs. In order to be able to sell their products companies must first obtain a licence from the relevant authorities. This process can be lengthy and expensive and often requires the submission of extensive clinical data.
Once a drug has been licensed it must be manufactured to strict quality standards and packaged in a way that meets all legal requirements. It must then be distributed through an authorized network of wholesalers and pharmacies. Finally it must be prescribed by a qualified healthcare professional and dispensed by a registered pharmacy.
Pharmaceutical
Germany is one of the world’s leading pharmaceutical markets with sales of around EUR 34 billion in 2017. The country is home to a number of large multinational companies as well as a thriving sector of small and medium-sized enterprises (SMEs).
The German pharmaceutical market is highly regulated with strict controls on pricing and advertising. This has resulted in a relatively high level of price transparency which has put pressure on companies to compete on quality rather than price.
As a result of these factors the German pharmaceutical market is highly competitive and companies are continually innovating to try to gain an edge. This has led to a strong focus on research and development and Germany is now one of the world’s leading centers for pharmaceutical R&D.
An MBA from Cambridge Judge Business School will equip you with the skills and knowledge you need to succeed in the business world. The programme is designed to challenge you academically while also providing opportunities for personal and professional development. You will learn from a world-class faculty and benefit from the unique insights of your classmates who will come from a variety of backgrounds and cultures. The programme is also highly flexible allowing you to tailor your studies to your individual needs and interests.

cambridge mba

The Cambridge MBA is a world-renowned business degree offered by the University of Cambridge. The program is highly selective with only the top applicants being admitted each year. The curriculum is very demanding but provides students with an excellent foundation in business and leadership. The program also includes a number of unique features such as a mandatory international study trip and an optional work placement.

Understanding the Benefits of the Cambridge Syllabus
The Cambridge syllabus is a globally recognized program that provides a high-quality education for students. It is designed to develop critical thinking, problem-solving, and communication skills, which are essential for success in the 21st century. The program offers a wide range of subjects, including mathematics, science, languages, humanities, and social sciences.
One of the main benefits of the Cambridge syllabus schools in Chennai is that it prepares students for higher education. The program is designed to equip students with the skills and knowledge required for success in university and beyond. It also provides students with an international perspective, which is essential in today's globalized world.
Another advantage of the Cambridge syllabus is that it is recognized by top universities around the world. Students who complete the program are highly sought after by universities, and many receive offers from some of the best institutions in the world. This is because the program is rigorous and challenging, and it prepares students for the demands of higher education.
In summary, the Cambridge syllabus is an excellent choice for students who want to excel academically and prepare for the future. It offers a wide range of subjects, develops critical thinking skills, and is recognized by top universities around the world.
Common Mistakes to Avoid in Cambridge Syllabus Exams
Exams are an integral part of the Cambridge syllabus, and it is essential to prepare well to maximize your potential. However, many students make common mistakes that can affect their performance. Here are some of the most common mistakes to avoid:

1. Not managing your time effectively: Time management is crucial in exams, and it is essential to allocate your time wisely. Many students spend too much time on one question and run out of time for others. To avoid this, it is best to divide your time equally among the questions and prioritize the ones you know best.
   
2. Not reading the instructions carefully: Many students lose marks because they do not read the instructions carefully. It is essential to read the instructions thoroughly and understand what is required before starting the exam.
   
3. Not revising thoroughly: Revision is crucial in exams, and it is essential to revise thoroughly before the exam. Many students make the mistake of not revising enough, which can affect their performance.
   
4. Not practicing past papers: Practicing past papers is an excellent way to prepare for exams. Many students do not practice enough past papers, which can affect their performance. It is essential to practice as many past papers as possible to familiarize yourself with the exam format and style.
   

In summary, it is essential to manage your time effectively, read the instructions carefully, revise thoroughly, and practice past papers to maximize your potential in Cambridge syllabus exams.
Cambridge Syllabus Resources and Study Materials
To excel in the Cambridge syllabus, it is essential to have access to the right resources and study materials. Here are some of the best resources and study materials for the Cambridge syllabus:

1. Cambridge International website: The Cambridge International website is an excellent resource for students and teachers. It offers a wide range of resources, including syllabuses, past papers, and examiner reports.
   
2. Cambridge textbooks: Cambridge textbooks are designed specifically for the Cambridge syllabus and provide comprehensive coverage of the syllabus. They also include practice questions and activities to help students prepare for exams.
   
3. Online resources: There are many online resources available for the Cambridge syllabus, including websites, videos, and podcasts. These resources provide additional support and help students to understand complex concepts.
   
4. Private tutors: Private tutors can provide one-on-one support and help students to understand difficult concepts. They can also provide personalized feedback and guidance to help students improve their performance.
   

In summary, there are many resources and study materials available for the Cambridge syllabus. It is essential to choose the ones that best suit your learning style and needs.
Tips for Excelling with Cambridge Syllabus in International Schools
Here are some expert tips and strategies for excelling with the Cambridge syllabus in International school in Chennai:

1. Develop a study plan: A study plan is essential for effective time management and organization. It is essential to allocate your time wisely and prioritize the subjects and topics you find most challenging.
   
2. Attend classes regularly: Regular attendance at classes is essential for success in the Cambridge syllabus. It is important to pay attention in class, participate actively, and ask questions.
   
3. Practice regularly: Regular practice is crucial in the Cambridge syllabus. It is essential to practice past papers, revise regularly, and seek feedback from teachers and tutors.
   
4. Stay motivated: Staying motivated is essential for success in the Cambridge syllabus. It is important to set goals, celebrate your achievements, and stay positive.
   
5. Seek support: It is essential to seek support from teachers, tutors, and peers. They can provide guidance, feedback, and support when you need it most.
   

In summary, developing a study plan, attending classes regularly, practicing regularly, staying motivated, and seeking support are essential for excelling with the Cambridge syllabus in international schools.
Conclusion
In conclusion, the Cambridge syllabus is an excellent choice for students who want to excel academically and prepare for the future. Understanding the benefits of the program, avoiding common mistakes in exams, accessing the right resources and study materials, and following expert tips and strategies are essential for maximizing your potential with the Cambridge syllabus in international schools. With the right approach, dedication, and hard work, you can achieve your academic goals and excel in the Cambridge syllabus.

Three ways to get banned (other than the usual promote illegal activities):

1. Say something about DEM BOYZ (on youtube)
2. Say something negative women as a big content creator. FNF arent so big that they are a problem
3. Say something about global affairs, especifically in the US (election, vaccine e.t.c)

Calling another content creator a monkey, AS A BLACK ARAB. Is the same as calling another content creator a niqqa as a niqqa yourself. White dudes aint touching that. This is on top of Anal Reach calling Myron homosexual and making fun of Fresh, the special student on any number of things. If Anal reach wont get banned for their blatant derogatory terms, neither willl FNF.
As for the stunt on rumble, it was on rumble and on another channel. EVEN SO, other channels can pull skits with racism. Dave Chapelle does that OFTEN, he has an uncle tom skit. But you think Myron cant do the same, on another platform and he will be punished for that on youtube? So every other form of media, from comedy to movies, can make skits/satire on racism, but Myron cant? ON ANOTHER PLATFORM?
This is why all you Anal Reach fans need to be put back in the field, you cant think for yourself. You dumb fucks think Anal cavities have any sort of pull. THEY ARE NOTHING. Worse, they made enemies with H3h3 and Hasan, who have far more pull than Anal reach.