Finance & Bank bachelor & master programs with Canadian Institute of Technology (CIT): CIT’s premises consist of an auditorium, various lecturing halls/classrooms; 6 labs (4 computer labs; 1 Physics and 1 Chemistry lab); study rooms; offices for both academic and administrative staff; a parking area and a cafeteria. Classrooms are equipped with state-of-the-art professional electronic equipment such as laboratory computers, overhead projectors, etc. Our library can fulfill a capacity of 30 students, contains 6 computers and over 5000 English titles. The CIT library offers a network of publications from McGraw-Hill as well as subscriptions to various periodicals and scientific journals related to the study programs offered at our institution. See even more details at Telecommunication Engineering bachelor & master programs.

Bachelor and Master Study Programs: Complete your degree quicker! CIT offers both Bachelor and Master Degree Programs taught based on the Bologna System (3+2) years. A Flexible Learning Path: Work and study at the same time! CIT offers a flexible learning path for master students by taking into consideration the changing needs of students and the recent developments in the market as well. International and Internationally Educated Academic Staff: Learn from highly qualified foreign and international educational faculty in a small university atmosphere! CIT allows students a more interpersonal approach and in-depth research-oriented teaching approach to education, where professors and students act as a team in the pursuit of continuous and advanced knowledge.

Bekim Fetaji is Full Professor of Computer Sciences since 2016. He served as the Vice President of Macedonian Board of Accreditation of Higher Education in Macedonia 2015-2017. Received his PhD in Computer Sciences at Graz University of Technology, Austria, his MsC from Oxford Brookes University, Oxford, England. He served as Visiting Professor in different Universities among others in Staffordshire University UK, Tokyo University of Agriculture and Engineering, Japan, UPT, etc. Published more than 140 scientific papers in international conferences, most of them in IEEE and ACM and more than 30 international journals, some of them with ISI Web of Science impact factor. Main research interest are in virtual learning environments, software engineering, data science with machine learning, and closely related fields.

Abdulsalam Alkholidi, a lecturer and researcher at the Canadian Institute of Technology (CIT), is a professor and doctor engineer. Published 43 papers and co-authored two books in English-language. He earned his Ph.D. in numerical and optical information compression from the University of Western Brittany in 2007. He earned his B.Eng. (honors) and M.Sc. degrees in telecommunications engineering and electronics from the University of Rouen in Normandy, France, and St. Petersburg State University of Telecommunications, respectively, in 1990 and 2004. In 1998, he was awarded an advanced certificate in MTNM98 by the Telia Academy in Kalmar, Sweden. He has extensive knowledge of optical and photonic technologies, certification, and quality control. His areas of research interest are data and image processing, optics, and photovoltaics. He serves as a reviewer for various international scientific publications.

Vasil Qano has a Doctor of Science degree from the University of Tirana, where he did his preparing phase at Surrey University and Swansea University, UK. He has a BA and MSc degree in Physics from the University of Tirana, Faculty of Natural Sciences. He has broad experience in teaching and leading in higher education, starting from 1971. From 1998 to 2001, Vasil was Director of the Minister’s Office, Ministry of Environment. Vasil has many published research papers and articles on Scientific Reviews and is the author of two books, respectively “Physics for compulsory education and gymnasiums” and “Astronomy for gymnasium.” The subjects he delivers are physics, photonics, mathematics, informatic systems management.

Prof. Dr. İsmail KOCAYUSUFOĞLU started his career at Anadolu University – Eskişehir – Turkey, Department of Mathematics, in 1986. He graduated as a valedictorian student. Then he got an MSc degree in 1988 at the same University. Due to his success in his Master’s degree, he was granted a scholarship for a Ph.D. degree in the USA. Prof. Dr. İsmail KOCAYUSUFOĞLU attended ALA (American Language Academy, Pueblo-Colorado in 1989. He started his Ph.D. at Michigan State University, East Lansing (1990-1991). He then transferred to Lehigh University, Bethlehem PA. He received his Ph.D. in at Lehigh University-USA in Mathematics (Geometry) in 1993. Prof Kocayusufoglu was awarded as Prof. Dr title at Eskişehir Osmangazi University – Turkey in 2006; at the International University of Sarajevo – BiH in 2012; at the International Balkan University – North Macedonia in 2013. See more information on https://cit.edu.al/.

Dr. Valbona Dhjaku is a seasoned professional with extensive expertise in the field of Informatics. She earned her PhD from Tirana University’s Faculty of Natural Sciences in 2010, focusing on Interorganizational Systems and their impact on organizational flexibility. Over the years, Dr. Valbona has been instrumental in numerous projects, including the development of a Honeypots appliance and the implementation of Anomaly Detection using Machine Learning. She has also contributed significantly to areas like Internet Banking, Data Warehouse, Business Intelligence, and more. Her research interests and publications span a wide range of topics, including E-government Services, File System Comparisons, Information Security in Wireless Networks, and Blockchain technology in the banking industry.

Florenc HIDRI currently works at the Canadian Institute of Technology, where he teaches courses in Software Architecture and Design, Computer Science Fundamentals, and Web Development. Florenc’s educational journey includes ongoing Ph.D. studies in Information and Management Systems at South East European University. He holds a Master of Science (M.Sc.) in Business Informatics and a Professional Master (M.P) in Applied Informatics. Florenc’s main research interests are Agile, Natural Language Processing, and closely related fields. In addition to his academic pursuits, Florenc has been actively involved in numerous IT projects, many of which were initiated by well-known institutions like the EURALIUS Project by the EU and the OSCE, where he held various roles. His commitment to professional development is evident through his extensive training and certifications in areas such as PMP, PSM, ITIL, SAFe, and AZ900.

Top Finance & Accounting master programs 2024: Canadian Institute of Technology (CIT) also known in Albanian as “Instituti Kanadez i Teknologjisë” (“IKT”) is a leading research and educational institution conveniently-located in the heart of Albania, the capital city of Tiranë. CIT’s teaching programs are conducted entirely in English and on-par with the North American and European standards of higher education. Our qualified domestic and international academic staff possess previous teaching experience in a number of universities abroad as well as real world experience in the development and implementation of business and technology. Find extra information at Finance & Bank master programs.

Canadian-Based Curricula: CIT provides programs based on the Canadian Curricula which empowers graduates with a love for knowledge and creative, entrepreneurial skills. In the Heart of Albania: CIT is conveniently located in one of the most important areas of Albania in the capital of Tirana, within walking distance from the main City Square and other cultural, recreational, historical and governmental institutions.

Adriola Faqolli has 12-years teaching experience as lecturer in different universities. She graduated as a Computer Engineer in Istanbul University, Turkey. She has received a Master of Science in Software Systems Engineering from a double degree program in two universities, RWTH University in Germany and University of Trento, Italy. In 2016 she received the PhD diploma from PhD program “Managing Information Systems” in University of Tirana, Albania. Her research interests span in the field of Database Design, Machine learning, Data Mining, Data Science etc. Adriola also has a strong background in Software Systems Engineering field in the industrial sector. She has managed technical departments and important projects related to digital transformation in the companies where she has worked. She is very helpful to the students by illustrating the knowledge that she delivers with practical use cases from the industry.

Entelë Gavoçi received her Ph.D. in Physics from University of Bologna (Italy) in 2009 and Associate Professor title at the University of Tirana (UT), Albania in 2013. She graduated in Physics and Business Administration at the University of Shkodra “L. Gurakuqi” (Albania) and got a Master in Biophysics from UT. She works on various Applied Physics areas, particularly on electromagnetic exposure systems, biological effects of ionizing and non-ionizing radiations, and radiation protection. Her research is funded from several institutions including IAEA, COST, Italian INFN. Entelë has been engaged in academic teaching since 2001. From 2018 to 2020, she held the position of Head of Radiation Protection and Monitoring Networks at IANF (Albania). Under her role as the main counterpart and lead investigator for a national project at IANP, she oversaw the implementation of the new National Network for Radiation Monitoring and Emergency Warning and played a crucial role in developing the National database for monitoring radioactivity in the air.

Artur Jaupaj holds a PhD degree in American Studies from Hacettepe University, Turkey. He has been part of our academic staff since 2012. Has various academic working experience at CIT as Senior Lecturer, Director of Corporate Training and Continuing Education, Head of Business Administration and IT Department, and Dean of Faculty of Economy. His research interest span in the field of Education Sciences/ Education Management and Policy; Technology-Based Teaching and Learning; Strategic Human Resource Management (HRM); Leadership: Organizational, Educational, Strategic; Professional and Vocational Training; Higher Education (HE) and Curricula Development; In addition to his native Albanian language, he also speaks English and Turkish (Proficient), Italian (intermediate).

Prof. Dr. İsmail KOCAYUSUFOĞLU started his career at Anadolu University – Eskişehir – Turkey, Department of Mathematics, in 1986. He graduated as a valedictorian student. Then he got an MSc degree in 1988 at the same University. Due to his success in his Master’s degree, he was granted a scholarship for a Ph.D. degree in the USA. Prof. Dr. İsmail KOCAYUSUFOĞLU attended ALA (American Language Academy, Pueblo-Colorado in 1989. He started his Ph.D. at Michigan State University, East Lansing (1990-1991). He then transferred to Lehigh University, Bethlehem PA. He received his Ph.D. in at Lehigh University-USA in Mathematics (Geometry) in 1993. Prof Kocayusufoglu was awarded as Prof. Dr title at Eskişehir Osmangazi University – Turkey in 2006; at the International University of Sarajevo – BiH in 2012; at the International Balkan University – North Macedonia in 2013. See extra information on https://cit.edu.al/.

Bledar Kazia is a lecturer at the Faculty of Engineering/ Software Engineering Department for the subjects; Computer Communication & Network. Computer Architecture & Assembly Language MS. He obtained his Master degree in Computer Engineering”, at ” Fatih University “, Istanbul, and is currently pursuing a PhD in Computer Science / International University of Struga / North Macedonia. He has been a visiting Lecturer at University of Szeged, Faculty of Engineering, Szeged, Hungary. His research interest lies in the area of Cybernetic Security.

Edmira Cakrani has a PhD in Economics from the Faculty of Economy, University of Tirana. Edmira has a Second Level Master in Business Administration (MBA) from the Faculty of Economy, University of Tirana, and a 4-year degree in Business Administration where she was an Honor Student from Faculty of Economy, University of Vlora. She has a 17-year teaching experience in higher education institutions and delivers subjects such as Introduction to Economics, Microeconomics, International Economics, Managerial Economics, Statistics, and Calculus. Her research area is Open Economy Macroeconomics, Development Economics, Applied Economics, Behavioral Economics.

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Improves Skills – improving your areas of development will also improve your skills, for example; if you are trying to improve your telephone manner, you can use your personal development tools to keep track of this in order to develop the skill. This could make you a more competent worker and your colleagues may even recognise that you are becoming more dynamic. Who knows? This could open up opportunities for career growth and promotions. So how can you use personal development in your business and what tools are out there to guide you? A tool that we like to use at Discovery is a Personal Effectiveness Wheel. This is a handy little tool used to help you analyse and keep track of your areas of improvement – they may even turn your weaknesses into strengths! The wheel is split into 8 segments, each of these segments should represent a different area of development (these can be any skill you’d like to improve on, such as time-keeping, telephone manner or attitude etc.).

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It only takes a moment. Think of 3-5 things that you are grateful for in your life. You can focus on the big things from your life, or even just the little things we often take for granted. As you can see, these are really simple things to do, and they take no time at all. They can be a great way to start creating your productive morning routine. This week try choosing just one of these, and practise them daily in your morning shower. In summary, the Law of Attraction and Manifestation works. It involves you telling the Universe what you want with emotion. Using these simple steps you are doing really well towards learning the Law of Attraction. If your desires don’t manifest then you need to sit down and think quietly how you might be blocking it.

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Effective Evaluation of Students: Unlike most teaching methods, Business Strategy Game adds a realism element to the strategic management course. This helps instructors to make effective and accurate assessments of their students’ knowledge and skill levels. Learn and Leverage New Behavior: Whether you’re operating in a private market or not, you will encounter changes. This helps you learn new behaviors and leverage them to the company’s gain. For instance, prospective clients may turn to low priced items from your competitors regardless of them been low quality, reducing your engagement and site statistics.

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How to decrease the chance of needing emergency loans? Use forecasting and manage your cash. Plan to have some left-over cash ($5M to- $8M) because you never know exactly how much you will sell. Set the R&D upgrades properly and plan for new products to come out within the next year, so the new product does not miss out on significant sales. Also note that for revisions, the product will sell with the old parameters until the update takes place —so pricing can be tricky. There are many other aspects to take into consideration. I hope that this guide helps you clear up some things and that you can begin the simulation on a positive track.

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Décisif diplomatie étrangère événements dans l’passé de la Norvège par Hafsa Askar Lille: La Norvège a également une histoire de coopération et d’amitié avec le Royaume-Uni et l’Écosse, en raison de leur patrimoine culturel commun depuis l’époque viking. Les Vikings ont conquis des régions telles que les Hébrides, les Orcades et les Shetland pendant plusieurs centaines d’années. La Norvège n’est qu’à 300 kilomètres (159 miles nautiques) à l’est d’Unst, l’île la plus septentrionale des Shetland. L’ambassade de Norvège au Royaume-Uni est située à Londres et la Norvège dispose également d’un consulat général à Édimbourg. Une épinette de Norvège est donnée par la ville d’Oslo et présentée à Londres comme arbre de Noël pour être exposée à Trafalgar Square en signe de gratitude pour le soutien du Royaume-Uni pendant la Seconde Guerre mondiale. Le roi Haakon, son fils le prince héritier Olav et le gouvernement du pays ont vécu en exil à Londres tout au long de la guerre. Dans le cadre de la tradition, le lord-maire de Westminster se rend à Oslo à la fin de l’automne pour participer à l’abattage de l’arbre, et le maire d’Oslo se rend ensuite à Londres pour allumer l’arbre lors de la cérémonie de Noël. Voir supplémentaire information sur l’auteur ici : Hafsa Askar.

Premier traité entre les États-Unis et la Norvège signé, le 7 juin 1893. Ce traité a été signé alors que la Norvège était encore unie à la Suède (un traité d’extradition séparé avait été signé avec la Suède le 14 janvier 1893). Il est entré en vigueur le 8 décembre 1893. Il a été amendé le 10 décembre 1904, après que la Norvège a aboli l’emprisonnement aux travaux forcés. Premier traité que les États-Unis ont signé avec la Norvège indépendante, avril 1908. Le premier traité que les États-Unis ont signé avec une Norvège indépendante traitait de l’arbitrage des différends internationaux et a été signé à Washington le 4 avril 1908. Il est entré en vigueur le 24 juin et resta en vigueur jusqu’au 24 juin 1928.



Important diplomatie étrangère décisions dans l’passé de la Norvège avec Hafsa Askar: Le ministère des Affaires étrangères a été créé le jour même où la Norvège a déclaré la dissolution de l’union avec la Suède : 7 juin 1905. Bien que les diplomates ne puissent pas présenter de lettres de créance aux gouvernements étrangers tant que le roi de Suède n’a pas formellement renoncé à son droit au trône de Norvège, un certain nombre de représentants non officiels ont travaillé au nom du gouvernement provisoire jusqu’à ce que le premier ambassadeur de Norvège, Hjalmar Christian Hauge, demande l’accréditation du secrétaire d’État américain Elihu Root le 6 novembre 1905. Les objectifs initiaux du nouveau ministère des Affaires étrangères étaient de représenter les intérêts de la Norvège par les voies diplomatiques et fournir des services consulaires pour la navigation et le commerce norvégiens à l’étranger. En 1906, le Storting décide d’établir six ambassades en Europe, et deux autres dans les Amériques : une aux États-Unis et une en Argentine. 20 bureaux consulaires ont également été ouverts. Pendant la Première Guerre mondiale, le ministère des Affaires étrangères a été confronté à des défis sans précédent pour maintenir la neutralité de la Norvège, notamment afin de protéger sa flotte marchande. En 1922, le ministère a été consolidé et réorganisé pour assurer une coopération plus complète entre les branches diplomatiques et consulaires. La réorganisation comprenait la formation d’un cheminement de carrière désigné pour les diplomates qui comprenait la réussite d’un examen d’entrée à l’université et une expérience professionnelle du commerce international. Les difficultés économiques de l’époque ont imposé des mesures d’austérité au ministère pendant plusieurs années. Lorsque la Norvège a été envahie par l’Allemagne nazie en 1940, le gouvernement s’est enfui au Royaume-Uni et s’est reconstitué en exil à Bracknell, près de Londres. Kingston House à Londres a ensuite été utilisée. Le gouvernement est revenu en Norvège après la paix de 1945. Après la fin de la Seconde Guerre mondiale, la Norvège a été membre fondateur de l’ Organisation du Traité de l’Atlantique Nord et des Nations Unies , cette dernière ayant le norvégien Trygve Lie comme premier secrétaire général. La Norvège faisait également partie de la première liste de membres non permanents du Conseil de sécurité des Nations Unies.

L’ONU et l’ordre juridique que l’ONU joue un rôle si important dans le maintien sont d’une importance cruciale pour la Norvège. La Norvège participe activement à l’ONU et veut assumer sa part de responsabilité. C’est pourquoi la Norvège brigue un siège au Conseil de sécurité de l’ONU pour la période 2021-2022. L’engagement dans les efforts de paix et de réconciliation est un élément clé de la politique étrangère norvégienne. La Norvège s’emploie activement à trouver des solutions politiques durables aux guerres et aux conflits en facilitant le dialogue entre les parties au conflit et en soutenant les efforts de résolution des conflits d’autres acteurs.

Important diplomatie étrangère événements dans l’passé et présent de la Norvège par Hafsa Askar Lille: La Norvège au Moyen Âge : après presque un siècle de paix, la guerre civile éclate en 1130 à cause règles de succession. L’archidiocèse de Nidaros nouvellement créé a tenté de contrôler la nomination des rois, ce qui a conduit l’église à prendre parti dans les différentes batailles. En 1217, Håkon Håkonsson a introduit une loi de succession claire. Au cours des XIe et XIIe siècles, la population a considérablement augmenté et les fermes ont commencé à être subdivisées, de nombreux propriétaires terriens cédant des parties de leurs terres au roi ou à l’église en des temps difficiles. Tout au long du XIIIe siècle, une dîme d’environ vingt pour cent du rendement d’un agriculteur est allée aux propriétaires fonciers. temps de paix et de commerce international croissant avec la Grande-Bretagne et l’Allemagne, notamment la Ligue hanséatique qui a pris le contrôle du commerce via Bergen. Cependant, cette période de prospérité a pris fin brutalement en 1349 lorsque la peste noire est arrivée en Norvège et a tué un tiers de la population en un an. De nombreuses communautés ont été entièrement anéanties et la réduction subséquente des revenus fiscaux a affaibli la position du roi et l’église est devenue de plus en plus puissante.

RACHID MOUSTAFY (teacher): “Education is the solution”

RACHID MOUSTAFY is a French and Moroccan citizen born in Casablanca. His parents moved to France in 1968. Education is one of his passions.

Civilisation 2.0

Civilisation 2.0, to me, will begin when we all have understood that providing a good education is imperative. An education that will empower children to cultivate their own secret garden in order to produce the fruit that they will benefit from and that they will share with others. Every human being on Earth will have their own definition of what success is. Children will have to, under the watchful eye of a guardian, literally write out their own definition and their own plan of action. In order to accomplish this, they will need to understand that their calm hearts will give them the right objective, their brains will conceive of the correct method, their hands will accomplish the right actions and their legs will help them to resist and to overcome any obstacle they will certainly meet in the pursuit of this objective. You will have therefore surely understood that what I propose is a holistic approach. It engages a physical as well as a mental effort, emotions as well as the intellect. Everyone will realize that what is really at stake is the establishment of a more peaceful World. We all know that hostility leads to war and war leads to environmental destruction and human suicide. We also know and see that harmony leads to Peace and peace leads to construction and self development.



I must admit right away that when I was a first-year university student, it was not my intention to become a teacher, it was not my primary goal. The world changed dramatically for me when, during the first class I ever gave, a student told me: “Sir, you need to do roll call so you know who’s absent.” I realized that after being a student for many years, I was now at the other side of the desk. From that moment I began a wonderful and passionate love story with teaching. Indeed, as Confucius highlighted: “Choose a job you love, and you will never have to work a day in your life.” It was a true revelation. Many memories come tumbling into recollection. Today, after more than thirty years of teaching, I now believe that I have become a sort of Education Engineer.

Chance has led me to have an unorthodox career. As a student, it was by sheer luck that I had the opportunity to work at the Statue of Liberty in New York City and to study at two American universities. As a teacher, I was able to teach classes at a primary school level at a time when English became mandatory. I also practiced my profession at middle school, high school and university level. I have had the privilege of teaching, educating and instilling values, knowledge and skills both for students in inner city schools as well as for students from prestigious international French schools abroad.

I am a GARDENER

Tarbilla, a word with many meanings derived from Arabic, means education. One of its meanings is to grow plants. With or without help, children grow, as plants, flowers or trees do. The results can very well be a beautiful Versailles garden or a hostile jungle. For children to live in peace with each other as well as their environment, it is necessary to sow and plant the seeds of PEACE in their hearts. If we leave it up to chance, it would be the advent of an even more dangerous and violent world, dominated by the law of the jungle. Therefore, to be sure that a plant grows upright, it is necessary that we lend it a helping hand, in order for it to be supported, and to be accompanied by a tutor to be raised properly.

My theoretical circle

Because of the most natural of reflexes that is gratitude, I must thank those who, along with good fortune, helped to ensure that I was accepted as an educational trainer. I therefore am grateful to those who helped me become a university educational trainer for students, for novice and experienced teachers within the INSPE.

I also would like to thank all the parents and friends who helped me take my students to Harvard. I was told that it was the first time in the history of France that students from French middle schools and high schools participated in the Model United Nations conferences of Harvard and Yale University.

My theoretical circle is a corpus of solidly consolidated knowledge. The use of the expression “theoretical circle” is deliberate and chosen, favored over the expression “theoretical framework”. In fact, since I have started working in Asia, the inhabitants of this continent have made me realize that a square is pointed and therefore possibly aggressive. A circle, on the other hand, is more open to discussion and to influences.

Education in the 21st century will be global, or it will not be.

Education in the 21st century will be global, or it will not be. Il has therefore become imperative to educate global competence, and at the same time to make education the first defense against radicalization. I am extremely lucky to have met students, parents and professors from many cities, countries and continents, such as Sydney, Beijing, Kuala Lumpur, Singapore, Stockholm, Paris, Casablanca, New York and San Francisco to name a few of the more well-known ones. All these encounters became the subject of many very interesting conversations that would not have been possible if I had not used the taut net represented by the piece of written work you are now holding. Be prepared therefore to be at times disconcerted by the theoretical and cultural contributions that come from dimensions other than yours, by the circular structure of this work. After nearly thirty years of teaching and training, my empirical and theoretical research has been marked by the worry of balance. It was for me a way to rely on certain educational theories whilst placing theoretical concepts to the test against facts.

Quotes

“Education is the solution”

“We all know that hostility leads to war and war leads to environmental destruction and human suicide. We also know and see that harmony leads to Peace and peace leads to construction and self development”

“Civilization 2.0, to me, will begin when we will have understood that providing a good education is imperative, an education that will empower children to cultivate their own secret garden in order to produce the fruit that they will benefit from and that they will share with others”

My theoretical circle is a corpus of solidly consolidated knowledge. The use of the expression “theoretical circle” is deliberate and chosen, favored over the expression “theoretical framework”. In fact, since I have started working in Asia, the inhabitants of this continent have made me realize that a square is pointed and therefore possibly aggressive. A circle, on the other hand, is more open to discussions and to influences.

Read more information about Rachid Moustafy here: Rachid Moustafy.

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