Unit 1: Market, composition and roles, structure

Unit 2: Investment Instruments; Concepts of profitability and opportunity; Portfolio construction

Unit 3: Analysis, technical and fundamental, concepts, theories, and tools for portfolio construction

Unit 4: Derivatives, futures, and options, hedging transactions

Unit 5: Risk planning and investment horizon, investor psychology, risk and hedging in the markets

Bibliography

Robert D. Edward and John Magee. Technical Analysis of the Stock Trend, 5th Edition, Madrid, Gesmovasa, 1989.
John J. Murphy, Technical Analysis of the Financial Market, 6th Edition, Barcelona, Spain, Ediciones Gestión 2000, 2001.
Eugene F. Brigham and Joel F. Houston, Fundamentals of Financial Management, 9th Edition, New York, Harcourt College Publishers, 2001.
Alfred Rappaport, Creating Shareholder Value, 2nd Edition, New York, Editorial: Deusto, 1999.
Dr. Ricardo Pascale, Financial Decisions, 3rd Edition, Ed. Macchi, 2008.
Dr. Abraham Perdomo Moreno, Financial Decision Making, 1st Edition, Editorial PEMA, 2001.
Moscato D., Financial Models for Decision Making, 2nd Edition, Inter-American Educational Fund, 1993.
Robichek; Myers, Optimal Financial Decisions, 2nd Edition, Barrilete, 1991.

Recipients:

All those who wish and need to delve deeper into the available investment methods, value financial assets, analyze risks, define investment strategies, and manage their own or third-party portfolios.

Prerequisites:

reading and writing in Spanish and basic knowledge of mathematics

6 weeks

Time load:

54 Total hours

Course Dates

Trading Analytics schedules the courses and publishes the dates on the website's menu, item courses

If, due to force majeure or rescheduling, a change in the start date or a postponement or re-postponement of a course arises, this will not entitle students to any claim (payments received will not be refunded). If a student, for whatever reason, is unable to take the course on the new date, they may request to be enrolled in one of the upcoming courses (this credit will be valid for twelve months from the date of payment). Under no circumstances will the payment be refunded, except if the course is not offered during the academic year in which the payment was made.

Registrations for the course(s) will be automatically confirmed once payment is credited to the Trading Analytics account, within the period indicated in the Registration Dates.

If registrations are made after the indicated dates, they will be taken for the next start date of the same course, diploma, and/or specialty.

Teaching-learning:

This is an online training program based on an asynchronous approach complemented by synchronous sessions. Our methodology, based on collaborative e-learning, is based on:

● The expert knowledge, work and professional experience, and skills to carry out proactive tutoring and collaborative e-learning from our teachers;

● The Collaborative E-learning Model is based on an instructional design that theoretically and pedagogically leverages the formation of the learning community.

1) Proactive forums;
2) Teacher-student interaction;
3) The work and professional contexts of the participants;

● The participants' practical application of knowledge; therefore, they should be encouraged and stimulated to research and construct knowledge from their own unique perspectives.

Based on :

● Reading and understanding the lesson notes for teaching units, without any doubts regarding the content, that is, the theories, concepts, ideas, and proposals. To achieve this, it is essential to post questions, queries, and critical opinions in the forums associated with each unit.
● Take one's own position and express opinions regarding these theories, concepts, and ideas, sharing them in forums to foster debate and discussion.
● Complete the practical work proposed in the teaching units, which are linked to the learning communities that support the collaborative e-learning that underpins our teaching-learning model.
● Share the results of the reflections and exercises completed in the forums.
● Participate actively and with commitment in the forums led and coordinated by the tutor-professor, considered the fundamental tool for socialization, collaboration, and collaborative learning.
● Research complementary resources and materials and propose them to the tutor-professor for discussion in the proactive forums that the tutor-professor directs and coordinates.
● Be aware of the importance of peer learning, for which engagement, participation, and exchanges in forums are essential.
● Know how to leverage the tutor through questions, consultations, and support, which adds value to the training session.
● Conduct comprehensive final evaluations within the framework of peer discussions led and coordinated by the tutor.

The method is entirely online and distance learning through our Virtual Campus. The following activities will be offered:

● Weekly proactive discussion forums proposed by the instructor.
● Questions with the instructor via email or chat.
● Classes delivered online in real time (using platforms).
● Supplementary reading materials provided on campus.
● Individual and/or group practical activities, based on the pedagogical use of learning communities.
● Partial assessments by module and final comprehensive assessments based on practical work applying the knowledge acquired.

Assessment Method

Students will have two assessments throughout the course: the first is a partial assessment for each thematic unit, along with a self-assessment included in the reading notes for each unit. Finally, there is an integrated assessment for all the thematic units covered.

Within each assessment, you will find two formats: Multiple Choice (MC) and presentation, where students must develop their knowledge and then be assessed by the tutor.

Students will also have mandatory assignments, which can be various activities, such as case analysis and resolution, practical research and development exercises, practical exercises with specific instructions, various types of reports, monographs, etc.

Accreditation and Certification

The certificates we will issue are not endorsed by any educational institution; they only have our support and knowledge, and are issued solely for the purpose of student attendance and evaluation.

Our quality objectives require us to emphasize learning rather than certifications. However, some participants overvalue certification over learning⁰.

The tool available to tutors to achieve this is accreditation, although it has pedagogical effects. It is a grading scale: between 0 and 10, with a score of at least 7 required to pass. The tutor will use it to evaluate the level of commitment and the quantity and quality of participation in the course. For example, students who do not complete any of the optional activities and participate minimally in the forums, even if they have passed the Mandatory Final Integrative Assessments, will receive a 7 on their certificate. While passing the course requires successfully completing the required partial and final comprehensive assessments, to obtain a 10 on their certificate, they must demonstrate truly active, committed, and high-quality performance in all optional activities.

⁰This is due to the high value placed on certifications in our social imagination.