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PMI-ACP PMI Agile Certified Practitioner

There are 120 questions for the PMI-ACP® exam (20 random questions (called as pre-test) from the 120 questions are not to be counted towards the final score)

All questions are multiple-choice questions with 1 correct answer from 4 choices

The PMI-ACP® exam lasts for 3 hours

The PMI-ACP® exam is computer-based in most cases (i.e. to be answered on a computer in a selected exam centre)



Domain I. Agile Principles and Mindset 16%

Domain II. Value-driven Delivery 20%

Domain III. Stakeholder Engagement 17%

Domain IV. Team Performance 16%

Domain V. Adaptive Planning 12%

Domain VI. Problem Detection and Resolution 10%

Domain VII. Continuous Improvement (Product, Process, People) 9%



DOMAINS AND TASKS


Domain I. Agile Principles and Mindset (9 tasks)

Explore, embrace, and apply agile principles and mindset within the context of the project
team and organization.


Domain II. Value-Driven Delivery (4 sub-domains, 14 tasks)

Deliver valuable results by producing high-value increments for review, early and often, based on stakeholder priorities. Have the stakeholders provide feedback on these increments,and use this feedback to prioritize and Boost future increments.


Domain III. Stakeholder Engagement (3 sub-domains, 9 tasks)

Engage current and future interested parties by building a trusting environment that aligns their needs and expectations and balances their requests with an understanding of the cost/effort involved. Promote participation and collaboration throughout the project life cycle and provide the tools for effective and informed decision making.


Domain IV. Team Performance (3 sub-domains, 9 tasks)

Create an environment of trust, learning, collaboration, and conflict resolution that promotes team self-organization, enhances relationships among team members, and cultivates a culture of high performance.


Domain V. Adaptive Planning (3 sub-domains, 10 tasks)

Produce and maintain an evolving plan, from initiation to closure, based on goals, values, risks, constraints, stakeholder feedback, and review findings.


Domain VI. Problem Detection and Resolution (5 tasks)

Continuously identify problems, impediments, and risks; prioritize and resolve in a timely manner; monitor and communicate the problem resolution status; and implement process improvements to prevent them from occurring again.


Domain VII. Continuous Improvement (Product, Process, People) (6 tasks)

Continuously Boost the quality, effectiveness, and value of the product, the process, and the team.



Agile values and principles

 Agile frameworks and terminology

 Agile methods and approaches

 Assessing and incorporating community and stakeholder values

 Stakeholder management

 Communication management

 Facilitation methods

 Knowledge sharing/written communication

 Leadership

 Building agile teams

 Team motivation

 Physical and virtual co-location

 Global, cultural, and team diversity

 Training, coaching, and mentoring

 Developmental mastery models (for example, Tuckman, Dreyfus, Shu Ha Ri)

 Self-assessment tools and techniques

 Participatory decision models (for example, convergent, shared collaboration)

 Principles of systems thinking (for example, complex adaptive, chaos)

 Problem solving

 Prioritization

 Incremental delivery

 Agile discovery

 Agile sizing and estimation

 Value based analysis and decomposition

 Process analysis

 Continuous improvement

 Agile hybrid models

 Managing with agile KPIs

 Agile project chartering

 Agile contracting

 Agile project accounting principles

 Regulatory compliance

 PMI's Code of Ethics and Professional Conduct
PMI Agile Certified Practitioner
PMI Practitioner study tips

Other PMI exams

PgMP PgMP
PMBOK-5th Project Management 5th Edition
PMI-001 Project Management Professional - PMP (PMBOK 6th Edition)
CAPM Certified Associate in Project Management (CAPM) - 2023
PMI-100 Certified Associate in Project
PMI-200 PMI-Agile Certified Practitioner (PMI-ACP)
PMI-ACP PMI Agile Certified Practitioner
PMI-RMP PMI Risk Management Professional
PMI-SP PMI Scheduling Professional
PMP Project Management Professional - PMP (PMBOK 6th Edition)
PMP-Bundle PMI-001 PMBOK v5(Video Training, Study Guides, QA) Complete Certification Pack
PMI-002 Certified Associate in Project Management (CAPM)
PPM-001 Professional in Project Management(PPM)
CCE-CCC Certified Cost Consultant / Cost Engineer (AACE International)
PMI-PBA PMI Professional in Business Analysis
PfMP Portfolio Management Professional (PfMP)

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Question #701
Agile team A struggles to deliver committed stories due to technical dependencies with team B, which continuously fails to meet its delivery commitments.
What should the agile team lead do?
A. Create a new team to deliver the dependencies, and bring team B under performance management.
B. Conduct a vision-sharing session with the teams to communicate the project's overall goals.
C. Swap team members from both teams so that deliveries are better supported.
D. Discuss negotiating the delivery timelines with team A.
Answer: B
Question #702
During a Kanban team's daily stand up, an agile coach observes that the team seems disinterested in the work status. While it appears that there are no issues with
flow, there is a marked lack of attention to team effort. When the agile coach queries the team for reasons, members explain that work continues to be scheduled
with no end in sight.
What should the agile coach do?
A. Work with the team to determine points at which to celebrate its work.
B. Provide the team with a break by scheduling a team event.
C. Have the team increase work in progress (WIP) levels to more quickly complete the flow.
D. Rejuvenate the team by temporarily reducing WIP levels.
Answer: B
Question #703
A globally distributed project team is using email and phone calls as the only way to share information. Delays in resolving issues often occur due to
misinterpreted communications, leading to a lower team velocity.
What steps should the project leader take to Boost knowledge sharing?
A. Meet individually with each team member to identify the issues and relay information to the remaining members through status reports.
B. Establish a live video feed between the dispersed teams to enable spontaneous engagement and collaboration on issues.
C. Request that the customer co-locate the team to overcome the communication issues, as this is the only method to ensure agility.
D. Inform the customer of the challenges and lower velocity of the project to accommodate for the slower delivery pace.
Answer: A
Question #704
An agile project has three more iterations before the release. There is a lot of report functionality to be created and defects to be cleared. During a daily scrum, a
team member suggests a timebox spike to find a more efficient way to deliver reports.
What should the project leader do?
A. Encourage the team to self-organize and determine how to best complete their existing work and this spike.
B. Encourage the team to complete their just existing work since the team velocity indicates they are already struggling to meet the release goal.
C. Direct the team to defer the spike until the next release and add the action on the backlog for prioritization.
D. Direct the team to work on the spike immediately given the importance of reporting functionality to complete the iteration.
Answer: A
Question #705
A scrum team has eight developers, but only two are database engineers. During the last few retrospectives, the team identified that most sprint stories are
dependent upon database engineers. This has created a bottleneck in completing stories.
What should be proposed to the team?
A. Have other team developers attend training to learn database skills.
B. Monitor the retrospectives of two additional sprints before taking action.
C. Plan fewer stories for the sprint to reduce the database engineers' workload.
D. Ask the scrum master to work with the product owner to remove backlog stories that have database dependency.
Answer: B
Question #706
The executive leadership wants to understand ways to better deliver on time and on budget.
What can the project team do to assist in achieving the organizational goal?
A. Maintain and review a lessons learned repository to Boost delivery of future projects.
B. Ask each team member to post corrective action to the backlog.
C. Engage the project management office (PMO) to take responsibility identifying lessons learned on projects.
D. Perform a root cause analysis to identify alternative approaches for performing the next project.
Answer: C
Question #707
An agile team discovers a new risk and identifies that its impact may be severe.
What should an agile practitioner recommend?
A. Add a goal to the current iteration to fully mitigate or control the risk.
B. Balance risk reduction and value adding activities in the next iteration.
C. Continue with the current plan to maintain team velocity.
D. Update the risk register and seek direction from a risk specialist.
Answer: D
Question #708
A new agile team member notices that the team's current process involves excessive documentation.
What should the new team member do?
A. Teach the team the appropriate agile principle, obtain consensus, and drive adoption.
B. Allow another team member to prepare those documents that do not appear to bring value.
C. Notify the project manager about other documentation techniques, and identify which documents bring value and which do not.
D. Follow the existing process to avoid conflicts.
Answer: C
Question #709
After seeing the planned features for an upcoming release, a customer notes that a vitally important and complex one is missing. The team estimates that this
feature significantly exceeds its average velocity.
How can this issue be resolved?
A. Break down the feature into smaller parts, and commit to completing the minimum viable product.
B. Complete the iteration to which they have already committed, and include the feature in the next release.
C. Change the planned features to include only the vitally important one.
D. Extend the iteration to complete the feature.
Answer: D
Question #710
A company president is concerned about the impact of a natural disaster on the company.
How should management identify areas to apply its resources and mitigate potential impacts?
A. Establish and keep an active risk register that includes mitigation strategies and a cost-benefit analysis.
B. Establish and keep an active risk register based on qualitative risk analysis and expected losses.
C. Have each development team post the highest risk development items on the information radiator.
D. Avoid risk by splitting development teams into two locations to ensure knowledge continuity.
Answer: B
Question #711
A scrum master is part of a project team using technologies overseen by the IT department. The IT director oversees several company initiatives and is unfamiliar
with the details of each one.
As an active project stakeholder, to which meeting should the IT director be invited?
A. Planning
B. Daily scrum
C. Sprint demo
D. Retrospective
Answer: D
Question #712
During backlog refinement meeting, the new developer on the team asks the product owner to discuss a new performance threshold requirement and how it
impacts the stories in the backlog.
What should the team do?
A. Add this threshold requirement request as acceptance criteria in all impacted stories
B. Create a spike story to analyze the impact of the threshold requirement on current stories
C. Conduct design planning session to review the performance threshold requirement
D. Identify the tasks for the new performance threshold requirement
Answer: B
Question #713
During a daily stand up meeting, a developer expresses concerns that the selected technology limits the number of concurrent users.
What should the agile team lead do?
A. Ask the team to conduct research to find a viable solution.
B. Select a better technology for team implementation.
C. Obtain customer input on their technology requirements.
D. Consult the product owner about their non-functional requirements.
Answer: A
Question #714
Based on the chart, what is the current status of the iteration when comparing story points planned versus completed?
A. The iteration is in jeopardy.
B. The team has removed scope.
C. The iteration is ahead of schedule.
D. The team's velocity is constant.
Answer: C
Question #715
A product's scope and acceptance criteria have been defined, and the product is planned for release at the end of the next quarter.
What should the project team do next?
A. Estimate the project team's capacity.
B. Determine how much work can be delivered.
C. Calculate how much work will fit into the next iteration.
D. Estimate items in the product backlog.
Answer: A
Question #716
During sprint retrospectives, some team members are very vocal and tend to dominate the conversation, while others are more reserved and less likely to
participate.
What should the scrum master do?
A. Encourage all team members to participate, and have them type their retrospective feedback into the agile lifecycle management tool.
B. Ask more specific questions during the retrospectives.
C. Use retrospective techniques, such as silent writing, clustering, and dot voting to field feedback prior to discussion by the team.
D. Ask team members to email feedback that can be summarized in a spreadsheet for the team.
Answer: B
Question #717
An agile practitioner notices that team members are disengaged. As a result, the team's velocity has decreased.
What should the agile practitioner do to get the team back on track?
A. Escalate the issue to the project sponsor.
B. Remove stories to increase velocity.
C. Hold a standup to address the issue.
D. Facilitate a team retrospective.
Answer: C
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PMI Practitioner study tips - BingNews https://killexams.com/pass4sure/exam-detail/PMI-ACP Search results PMI Practitioner study tips - BingNews https://killexams.com/pass4sure/exam-detail/PMI-ACP https://killexams.com/exam_list/PMI How to Get Your PMP Certification: A Step-by-Step Guide

The Project Management Professional or PMP certification is a globally recognized certificate that signifies your skills in project management.

Introduction

The Project Management Professional or PMP certification is a globally recognized certificate that signifies your skills in project management. As organizations increasingly value skilled project managers, obtaining a PMP certification can significantly boost your career prospects. This guide will walk you through the essential steps to achieve a PMP certificate, from understanding its importance to successfully navigating the certification process.

Understanding PMP Certification

The PMP certification by the Project Management Institute (PMI) is highly esteemed. It demonstrates your proficiency in key project management processes and best practices. Employers often prefer or require PMP-certified professionals for leadership roles, making it a valuable asset for career advancement.

Meeting PMP Certification Eligibility and Prerequisites

To be eligible for the PMP exam, you typically need a secondary degree (high school diploma, associate degree, or equivalent). Alternatively, a four-year degree and a specific number of hours leading and directing projects are also accepted.

PMP candidates must possess project management experience, depending on their educational background. In addition to education and experience, be aware of other prerequisites, such as completing formal project management training (35 contact hours). It can be fulfilled through various PMI-approved training programs.

PMP Certification exam Overview

The PMP exam consists of MCQs, scenario-based questions, and other questions. Understand the format, time allocation, and scoring system to effectively prepare for the exam. The exam duration is four hours, and it is structured to assess your understanding of the Project Management Body of Knowledge (PMBOK) Guide.

Creating Your Study Plan

Develop a study plan tailored to your schedule, learning style, and existing knowledge. Allocate sufficient time to each knowledge area. Organize your study resources, including textbooks, online courses, and practice exams. Ensure easy access to materials to streamline your preparation process.

Recommended Study Materials

Identify textbooks and study guides published by reputable institutions that align with the PMBOK Guide. These resources provide in-depth explanations of project management concepts, processes, and best practices. Explore online courses from reputable providers that offer interactive lessons, quizzes, and real-world case studies. Online courses provide flexibility and often include the required 35 contact hours of formal project management education. Take practice exams; look for reputable sources that offer realistic practice questions.

Taking Practice Exams

Practice exams play a crucial role in gauging your readiness for the PMP exam. Choose practice exams from reputable sources, such as PMI or recognized PMP exam prep providers. Ensure that the practice questions align with the current PMP exam content outline. After taking practice exams, review your results.

PMP Certification Application Process

Accurately document your project management experience, detailing the projects you've led or been involved in. Ensure your experience meets the PMI criteria and is verifiable through references or documentation. Complete the PMP certification application, providing the necessary documentation and details about your education and project management experience. Once your application is submitted, PMI will review it for completeness. If selected for an audit, be prepared to provide additional documentation.

Preparing for the PMP exam Day

In the days leading up to the exam, double-check important details such as the exam location, date, and time. Become familiar with the exam environment, including the check-in process, rules, and procedures. Arrive early to the exam center. During the exam, allocate a specific amount of time to each section.

Conclusion

Obtaining PMP certification requires dedication, thorough preparation, and a strategic approach to studying. By understanding the certification process, meeting eligibility requirements, and using effective study materials, you can position yourself for success in the PMP exam and advance your career in project management.

FAQs

1.    What is the pathway to becoming a PMP?

To become a PMP, meet educational requirements, gain project management experience, complete formal project management training, submit the PMP application, and pass the PMP exam.

2.    Who is eligible for PMP?

Individuals with a secondary degree, a four-year degree, and specific project management experience are eligible for the PMP exam. Additional requirements include formal project management training.

3.    Can I do PMP without experience?

While project management experience is typically required for PMP, alternative pathways, such as the Certified Associate in Project Management (CAPM) certification, may be suitable for those with limited experience.

4.    What is the salary of a PMP in India?

PMP-certified professionals in India often command higher salaries than their non-certified counterparts. Salaries vary based on experience, industry, and geographic location.

5.    What is the minimum requirement for PMP?

The minimum requirements for PMP include a secondary degree, project management experience, and formal project management training.

Disclaimer: No Deccan Chronicle journalist was involved in creating this content. The group also takes no responsibility for this content.

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New study examines perspectives from South Florida practitioners

A study led by researchers at the University of Miami Rosenstiel School of Marine, Atmospheric, and Earth Science, assessed the perspectives of 76 diverse South Florida climate adaptation professionals. The study titled, "Practitioner perspectives on climate mobilities in South Florida" was published in the December issue of the journal Oxford Open Climate Change, and explores the expectations and concerns of practitioners from the private sector, community-based organizations, and government agencies about the region's ability to adapt in the face of increasing sea level rise and diverse consequences for where people live and move, also known as climate mobility.

Conducted through extensive interviews, the research underscores the growing significance of climate mobility as a crucial adaptive response in the face of increased climate challenges. While previous studies have primarily focused on resident perspectives on mobility, this study delves into the views of professionals, offering insights that could potentially shape future strategies and outcomes.

"This study is a deep dive aiming to understand the perspectives of leading experts on where we are right now in our climate responses in South Florida," said Katharine Mach, lead author of the study and a professor and chair of the Department of Environmental Science and Policy at the Rosenstiel School. "These types of conversations are crucial to our prospects for unleashing innovations and successes in regional climate adaptations and preparedness."

Key findings reveal a consensus among professionals about the inevitability of various forms of climate mobilities in South Florida. Anticipated movements of people and infrastructure assets away from hazardous areas were highlighted, indicating an urgent need for comprehensive adaptation planning.

However, while recognizing the necessity of climate mobility strategies, the interviewed practitioners expressed concerns regarding the current impact of such movements. They highlighted issues of distributional inequities, socio-cultural disruptions, and financial disparities arising from ongoing migrations and gentrification in which climate plays some role.

The findings illuminated a critical gap between individual preparedness among practitioners and the overall readiness of the region to support and manage the expected climate-driven relocations. This discrepancy raises concerns about collective-action failures and the urgency for a more ambitious, long-term transition plan.

Climate mobilities, while presenting benefits, also pose significant challenges. They serve as a path for adaptation planning and policies, prompting crucial questions about incorporation into policy planning and the need for fundamental innovations.

According to the researchers, the study serves as an intervention itself, providing insights that might otherwise remain unexplored, fostering a deeper understanding of the challenges and opportunities associated with climate mobilities. The findings aim to inform and guide policymakers, stakeholders, and practitioners toward more proactive and inclusive approaches to adaptation.

More information: Katharine J Mach et al, Practitioner perspectives on climate mobilities in South Florida, Oxford Open Climate Change (2023). DOI: 10.1093/oxfclm/kgad015

Citation: New study examines perspectives from South Florida practitioners (2023, December 30) retrieved 5 January 2024 from https://phys.org/news/2023-12-perspectives-south-florida-practitioners.html

This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.

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Study Finds Nurse Practitioners and Physician Assistants Would Alter Patient Care Decisions Based on DecisionDx®-Melanoma Test Results No result found, try new keyword!CSTL), a company improving health through innovative tests that guide patient care, today announced the publication of a study in the Journal of the Advanced Practitioner in Oncology (JADPRO ... Thu, 30 Nov 2023 17:00:00 -0600 https://www.businesswire.com/news/home/20231201787516/en/Study-Finds-Nurse-Practitioners-and-Physician-Assistants-Would-Alter-Patient-Care-Decisions-Based-on-DecisionDx%C2%AE-Melanoma-Test-Results Study Abroad Study Abroad

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ESF Education Abroad is devoted to making transformational international experiences accessible to all ESF students regardless of major, cost, identity, or other defining factors. We do this by working with students on an individual basis to find the opportunities that best fit their personal needs and goals.

ESF students have hundreds of education abroad programs to choose from! Programs vary in length from one week up to a full academic year and are located all over the world, so there is something for everyone! Start to browse programs below, and please reach out to oie@esf.edu with any questions or to start planning your experience abroad.

Programs

Program Details
ESF Short-Term Programs Travel abroad with an ESF faculty member and your classmates! Most short-term courses are between one to three weeks in length and take place over spring or summer break.
ESF Exchange Programs Spend a semester or summer abroad with one of ESF's university partners.
ESF Partner Study Abroad Study abroad for a winter, summer, or semester with one of ESF's recommended study abroad providers, any other SUNY institution or through another study abroad program provider. Many of these programs are immersive or field-based opportunities. Short-term, summer, and semester programs are all available!

 

Quick Tips

Before researching programs, think about your goals for education abroad. What type of experience are you hoping to have and what are you most interested in learning? What type of opportunities do you have limited access to in Syracuse and how might you gain those abroad? Use these questions to help guide you to better understand what it is you want out of your international experience and how you might be able to find a program that fits those criteria.

In addition to thinking about what is important to you, take some time to recognize what is not important to you. When choosing a education abroad program, it can be easier to find a "perfect" match if you understand what you are willing to compromise. Are financials the most the important piece to you? Specific classes for your major? Perhaps a research Topic in a specific field? Rank the things that are most important to you so we can help you find that "perfect" opportunity.

You never know where you might find recommendations, advice or input. Ask your classmates, professors, advisors, parents, guardians, coaches, etc. You never know what you might discover. Don't forget to visit OIE as well – we serve as the repository for all of the different opportunities in front of you and can help guide you when you're not sure where to even start.

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Go The Distance: Study Skills

Do you want to develop your academic study skills?

Get the study tips and knowledge you need for distance learning success with our Go The Distance course.

Watch our Study Skills series – our fun animated videos will help develop your study skills, whether or not you're a distance learner. syllabus include: quoting, paraphrasing and summarising; critical thinking skills; listening and note-taking and more.

Click on the images and get the knowledge!

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Nurse practitioner care during COVID-19

“Better use of the NP workforce is an increasingly popular proposal to address the growing primary care shortage. However, federal, state, and organizational scope of practice policies inhibit NPs from practicing to the full extent of their license and training,” said O’Reilly-Jacob, a family nurse practitioner. “The Massachusetts waiver of NP supervisory requirements granted during the beginning of the pandemic presented a unique opportunity for us to examine if a temporary removal of one layer of restrictions would make a meaningful difference in the day-to-day work of the NPs.”

Their article, “The Effect of Supervision Waivers on Practice: A Survey of Massachusetts Nurse Practitioners during the COVID-19 Pandemic,” showed that a quarter of the nearly 400 NPs who responded found that their work was improved as a result of the waiver of physician oversight.

Psychiatric mental health NPs, compared to those in other NP specialties, were most likely to believe the waiver improved their work. NPs who experienced an increase in working hours during the pandemic surge were also more likely to report a positive effect of the waiver.

O’Reilly-Jacob noted that the vast majority—75 percent—of NPs believed the temporary removal of practice restriction did not perceptibly Boost their day-to-day practice.

“Temporary removal of state-level practice barriers alone is not sufficient to achieve immediate full scope of practice for NPs,” concluded O’Reilly-Jacob. “Now that the state layer of restrictions has been removed, we can begin to examine policies at the organizational and payer level that continue to limit NP practice.”

This survey follows a study O’Reilly-Jacob and Perloff conducted with researchers Moaven Razavi (Brandeis University) and Peter Buerhaus (Montana State University) on the value of NP-provided health care which showed that NPs provide less costly care than physicians. This was true for both healthier and sicker patients. The peer-reviewed article, also published by Medical Care, demonstrated that, prior to implementation of the Affordable Care Act, primary care provided by NPs was up to 34 percent less costly than care provided by physicians.

The cost gap between NPs and MDs was biggest for low-risk patients. “Low-risk patients are where primary care providers have the most discretion, and that’s where NPs really shine,” said Perloff.

“COVID-19 has shown us what a valuable and versatile role the NP workforce plays in our fragile healthcare system,” added O’Reilly- Jacob. “Modernizing NP scope of practice across the practice, state, and federal level will optimize the capacity of the NP workforce to contain health care costs and alleviate the primary care shortage well into the future.”

—Kathleen Sullivan | Office of University Communications | February 2021. Material from Brandeis University was used in this article.

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Financial Tips for Study Abroad

The cost of living abroad will inevitably vary from student to student, based upon individual living styles, budgetary habits, personal resources, and the fluctuating currency exchange rates. Taking these factors into account, students may find it difficult to actually estimate expenditures in preparation for a program. Students should be prepared to adapt their standards of living to their surroundings, and approach the experience with a sense of financial responsibility.

Here are some financial tips to remember, in preparation for your time abroad:

Before You Go

Credit/Debit Cards
Contact your bank and credit/debit card companies to let them know you will be abroad (when and where you will be going), so that your withdrawals are not denied or your credit card cancelled. The credit card and/or debit card you plan to use while abroad must be in your name, not your parents'. (Most major lenders will, at the request of the cardholder, provide an additional card in the name of a dependent authorized to use the account.)

ATM Fees
Check with your bank for information about daily/weekly limits on withdrawals, and about fees charged for the use of foreign ATM's. When withdrawing money from an ATM abroad, you will likely be charged a fee at the foreign bank, in addition to your own bank's fee. Ask your bank before you go if they have a partnership bank in the country where you will be living; if so, you might be able to avoid ATM fees.

Foreign Currency
Some places you may be traveling do not always accept credit card as readily as in the U.S. Buy some currency to have when you arrive. You may need money to get from the airport to your accommodation or school, and changing money in airports is often more expensive than at a bank.  Communication with your bank prior to departure is important.  Check with your financial institution regarding the exchange of currency.  It is also helpful to inform your bank of your travel days for leaving and returning to the United States.  

Traveler's Checks
Be aware that traveler's checks are becoming increasingly difficult to cash, especially in Europe.  They are not highly recommended as a primary or secondary source of cash on most programs. 

Flights
Look for student rate flights through companies such as STA and Student Universe. These companies tend to offer cheaper rates for students and other companies may offer cheaper rates for anyone under the age of 26.

 While Abroad

Security
Be careful with purses, wallets, and backpacks, as they are easier targets for pickpockets.  Do not carry all of your money in one place, and if possible, have a secure place to store these items in your dormitory or host family, while you are not intending to use them.

Budget
Always carry your student ID and International Student Identity Card with you, as many places offer students discounts or even free admission. Keep an eye out for student rates, and remember it never hurts to ask! Try to avoid eating out during the week; cooking for yourself and/or eating with your host family will save a lot of money for weekends, travel, souvenirs, etc. 

Travel
When you arrive, consider buying a long-term bus or train pass; a monthly or multiple trip pass is likely a better value than daily passes. Make a budget for travel in addition to your weekly expense budget. Be aware of the current exchange rates in the countries you plan to travel to- this can greatly affect your travel budget.

Wed, 09 Sep 2020 21:48:00 -0500 en text/html https://www.wm.edu/offices/revescenter/geo/studyabroad/financingyourexperience/tips/




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