Assistant Professor Receives Appointment from Governor Nixon

sarah-martin-andersonOn December 4, Governor Jay Nixon announced his appointments to six state board and commissions.

Sarah Martin-Anderson, Ph.D., Assistant Professor of Health Services Administration, was named to the State Board of Registration for the Healing Arts. The board registers, licenses and regulates all physicians and surgeons in the state. In addition, the board is also responsible for all physical therapists, speech pathologists, audiologists, physician assistants, clinical perfusionists, physical therapist assistants, anesthesiologist assistants and athletic trainers. Members review and act on issues of discipline, licensure, rules and regulations, legislation and other business. The board has the power to revoke, suspend, deny, probate and reinstate licenses.

Martin-Anderson has been with Department of Public Affairs at the UMKC Henry W. Bloch School of Management since 2013. She obtained her doctorate in public policy from the University of California – Berkeley. She also is a research analyst for the University of California, San Francisco Department of Pediatrics and Neonatology and has published several academic papers on neonatal nutrition. The Governor has appointed Martin-Anderson for a term ending Sept. 3, 2018.

Managing a ‘Cool Million’

Photo credit: Janet Rogers, Strategic Marketing and Communications

Photo credit: Janet Rogers, Strategic Marketing and Communications

Graduate Investment Class in Charge of Portfolio

Several finance majors are getting a rare opportunity: to manage a $1 million portfolio using real – not imaginary – money. This graduate-level class can be instrumental in learning first-hand about investment research and portfolio management.

The inaugural Student Investment Fund class is led by John M. Clark, Ph.D., CFA, CFP®, and is charged with managing funds provided by the Marion and Henry Bloch Family Foundation. An associate professor of finance at the Henry W. Bloch School of Management, Clark has learned from experience that when students are investing real funds, they are less likely to take big risks. When using imaginary funds in a simulation, however, the student appetite for risk increases enormously.

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