Giovanna D.

Private tutor in London, United Kingdom

Education

Education/Qualifications Supervisory Analyst (New York Stock Exchange Series 16 exam) PhD degree in Economics, University of Florence Post-Graduate School in Banking, Siena BSc in Economics, University of Siena, 110 out of 110 cum laude High School Diploma in Accounting, High School, Siena, 60 out of 60 Language Skills Italian mother tongue English very fluent French very fluent

Experience

Universities I have tutored for include Bangor Birmingham Business School Bristol CASS CIPFA City of London University Durham University EMBA – Judge Business School – University of Cambridge Hult International Business School Imperial College – Business School INTO City, University of London King’s College, London Kingston University London School of Economics Loughborough University Nottingham University Open University Quadriga Hochschule Berlin Queen Mary Regent’s University Richmond University Royal Holloway SOAS Sussex University UCL University of Birmingham University of Bristol University of Dundee University of Durham University of Exeter University of Leeds University of Lugano University of Manchester University of Newfoundland University of Rotterdam University of St Andrew’s University of Southampton University of Surrey University of Westminster Westminster Business School University courses I have tutored for include Accounting & Corporate Reporting Analysis Advanced Corporate Finance Advanced Corporate Valuation Advanced Financial Accounting Advanced Health Economics Advanced Macroeconomics Advanced Microeconomics Bank Financial Management Banking and Capital Markets Business Cycles Theories CFA Company Valuation Competition and the Firm Corporate Banking Corporate Finance Corporate Finance and Valuation Doing Economics: People, Markets and Policy Economics for Business Economics of Finance Economics of Globalisation Economics of the Cities and Their Regions Economics of the Unions Elements of Accounting and Finance Module 1: Financial Accounting Elements of Accounting, Financial Institutions and Financial Management Elements of Financial Accounting Experimental Economics Finance in the Global Market Financial Accounting and Analysis Financial Accounting, Analysis and Valuation Financial Analysis for Managers Financial Economics Financial Management Financial Markets and Institutions Financial Reporting Financial Reporting and Analysis Financial Statements Financial Statements Analysis Fiscal Policy Fiscal Regulation and Sustainable Debt Fixed Income and Credit Risk Foundamentals of Accounting and Finance Foundations of Management Global Macroeconomics Health Economics Infrastructure and Project Finance Intermediate Micro International Economics International Finance International Financial Markets International Markets International Trade Introduction to Accounting Introduction to Economics Introduction to Economics and Contemporary Issues Introduction to Finance Introduction to Real Estate Investment Investment and Financing Labour Economics Macroeconomic Policy and Financial Markets Macroeconomics Management Accounting Management Accounting and Financial Accounting: Decisions, Control, Reporting and Disclosure Management Accounting, Decisions and Control Managerial Economics Microeconomics Microeconomics for Managers Microeconomics Principles and Policies Monetary Theory and Policy Principles of Finance Research Methodology Securities Analysis The International Monetary Fund and Economic Policy Topics in Applied Macroeconomics Venture Capital and Private Equity

Subject Expertise

Accounting, AP Macroeconomics, AP Microeconomics, CLEP Financial Accounting, CLEP Principles of Macroeconomics, CLEP Principles of Microeconomics, Economics, Finance, IB Economics HL, IB Economics SL, Intermediate Accounting, Macroeconomics, Microeconomics

Availability

Any day

Can Meet

Up to 5 minutes away for no additional charge

Hobbies

I have been a full time tutor for over 5 years building on my long professional teaching and training experience. I have therefore thousands of hours of teaching experience, so I can quickly adapt to what each student requires. I list below only a few typical examples to give you a flavour of my work. My A-level students often require additional material to spur their curiosity and help them reach the very top marks required to continue with economics at university. This was very much the case with H. H., a very bright boy with a mathematical mind but a fascination with investing - he found the Edexcel A-level economics course dull and struggled with the very idea of a balanced argument as in economics there is often not a right or wrong answer but "it depends". I fed him articles and books, most of which he enjoyed, while working on the structure of his longer answers, focusing on clear structure and the addition of relevant real-life example to show off his knowledge. S.K. instead came to me with the sole goal of getting an B in economics as this was required to go on to study history at his chosen university - by the end of the year, his passion for economics had grown so much that he is now reading it at Manchester, after having achieved an A in his AQA exam. A.K. came to me at the end of her first OCR year surprised at her low predicted results - a bright and diligent student, she had approached the subject like her others, trying to memorise concepts so she stayed on the surface and never gained the deep understanding that is necessary to answer the challenging long questions. After a whole summer of regular tuition, she hit the ground running on her second year achieving great results and going on to study economics at university. My work with university students vary widely. Often my students are perfectly capable, but they have unfortunately been taught poorly, so leveraging my extensive collection of teaching material is essential for them. I am now for example working with H.M. who has failed his finance exam as the study material he had was totally inappropriate for his zero background, but has been able to make good progress on the introductory material I have provided him with. Others need a firm hand and clear detailed instructions to focus on an imminent exam, such as M.P. who had 6 days to prepare for a third-year university exam that he had somehow not got round to but with 2 hours of tutoring each morning, a detailed homework plan and a quick catch up every evening managed to pass. Many students need specific work on answering longer/essay-type questions, so I prepare "model" answers for them to train them on how to argue and display their knowledge - this may vary from just a few questions to a whole course or even all the exams in a Master! Others simply need regular support to make sure they never fall behind the class and get enough practice not to panic in the exam. Much of my work is supporting university students with their dissertation, always within what is ethical. Unfortunately, most university students receive very little support from their university (a maximum 90 minutes of their supervisor's time is pretty standard) and can be quite lost when faced with writing an intelligent literature review, the task of doing actual research, and summing up their conclusions. My students know they can rely on me as a sounding board and a widely-read academic professional who has the time and patience to guide them and support them all the steps of the way, nudging them and keeping them on track to deliver a quality dissertation on time. When actual text editing is required, this is always an opportunity for the student to learn and it is pleasing to see how their writing improves as we work together. While not ideal, I have rescued many a dissertation at the last minute, sharing the last-minute panics with a sympathetic smile. Many MBA students simply have not got the necessary economics, accounting and finance background to keep up with their courses - within weeks, they are struggling badly and doubting their intelligence. I reassure them that they are not alone and am able to provide the necessary stepping stones they need to catch up with the class and often excel. This is very much what happened with J.L., who was convinced finance was not for her simply because she did not have the right foundations and once these were patiently laid she took off and got a first in her exam. L.P. was struggling with corporate finance despite having studied it before; I prepared bespoke spreadsheet for him to get him comfortable with all possible permutations of the exercises and develop and intuitive understanding of the subject and he went on to pass the exam without problems. Finally, students, especially younger ones, often need support beyond their academic knowledge and my life experience as a teacher and a mother helps me spot this and provide psychological support to boost their confidence and calm their nerves, involving parents when necessary. I have worked with A.B. now for two years and we are finally getting to the bottom of the insecurities that have plagued her academic studies since she was a teenager (her mother tells me) and she has managed not to panic in any of her last set of exams. Professionals often contact me when they find themselves out of their depth, due to a promotion or career move. Here I combine my academic knowledge with my extensive experience of the business world so we work together with the specific problems they are facing while trying to build up their understanding of the accounting information they are presented, for example, or their ability to check the modelling done by their juniors. Finally, several individuals asks me to devise bespoke material so that they can understand the general principles of investing and either take over from their advisors or at least understand what their advisors tell them at their regular meetings. Women in particular find this knowledge incredibly empowering and sometimes become good friends, consulting me from time to time even when our formal lessons have come to an end.