+16159390825
Whats app the test online on time
Practice, Engage, and Assess
• Learning Catalytics—Generates classroom discussion,
guides lectures, and promotes peer-to-peer learning
with real-time analytics. Students can use any device to
interact in the classroom, engage with content, and even
draw and share graphs.
• Digital Interactives—Focused on a single core topic and
organized in progressive levels, each interactive immerses students
in an assignable and auto-graded activity. Digital Interactives are
also engaging lecture tools for traditional, online, and hybrid courses,
many incorporating real-time data, data displays, and analysis tools
for rich classroom discussions.
• Enhanced eText—Students actively read and learn, and
with more engagement than ever before, through embedded
and auto-graded practice, real-time data-graph updates,
animations, author videos, and more.
• Learning Resources—Personalized learning aids such as Help
Me Solve This problem walkthroughs, Teach Me explanations of the
underlying concept, and figure Animations provide on-demand help
when students need it most.
• Study Plan —Shows students sections to study next, gives
easy access to practice problems, and provides an automatically
generated quiz to prove mastery of the course material.
• Practice—Algorithmically generated homework and study
plan exercises with instant feedback ensure varied and
productive practice, helping students improve their
understanding and prepare for quizzes and tests. Draw-graph
exercises encourage students to practice the language
of economics.
Z04_MISH9805_4_SE_FEP_001-004.indd 2 21/11/14 10:13 AM
with MyEconLab
®
• Current News Exercises —Every week, current
microeconomic and macroeconomic news stories, with
accompanying exercises, are posted to MyEconLab. Assignable
and auto-graded, these multi-part exercises ask students to
recognize and apply economic concepts to real-world events.
• Real-Time Data Analysis Exercises—Using current
macro data to help students understand the impact of changes
in economic variables, Real-Time Data Analysis Exercises
communicate directly with the Federal Reserve Bank of St. Louis’s
FRED® site and update as new data are available.
• Experiments—Flexible, easy-to-assign, auto-graded, and available
in Single and Multiplayer versions, Experiments in MyEconLab
make learning fun and engaging.
• Reporting Dashboard—View, analyze, and report
learning outcomes clearly and easily. Available via
the Gradebook and fully mobile-ready, the Reporting
Dashboard presents student performance data at the class,
section, and program levels in an accessible, visual manner.
• Mobile Ready—Students and instructors can access
multimedia resources and complete assessments right at
their fingertips, on any mobile device.
• LMS Integration—Link from any LMS platform to access
assignments, rosters, and resources, and synchr.
• Enhanced eText—The Pearson eText gives students access chestnutkaitlyn
• Enhanced eText—The Pearson eText gives students access
to their textbook anytime, anywhere. In addition to note-
taking, highlighting, and bookmarking, the Pearson eText offers
interactive and sharing features. Students actively read and
learn, through embedded and auto-graded practice, real-time
data-graphs, animations, author videos, and more. Instructors
can share comments or highlights, and students can add their
own, for a tight community of learners in any class.
• Practice—Algorithmically generated homework and study
plan exercises with instant feedback ensure varied and
productive practice, helping students improve their
understanding and prepare for quizzes and tests. Draw-graph
exercises encourage students to practice the language
of economics.
• Learning Resources—Personalized learning aids such as Help
Me Solve This problem walkthroughs, Teach Me explanations of the
underlying concept, and figure Animations provide on-demand help
when students need it most.
• Study Plan—Shows students sections to study next, gives
easy access to practice problems, and provides an automatically
generated quiz to prove mastery of the course material.
• Digital Interactives—Focused on a single core topic and
organized in progressive levels, each interactive immerses students
in an assignable and auto-graded activity. Digital Interactives are
also engaging lecture tools for traditional, online, and hybrid courses,
many incorporating real-time data, data displays, and analysis tools
for rich classroom discussions.
• Learning Catalytics—Generates classroom discussion,
guides lectures, and promotes peer-to-peer learning
with real-time analytics. Students can use any device to
interact in the classroom, engage with content, and even
draw and share graphs.
Practice, Engage, and Assess
• Real-Time Data Analysis Exercises—Using current
macro data to help students understand the impact of changes
in economic variables, Real-Time Data Analysis Exercises
communicate directly with the Federal Reserve Bank of St. Louis’s
FRED® site and update as new data are available.
• Current News Exercises—Every week, current
microeconomic and macroeconomic news stories, with
accompanying exercises, are posted to MyEconLab. Assignable
and auto-graded, these multi-part exercises ask students to
recognize and apply economic concepts to real-world events.
• Experiments—Flexible, easy-to-assign, auto-graded, and available
in Single and Multiplayer versions, Experiments in MyEconLab
make learning fun and engaging.
• Reporting Dashboard—View, analyze, and report
learning outcomes clearly and easily. Available via
the Gradebook and fully mobile-ready, the Reporting
Dashboard presents student performance data at the class,
section, and program levels in an accessible, visual manner.
• LMS Integration—Link from any LMS platform to access
assignments, rosters, and resources, and ...
Presentation: International Conference on Teacher Education in the 21st Century: Vision and Action, organized by Regional Institute of Education, National Council of Educational Research and Training (NCERT), Bhopal, MP, India on March 8 -10, 2021
A01_BOVE2186_14_SE_FM.indd 1 11/16/16 7:46 PM
A01_GORD2302_01_SE_FM.indd 4 28/05/15 7:33 pm
This page intentionally left blank
Practice, Engage, Apply
• Personalize Learning with MyBCommLab—MyBCommLab is an online
homework, tutorial, and assessment program designed to work with this text
to engage students and improve results. Within its structured environment,
students practice what they learn, test their understanding, and pursue a
personalized study plan that helps them better absorb course material and
understand difficult concepts.
• Branching, Decision-Making Simulations—Put your students
in the role of manager as they make a series of decisions
based on a realistic business challenge. The simulations
change and branch based on their decisions, creating various
scenario paths. At the end of each simulation, students receive
a grade and a detailed report of the choices they made with
the associated consequences included.
• MediaShare for Business—Consisting of a curated collection of business
videos tagged to learning outcomes and customizable, auto-scored
assignments, MediaShare for Business helps students understand why they
are learning key concepts and how they will apply those in their careers.
Instructors can also assign favorite YouTube clips or original content and
employ MediaShare's powerful repository of tools to maximize student
accountability and interactive learning, and provide contextualized feedback
for students and teams who upload presentations, media, or business plans.
• Writing Space—Better writers make
great learners who perform better in
their courses. Designed to help you
develop and assess concept mastery and
critical thinking, the Writing Space offers
a single place to create, track, and grade
writing assignments, provide resources,
and exchange meaningful, personalized
feedback with students, quickly and easily. Thanks to auto-graded, assisted-graded, and create-your-own
assignments, you decide your level of involvement in evaluating students' work. The auto-graded option
allows you to assign writing in large classes without having to grade essays by hand. And because of
integration with Turnitin®, Writing Space can check students' work for improper citation or plagiarism.
• Dynamic Study Modules—Helps students study effectively on their own by
continuously assessing their activity and performance in real time. Here's how
it works: students complete a set of questions with a unique answer format
that also asks them to indicate their confidence level. Questions repeat until
the student can answer them all correctly and confidently. Once completed,
Dynamic Study Modules explain the concept using materials from the text.
These are available as graded assignments prior to class, and accessible on
smartphones, tablets, and computers.
CVR_BOVE2186_14_SE_IFC.indd 2 9/29/16 10:14 PM
with MyBCommLab®
• Reporting Dashboard—View, analyze, and report learnin.
De toekomst van Learning Analytics - wat is haalbaar en wat is wenselijk?SURF Events
Woensdag 11 november
Sessieronde 4
Titel: De toekomst van Learning Analytics - wat is haalbaar en wat is wenselijk?
Spreker(s): Doug Clow (Open University UK), Hendrik Drachsler (Open Universiteit)
Zaal: Leeuwen I
• Enhanced eText—The Pearson eText gives students access chestnutkaitlyn
• Enhanced eText—The Pearson eText gives students access
to their textbook anytime, anywhere. In addition to note-
taking, highlighting, and bookmarking, the Pearson eText offers
interactive and sharing features. Students actively read and
learn, through embedded and auto-graded practice, real-time
data-graphs, animations, author videos, and more. Instructors
can share comments or highlights, and students can add their
own, for a tight community of learners in any class.
• Practice—Algorithmically generated homework and study
plan exercises with instant feedback ensure varied and
productive practice, helping students improve their
understanding and prepare for quizzes and tests. Draw-graph
exercises encourage students to practice the language
of economics.
• Learning Resources—Personalized learning aids such as Help
Me Solve This problem walkthroughs, Teach Me explanations of the
underlying concept, and figure Animations provide on-demand help
when students need it most.
• Study Plan—Shows students sections to study next, gives
easy access to practice problems, and provides an automatically
generated quiz to prove mastery of the course material.
• Digital Interactives—Focused on a single core topic and
organized in progressive levels, each interactive immerses students
in an assignable and auto-graded activity. Digital Interactives are
also engaging lecture tools for traditional, online, and hybrid courses,
many incorporating real-time data, data displays, and analysis tools
for rich classroom discussions.
• Learning Catalytics—Generates classroom discussion,
guides lectures, and promotes peer-to-peer learning
with real-time analytics. Students can use any device to
interact in the classroom, engage with content, and even
draw and share graphs.
Practice, Engage, and Assess
• Real-Time Data Analysis Exercises—Using current
macro data to help students understand the impact of changes
in economic variables, Real-Time Data Analysis Exercises
communicate directly with the Federal Reserve Bank of St. Louis’s
FRED® site and update as new data are available.
• Current News Exercises—Every week, current
microeconomic and macroeconomic news stories, with
accompanying exercises, are posted to MyEconLab. Assignable
and auto-graded, these multi-part exercises ask students to
recognize and apply economic concepts to real-world events.
• Experiments—Flexible, easy-to-assign, auto-graded, and available
in Single and Multiplayer versions, Experiments in MyEconLab
make learning fun and engaging.
• Reporting Dashboard—View, analyze, and report
learning outcomes clearly and easily. Available via
the Gradebook and fully mobile-ready, the Reporting
Dashboard presents student performance data at the class,
section, and program levels in an accessible, visual manner.
• LMS Integration—Link from any LMS platform to access
assignments, rosters, and resources, and ...
Presentation: International Conference on Teacher Education in the 21st Century: Vision and Action, organized by Regional Institute of Education, National Council of Educational Research and Training (NCERT), Bhopal, MP, India on March 8 -10, 2021
A01_BOVE2186_14_SE_FM.indd 1 11/16/16 7:46 PM
A01_GORD2302_01_SE_FM.indd 4 28/05/15 7:33 pm
This page intentionally left blank
Practice, Engage, Apply
• Personalize Learning with MyBCommLab—MyBCommLab is an online
homework, tutorial, and assessment program designed to work with this text
to engage students and improve results. Within its structured environment,
students practice what they learn, test their understanding, and pursue a
personalized study plan that helps them better absorb course material and
understand difficult concepts.
• Branching, Decision-Making Simulations—Put your students
in the role of manager as they make a series of decisions
based on a realistic business challenge. The simulations
change and branch based on their decisions, creating various
scenario paths. At the end of each simulation, students receive
a grade and a detailed report of the choices they made with
the associated consequences included.
• MediaShare for Business—Consisting of a curated collection of business
videos tagged to learning outcomes and customizable, auto-scored
assignments, MediaShare for Business helps students understand why they
are learning key concepts and how they will apply those in their careers.
Instructors can also assign favorite YouTube clips or original content and
employ MediaShare's powerful repository of tools to maximize student
accountability and interactive learning, and provide contextualized feedback
for students and teams who upload presentations, media, or business plans.
• Writing Space—Better writers make
great learners who perform better in
their courses. Designed to help you
develop and assess concept mastery and
critical thinking, the Writing Space offers
a single place to create, track, and grade
writing assignments, provide resources,
and exchange meaningful, personalized
feedback with students, quickly and easily. Thanks to auto-graded, assisted-graded, and create-your-own
assignments, you decide your level of involvement in evaluating students' work. The auto-graded option
allows you to assign writing in large classes without having to grade essays by hand. And because of
integration with Turnitin®, Writing Space can check students' work for improper citation or plagiarism.
• Dynamic Study Modules—Helps students study effectively on their own by
continuously assessing their activity and performance in real time. Here's how
it works: students complete a set of questions with a unique answer format
that also asks them to indicate their confidence level. Questions repeat until
the student can answer them all correctly and confidently. Once completed,
Dynamic Study Modules explain the concept using materials from the text.
These are available as graded assignments prior to class, and accessible on
smartphones, tablets, and computers.
CVR_BOVE2186_14_SE_IFC.indd 2 9/29/16 10:14 PM
with MyBCommLab®
• Reporting Dashboard—View, analyze, and report learnin.
De toekomst van Learning Analytics - wat is haalbaar en wat is wenselijk?SURF Events
Woensdag 11 november
Sessieronde 4
Titel: De toekomst van Learning Analytics - wat is haalbaar en wat is wenselijk?
Spreker(s): Doug Clow (Open University UK), Hendrik Drachsler (Open Universiteit)
Zaal: Leeuwen I
Analytics Goes to College: Better Schooling Through Information Technology wi...bisg
The focus on the tremendous volume of information about target markets that can be gleaned through the use of powerful analytics technology obscures the reality that, much of the time, that information lacks predictive capacity, and can really only provide a very detailed retrospective analysis of behaviors of interest. Vince Kellen discusses the ways that his university has reorganized and deployed their IT resources to acquire better, more useful information -- and, more importantly, how that information can be immediately translated into decisive action.
Learning Centers 2.0:
Enhancing Student Learning With Technology
Lisa D’Adamo-Weinstein & Craig Lamb
SUNY Empire State College
Wikis, iPods, blogs, texting…our students are using technology in
ways that make our heads spin. The purpose of this institute is to
get a handle on these technological innovations to help our students
learn better as they engage with our learning centers.
Focusing on current theories and best practices in enhancing
student learning through technology, attendees will learn about
new advances, engage in activities, and plan how to implement
technology to enhance learning assistance on their campuses.
This institute is appropriate for learning assistance, tutorial
services, and developmental education faculty and staff who develop
curriculum, workshops, and other resources for students.
Craig Lamb is the Director of Academic Support at Empire State College's, Center for Distance Learning. While Craig
is working primarily with students in need of additional academic support services and academic skill development,
and with faculty interested in delivering their courses content and material in more effective ways to increase student
learning, he is becoming more and more interested in the creative uses of new technology to enhance student learning
both within and outside the online class environment.
Lisa D'Adamo-Weinstein is currently the Director of Academic Support at Empire State College's Northeast Center.
Lisa has also taught and coordinated academic assistance and learning support programs at Indiana University's Student
Academic Center, including an academic retention course for at-risk students. She was the Coordinator of Student-Athlete
Academic Support at American University in Washington, D.C. Most recently, she directed the Academic
Excellence Program at the United States Military Academy, West Point for seven years until moving in August 2006 to
the NY State Capital Region. Lisa has published journal articles for The Learning Assistance Review (published by
the National College Learning Center Association—NCLCA) and is co-author of the book Piecing It Together: A Guide to Student Success.
Want to hear about all things #Converge2015, but unable to attend this year’s conference? Maybe you made it, but your team didn’t. Or maybe you decided to head somewhere else for your annual work trip. Don’t worry – we’ve got you covered with the cliff notes version of the conference.
Learn more about how the Readiness and Emergency Management for Schools Technical Assistance Center (REMS TA Center) supports institutions of higher education (IHEs). In this webinar, Madeline Sullivan, contracting officer’s representative for the REMS TA Center, and Janelle Hughes, director of communications for the REMS TA Center, provide an overview of the services, resources, and support systems available to IHEs. They showcase the REMS TA Center website and the sections it houses to support IHEs, as well as describe key resources that have been developed by federal partners in higher education safety, security, and emergency preparedness to support the development of high-quality emergency operations plans (EOPs) for IHEs.
Waymaker courses provide powerful, next-generation personalized learning experiences with low cost, day one access. This presentation provides an overview of Lumen’s new Waymaker Microeconomics and Macroeconomics courses, which are designed using open educational resources. Both use peer-reviewed OpenStax College economics textbooks as primary source materials.
Salesforce Foundation HESUMMIT 2014 7Summits Social Strategies for Successf...7Summits
Engage in a discussion about how leading institutions are applying social technologies to attract new students, engage and retain their existing student population, and inspire and re-connect with alumni.
. Review the three articles about Inflation that are found below thi.docxadkinspaige22
. Review the three articles about Inflation that are found below this.
2. Locate two JOURNAL articles that discuss this topic further. You need to focus on the Abstract, Introduction, Results, and Conclusion. For our purposes, you are not expected to fully understand the Data and Methodology.
3. Summarize these journal articles. Please use your own words. No copy-and-paste. Cite your sources.
.
. Find an invertebrate that is endemic to Florida. Endem.docxadkinspaige22
.
Find an invertebrate that is endemic to Florida. Endemic means that the species only lives in Florida. Where does it live and what does it eat?
What is its impact on the local ecosystem? Is it endangered, threatened, or not?
Why is it your favorite?
Attach a picture of your invertebrate to your discussion post.
Cite at least one website using APA forma
.
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Analytics Goes to College: Better Schooling Through Information Technology wi...bisg
The focus on the tremendous volume of information about target markets that can be gleaned through the use of powerful analytics technology obscures the reality that, much of the time, that information lacks predictive capacity, and can really only provide a very detailed retrospective analysis of behaviors of interest. Vince Kellen discusses the ways that his university has reorganized and deployed their IT resources to acquire better, more useful information -- and, more importantly, how that information can be immediately translated into decisive action.
Learning Centers 2.0:
Enhancing Student Learning With Technology
Lisa D’Adamo-Weinstein & Craig Lamb
SUNY Empire State College
Wikis, iPods, blogs, texting…our students are using technology in
ways that make our heads spin. The purpose of this institute is to
get a handle on these technological innovations to help our students
learn better as they engage with our learning centers.
Focusing on current theories and best practices in enhancing
student learning through technology, attendees will learn about
new advances, engage in activities, and plan how to implement
technology to enhance learning assistance on their campuses.
This institute is appropriate for learning assistance, tutorial
services, and developmental education faculty and staff who develop
curriculum, workshops, and other resources for students.
Craig Lamb is the Director of Academic Support at Empire State College's, Center for Distance Learning. While Craig
is working primarily with students in need of additional academic support services and academic skill development,
and with faculty interested in delivering their courses content and material in more effective ways to increase student
learning, he is becoming more and more interested in the creative uses of new technology to enhance student learning
both within and outside the online class environment.
Lisa D'Adamo-Weinstein is currently the Director of Academic Support at Empire State College's Northeast Center.
Lisa has also taught and coordinated academic assistance and learning support programs at Indiana University's Student
Academic Center, including an academic retention course for at-risk students. She was the Coordinator of Student-Athlete
Academic Support at American University in Washington, D.C. Most recently, she directed the Academic
Excellence Program at the United States Military Academy, West Point for seven years until moving in August 2006 to
the NY State Capital Region. Lisa has published journal articles for The Learning Assistance Review (published by
the National College Learning Center Association—NCLCA) and is co-author of the book Piecing It Together: A Guide to Student Success.
Want to hear about all things #Converge2015, but unable to attend this year’s conference? Maybe you made it, but your team didn’t. Or maybe you decided to head somewhere else for your annual work trip. Don’t worry – we’ve got you covered with the cliff notes version of the conference.
Learn more about how the Readiness and Emergency Management for Schools Technical Assistance Center (REMS TA Center) supports institutions of higher education (IHEs). In this webinar, Madeline Sullivan, contracting officer’s representative for the REMS TA Center, and Janelle Hughes, director of communications for the REMS TA Center, provide an overview of the services, resources, and support systems available to IHEs. They showcase the REMS TA Center website and the sections it houses to support IHEs, as well as describe key resources that have been developed by federal partners in higher education safety, security, and emergency preparedness to support the development of high-quality emergency operations plans (EOPs) for IHEs.
Waymaker courses provide powerful, next-generation personalized learning experiences with low cost, day one access. This presentation provides an overview of Lumen’s new Waymaker Microeconomics and Macroeconomics courses, which are designed using open educational resources. Both use peer-reviewed OpenStax College economics textbooks as primary source materials.
Salesforce Foundation HESUMMIT 2014 7Summits Social Strategies for Successf...7Summits
Engage in a discussion about how leading institutions are applying social technologies to attract new students, engage and retain their existing student population, and inspire and re-connect with alumni.
. Review the three articles about Inflation that are found below thi.docxadkinspaige22
. Review the three articles about Inflation that are found below this.
2. Locate two JOURNAL articles that discuss this topic further. You need to focus on the Abstract, Introduction, Results, and Conclusion. For our purposes, you are not expected to fully understand the Data and Methodology.
3. Summarize these journal articles. Please use your own words. No copy-and-paste. Cite your sources.
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. Find an invertebrate that is endemic to Florida. Endem.docxadkinspaige22
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Find an invertebrate that is endemic to Florida. Endemic means that the species only lives in Florida. Where does it live and what does it eat?
What is its impact on the local ecosystem? Is it endangered, threatened, or not?
Why is it your favorite?
Attach a picture of your invertebrate to your discussion post.
Cite at least one website using APA forma
.
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-What organizations and/or individuals examplify the tactics of of accommodation, radical-protest, and nationalism tactics during this "nadir" period of Jim Crow?
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PS: Use the construction estimating rsmeans book for any additional information. The excel file for the assignment is uploaded and additional notes are posted.
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. Record your initial reaction to the work (suggested length of 1.docxadkinspaige22
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3. Analyze how this work explores a particular theme and/or stylistic characteristic from its period.
4. Explain the relevance of this work for today’s audiences.
C. Discuss how the deeper knowledge you gained through your analysis has informed or altered your thoughts and/or feelings about the work (
suggested length of 1 paragraph or half a page
).
D. When you use sources to support ideas and elements in a paper or project, provide acknowledgement of source information for any content that is quoted, paraphrased or summarized. Acknowledgement of source information includes in-text citation noting specifically where in the submission the source is used and a corresponding reference, which includes the following:
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• location of information (e.g., publisher, journal, website URL)
E. Demonstrate professional communication in the content and presentation of your submission.
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--------250 words---------Chapter 18 – According to literatu.docxadkinspaige22
--------250 words---------
Chapter 18 –
According to literature review and the EU Energy Security and ICT Policy, the authors indicated that, the points of departure of the EU’s (European Commission 2007) energy policy was threefold: combating climate change, limiting the EU’s external vulnerability to imported hydrocarbons, and promoting growth and jobs, thereby providing secure and affordable energy for consumers. The main focus of the EU’s policy ideally was to move towards a single global regime and the mainstreaming of climate into other policies; and hence receiving a 20% portion out of the entire 2014–2020 EU budget. The focus at the urban level was to produce the greatest results in an energy-efficient effort that will integrate three sectors.
Q1
– What are these three sectors? Identify and name the
three sectors
Chapter 18
: When looking further into the EU’s Energy Security and ICT sustainable urban development, and government policy efforts:
Q2
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4-Where is located the anterior fontanel? In between which bones?
5- What is an epicondyle, a fossa, a sinus, and a trochanter?
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-TOPIC= Civil Right Movement and Black Power Movement
#Students must submit
a short research paper that compares and contrasts two events: one from the past, and one from the present.
(Note: the term “events” broadly refers to notable developments or issues, recognized political and social leaders, organizations, and/or social movements.) This assignment focuses on the Core Objective of Social Responsibility. However Critical Thinking Skills and Communication Skills will also be assessed.
Suggested outline
·
Page 1
–
Provide a historical overview of this subject, such as when it took place, why it took place . Page 2, 3 and 4 instructions come directly from information received in terms of what is to be a part of this assignment. However I provided what I believe what may be a more clearer question in red lettering..
Page 2
What issues of fairness and/or inequality were addressed by individuals and groups involved with the events? Be sure to include a discussion of racial prejudice, discrimination, and ethical behaviors. (What key events took place to cause this event to take place.. for example..if you selected Black Lives Matter you can site the names and other info of those murdered which prompted this movement)
·
Page 3
How did individuals and groups involved with the events under analysis take a proactive role in changing society and/or participating in the democratic process? (Was this a one time protest or event? Was it spontaneous or organized and who were the organizers and key people involved? Was in confined to one city or did it occur in other places?)
·
Page 4
How can our nation overcome problems of race relations in establishing a fair and equal society? How have conditions for African Americans changed? How have they remained the same? (What was or is the outcome of this event? What is its relationship to the discipline of African American Studies? What are the future implications of this for Black People specifically and all people in general…Share your thoughts)
*
Double-spaced, in 12-point font, range between 800 and 1200 words, (3 ½ to 4 ½ pages, approximately 6 to 8 paragraphs.. 5-7 sentences in each paragraph)
*Paper must be A++ with no plagarism.
*Paper must be critically sound.plagiarism
.
- Wordcount 500 to 1000 words- Structure Cover, Table of Conte.docxadkinspaige22
- Wordcount: 500 to 1000 words
- Structure: Cover, Table of Contents, References and Appendix are excluded of the total wordcount.
- WRITTEN LIKE AN ESSAY with Intro, Main Part & Conclusion
- Citation: The in-text References and the Bibliography must be in Harvard’s citation style.
It assesses the following learning outcomes:
Outcome 1: understand the fundamental aspects of contractual relations.
Outcome 2: identify different issues and laws applicable in contractual context.
Outcome 3: learn how to address those issues and sustain solid arguments.
Task:
On August 1, Daniel visited local the electronics shop to purchase a new TV. He saw one he liked but was not sure if he could afford the 850€. The store owner agreed to write up and sign an offer stating that it would be held open for ten days, which he did. On August 2, the owner changed his mind and sent Daniel an e-mail revoking the offer, which Daniel received immediately. On August 3, Daniel sent a reply e-mail accepting the original offer.
o Is there a contract in the above-mentioned case? Explain why/why not.
o In interpreting agreements for the purpose of establishing whether a valid contract exists, what standards are generally
applied by the courts?
o What is understood as offer in Contract Law? When is an offer valid?
o What is an acceptance under Contract Law? When is an acceptance considered effective?
.
-What benefits can a diverse workforce provide to an organization.docxadkinspaige22
-What benefits can a diverse workforce provide to an organization?
-What are the possible negative consequences for an organization that does not embrace diversity?
-What strategies can managers implement to enhance cultural awareness and overcome preconceived biases or stereotypes?
.
-How would you define or describe the American Great Migration m.docxadkinspaige22
-How would you define or describe the American "Great Migration" movement; and what were some of the motivations or reasons for this ‘demographic shift’ of many African Americans out of the South?
-What were at least 1 specific or general “push” and 1 "pull" factor which motivated the Great Migeration of many African Americans out of the rural south?
-What are at least 2 Great Migration themes in August Wilson's "The Piano Lesson" play/film; (what pull and/or push factors do you see illustrated/demonstrated in the play/film)?
-As a tactic, to solve real problems/challenges, would you say the "leaderless" Great Migration movement was one of
accommodation, radical-protest
, and/or
nationalism
; how so specifically?
-After exploring dynamics of the Great Migration, what are you left wondering about; what questions are left unanswered;and why?
.
- We learned from our readings that the use of mobile devices in our.docxadkinspaige22
- We learned from our readings that the use of mobile devices in our society today has indeed become ubiquitous. In addition, CTIA asserted that over 326 million mobile devices were in use within The United States as of December 2012 – an estimated growth of more than 100 percent penetration rate with users carrying more than one device with notable continues growth. From this research, it’s evident that mobile computing has vastly accelerated in popularity over the last decade due to several factors noted by the authors in our chapter reading.
In consideration with this revelation, identify and name these factors, and provide a brief discussion about them.
-
add 3 scholarly source and document should be in APA format.
- Write 250 words.
.
- Goals (short and long term) and how you developed them; experience.docxadkinspaige22
- Goals (short and long term) and how you developed them; experiences, interests, responsibilities and mentors who have guided your development should be mentioned.
- Strengths developed through experiences you've had which you can offer the internship as well as areas you would like to improve
- Reasons you would like to be part of Andrews University's Dietetic Internship Program specifically.
.
- Pick ONE Theme for the 5 short stories (ex setting, character.docxadkinspaige22
- Pick
ONE
Theme for the 5 short stories (ex: setting, characters, comedy, irony, etc.)
Each short story should reflect the theme chosen.
- 1 page per story (1-2 paragraphs describing how the works in that story...
NO SUMMARIES PLEASE!)
Total of 6 pages. one page for each story and one index page
.
- Briefly summarize the Modernization Theory (discuss all four stage.docxadkinspaige22
- Briefly summarize the Modernization Theory (discuss all four stages) and the
World Systems Theory (discuss all three economic zones) of global inequality.
Then discuss the fundamental difference between the two theories in their
perception of the role high-income nations play in the economy of low-income
nations.
- Discuss the four reasons that Davis and Moore give for why social stratification is
functional and universal. Then discuss Tumin’s three responses to Davis and
Moore’s assertions. Lastly, provide your view on the matter. That is, do you feel
Davis and Moore are accurate in their explanation for social stratification? Or,
are you in agreement with Tumin’s responses to Davis and Moore? Or, do you
see valid points made by Davis and Moore as well as Tumin? (Be sure to explain
your position.)
- Write an essay on Marx’s and Weber’s approaches to social stratification. In a
paragraph for each theory, elaborate on the key points discussed in the lecture.
For Weber, be sure to thoroughly discuss the three dimensions of social class and
the interplay between the three dimensions in determining socioeconomic status.
Moreover, please clearly discuss the two main differences between Weber’s
theory and that of Marx.
- Discuss three factors related to industrialization that undermined the system of
slavery.
- How do traditional gender roles regarding housework and the raising of children
affect women’s employment status? How do these roles affect their life choices
and living conditions? In your response, be sure to discuss the concepts of human
capital and the second shift.
- Discuss the influence of nature and nurture in the formation of gender identities.
What are the arguments that biology primarily shapes gender? What are the
sociological views on gender socialization? Summarize your conclusions about
this fundamental question regarding gende
.
(philosophy1. why is mills philosophy closely identified with.docxadkinspaige22
(philosophy
1. why is mill's philosophy closely identified with democratic political theory?
2. why is lying regardless of result *generally considered morally wrong by mill?
3. how is mill's philosophy si milar to that of aristotle?
4. what is the role of one's rational faculties in Kant's philosophy
.
(only 350 words )In the wake of the terrorist attacks in Septe.docxadkinspaige22
(only 350 words )
In the wake of the terrorist attacks in September 2001, the 9/11 Commission recommended that the U.S. Intelligence Community (USIC) find a way to improve information sharing of terrorism-related intelligence at all three levels of government (local, state, and federal). The USIC’s answer to this recommendation was the creation of intelligence
fusion centers
.
Since the creation of these intelligence fusion centers, there has been much controversy because of the large amounts of personal information secretly collected and shared within the U.S. intelligence and law enforcement communities. In addition, some critics argue that in the years since their creation, fusion centers and the law enforcement entities affiliated with them have moved away from their original purpose and instead have utilized federal grants and resources to fight local crime.
Assignment Guidelines
Address the following:
In your opinion, how effective are U.S. fusion centers? Explain.
Do you feel that the creation of fusion centers has improved information sharing of terrorism-related information at all three levels of government? Why or why not?
Do you feel that fusion centers have ultimately moved away from their intended purpose? Why or why not?
Are fusion centers now being used as a local law enforcement tool to help fight local crime? Why or why not?
.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
+16159390825Whats app the test online on time .docx
1. +16159390825
Whats app the test online on time
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Z04_MISH9805_4_SE_FEP_001-004.indd 3 21/11/14 10:13
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4. The economics of
money, Banking, and
financial markeTs
B u s i n e s s s c h o o l e d i T i o n
A01_MISH9805_4_SE_FM_i-xlvi.indd 1 17/11/14 8:28 PM
The Pearson Series in Economics
Abel/Bernanke/Croushore
Macroeconomics*
Acemoglu/Laibson/List
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Foundations of Economics*
Berck/Helfand
The Economics of the Environment
Bierman/Fernandez
Game Theory with Economic Applications
Blanchard
Macroeconomics*
Blau/Ferber/Winkler
The Economics of Women, Men, and Work
Boardman/Greenberg/Vining/Weimer
Cost-Benefit Analysis
5. Boyer
Principles of Transportation Economics
Branson
Macroeconomic Theory and Policy
Bruce
Public Finance and the American Economy
Carlton/Perloff
Modern Industrial Organization
Case/Fair/Oster
Principles of Economics*
Chapman
Environmental Economics: Theory,
Application, and Policy
Cooter/Ulen
Law & Economics
Daniels/VanHoose
International Monetary & Financial
Economics
Downs
An Economic Theory of Democracy
Ehrenberg/Smith
Modern Labor Economics
Farnham
Economics for Managers
6. Folland/Goodman/Stano
The Economics of Health and Health Care
Fort
Sports Economics
Froyen
Macroeconomics
Fusfeld
The Age of the Economist
Gerber
International Economics*
González-Rivera
Forecasting for Economics and Business
Gordon
Macroeconomics*
Greene
Econometric Analysis
Gregory
Essentials of Economics
Gregory/Stuart
Russian and Soviet Economic Performance
and Structure
Hartwick/Olewiler
The Economics of Natural Resource Use
Heilbroner/Milberg
The Making of the Economic Society
7. Heyne/Boettke/Prychitko
The Economic Way of Thinking
Holt
Markets, Games, and Strategic Behavior
Hubbard/O’Brien
Economics*
Money, Banking, and the Financial System*
Hubbard/O’Brien/Rafferty
Macroeconomics*
Hughes/Cain
American Economic History
Husted/Melvin
International Economics
Jehle/Reny
Advanced Microeconomic Theory
Johnson-Lans
A Health Economics Primer
Keat/Young/Erfle
Managerial Economics
Klein
Mathematical Methods for Economics
Krugman/Obstfeld/Melitz
International Economics: Theory & Policy*
Laidler
8. The Demand for Money
Leeds/von Allmen
The Economics of Sports
Leeds/von Allmen/Schiming
Economics*
Lynn
Economic Development: Theory and Practice
for a Divided World
Miller
Economics Today*
Understanding Modern Economics
Miller/Benjamin
The Economics of Macro Issues
Miller/Benjamin/North
The Economics of Public Issues
Mills/Hamilton
Urban Economics
Mishkin
The Economics of Money, Banking, and
Financial Markets*
The Economics of Money, Banking, and
Financial Markets, Business School Edition*
Macroeconomics: Policy and Practice*
Murray
Econometrics: A Modern Introduction
9. O’Sullivan/Sheffrin/Perez
Economics: Principles, Applications and
Tools*
Parkin
Economics*
Perloff
Microeconomics*
Microeconomics: Theory and Applications
with Calculus*
Perloff/Brander
Managerial Economics and Strategy*
Phelps
Health Economics
Pindyck/Rubinfeld
Microeconomics*
Riddell/Shackelford/Stamos/Schneider
Economics: A Tool for Critically Understanding
Society
Roberts
The Choice: A Fable of Free Trade and
Protection
Roland
Development Economics
Scherer
Industry Structure, Strategy, and Public
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10. Schiller
The Economics of Poverty and Discrimination
Sherman
Market Regulation
Stock/Watson
Introduction to Econometrics
Studenmund
Using Econometrics: A Practical Guide
Tietenberg/Lewis
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Environmental Economics and Policy
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A01_MISH9805_4_SE_FM_i-xlvi.indd 2 17/11/14 8:28 PM
http://www.myeconlab.com
The economics of
money, Banking, and
financial markeTs
B u s i n e s s s c h o o l e d i T i o n
Fourth Edition
Frederic S. Mishkin
Columbia University
Boston Columbus Indianapolis New York San Francisco
Hoboken
Amsterdam Cape Town Dubai London Madrid Milan
Munich Paris Montreal Toronto
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Vice President, Business Publishing: Donna
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14. School
Edition, Fourth Edition.
pages cm
Includes index.
ISBN 978-0-13-385980-5
1. Finance. 2. Money. 3. Banks and banking. I. Title.
HG173.M632 2014
332–dc23
2014042183
10 9 8 7 6 5 4 3 2 1
ISBN 10: 0-13-385980-0
ISBN 13: 978-0-13-385980-5
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http://www.pearsoned.com/permissions/
To Sally
A01_MISH9805_4_SE_FM_i-xlvi.indd 5 17/11/14 8:28 PM
viivii
ParT 1 INTRODUCTION 1
1 Why Study Money, Banking, and Financial Markets?
............................................................2
2 An Overview of the Financial System
...................................................................................... 22
15. 3 What Is Money?
...............................................................................................
............................... 49
ParT 2 FINANCIAL MARKETS 63
4 The Meaning of Interest Rates
...............................................................................................
.... 64
5 The Behavior of Interest Rates
...............................................................................................
.... 85
6 The Risk and Term Structure of Interest Rates
....................................................................116
7 The Stock Market, the Theory of Rational Expectations, and
the Efficient
Market Hypothesis
...............................................................................................
........................140
ParT 3 Financial Institutions 161
8 An Economic Analysis of Financial Structure
.......................................................................162
9 Banking and the Management of Financial Institutions
....................................................186
10 Economic Analysis of Financial Regulation
...........................................................................215
11 Banking Industry: Structure and Competition
....................................................................234
12 Financial Crises
...............................................................................................
...............................267
13 Nonbank Finance
...............................................................................................
...........................291
14 Financial Derivatives
16. ...............................................................................................
.....................315
15 Conflicts of Interest in the Financial Industry
......................................................................341
ParT 4 Central Banking and the Conduct of Monetary Policy
359
16 Central Banks and the Federal Reserve System
..................................................................360
17 The Money Supply Process
...............................................................................................
........384
18 Tools of Monetary Policy
...............................................................................................
............409
19 The Conduct of Monetary Policy: Strategy and Tactics
...................................................434
ParT 5 International Finance and Monetary Policy 467
20 The Foreign Exchange Market
...............................................................................................
...468
21 The International Financial System
.........................................................................................495
ParT 6 Monetary Theory 523
22 Quantity Theory, Inflation, and the Demand for Money
................................................524
23 Aggregate Demand and Supply Analysis
.............................................................................543
24 Monetary Policy Theory
...............................................................................................
.............587
25 Transmission Mechanisms of Monetary Policy
....................................................................616
17. Brief Contents
A01_MISH9805_4_SE_FM_i-xlvi.indd 7 17/11/14 8:28 PM
viii Brief Contents
Chapters on the Web
1 Financial Crises in Emerging Market Economies
2 The IS Curve
3 The Monetary Policy and Aggregate Demand Curves
4 The Role of Expectations in Monetary Policy
5 The ISLM Model
A01_MISH9805_4_SE_FM_i-xlvi.indd 8 17/11/14 8:28 PM
ixix
ParT 1 Introduction 1
c h a P Te r 1
Why Study Money, Banking, and Financial Markets? 2
Why Study Financial Markets?
...............................................................................................
................2
The Bond Market and Interest Rates
....................................................................................... 3
The Stock Market
...............................................................................................
.................... 3
Why Study Financial Institutions and Banking?
18. ................................................................................5
Structure of the Financial System
........................................................................................... 6
Banks and Other Financial Institutions
................................................................................... 6
Financial Innovation
...............................................................................................
............... 6
Financial Crises
...............................................................................................
....................... 7
Why Study Money and Monetary Policy?
.........................................................................................7
Money and Business Cycles
...............................................................................................
..... 7
Money and Inflation
...............................................................................................
................ 8
Money and Interest Rates
...............................................................................................
...... 10
Conduct of Monetary Policy
...............................................................................................
.. 10
Fiscal Policy and Monetary Policy
........................................................................................ 11
Why Study International Finance?
...............................................................................................
...... 12
The Foreign Exchange Market
..............................................................................................
12
The International Financial System
19. ...................................................................................... 14
How We Will Study Money, Banking, and Financial Markets
.................................................... 14
Exploring the Web
...............................................................................................
................ 15
Concluding
Remarks..................................................................................
............................................. 15
Summary 15 • Key Terms 16 • Questions 16 •
Applied Problems 17 •
Data Analysis Problems 17 • Web Exercises 18 •
Web References 18
a P P e n d i X To c h a P Te r 1
Defining Aggregate Output, Income, the Price Level,
and the Inflation Rate 19
Aggregate Output and Income
...............................................................................................
........... 19
Real Versus Nominal Magnitudes
...............................................................................................
........ 19
Aggregate Price Level
...............................................................................................
............................. 20
Growth Rates and the Inflation Rate
...............................................................................................
.. 21
c h a P Te r 2
An Overview of the Financial System 22
Function of Financial Markets
20. ...............................................................................................
............... 22
Structure of Financial Markets
...............................................................................................
.............. 25
Debt and Equity Markets
...............................................................................................
....... 25
Primary and Secondary Markets
...........................................................................................
25
Exchanges and Over-the-Counter Markets
........................................................................... 26
Money and Capital Markets
...............................................................................................
... 27
Contents in Detail
A01_MISH9805_4_SE_FM_i-xlvi.indd 9 17/11/14 8:28 PM
x Contents in Detail
Financial Market Instruments
...............................................................................................
................ 27
Money Market Instruments
...............................................................................................
... 27
following the financial news Money Market Rates 28
Capital Market Instruments
21. ...............................................................................................
... 29
following the financial news Capital Market Interest Rates 30
Internationalization of Financial Markets
......................................................................................... 31
global Are U.S. Capital Markets Losing Their Edge? 32
International Bond Market, Eurobonds, and Eurocurrencies
................................................ 32
World Stock Markets
...............................................................................................
............. 33
Function of Financial Intermediaries: Indirect Finance
................................................................ 33
following the financial news Foreign Stock Market Indexes 34
Transaction Costs
...............................................................................................
.................. 34
global The Importance of Financial Intermediaries Relative to
Securities Markets:
An International Comparison 35
Risk Sharing
...............................................................................................
.......................... 36
Asymmetric Information: Adverse Selection and Moral Hazard
............................................ 36
Economies of Scope and Conflicts of Interest
....................................................................... 38
22. Types of Financial Intermediaries
...............................................................................................
....... 38
Depository Institutions
...............................................................................................
.......... 38
Contractual Savings Institutions
...........................................................................................
40
Investment Intermediaries
...............................................................................................
..... 41
Regulation of the Financial System
...............................................................................................
...... 42
Increasing Information Available to Investors
....................................................................... 42
Ensuring the Soundness of Financial Intermediaries
............................................................. 43
Financial Regulation
Abroad....................................................................................
............. 45
Summary 45 • Key Terms 46 • Questions 46 •
Applied Problems 47 •
Data Analysis Problems 48 • Web Exercises 48 •
Web References 48
c h a P Te r 3
What Is Money? 49
Meaning of Money
...............................................................................................
.................................. 49
Functions of Money
23. ...............................................................................................
................................. 50
Medium of Exchange
...............................................................................................
............. 50
Unit of Account
...............................................................................................
..................... 51
Store of Value
...............................................................................................
........................ 52
Evolution of the Payments System
...............................................................................................
...... 53
Commodity Money
...............................................................................................
............... 53
Fiat Money
...............................................................................................
............................ 53
Checks
...............................................................................................
.................................. 53
Electronic Payment
...............................................................................................
................ 54
E-Money
...............................................................................................
............................... 54
fyi Are We Headed for a Cashless Society? 55
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24. Contents in Detail xi
APPLICATION Will Bitcoin Become the Money of the Future?
................................55
Measuring Money
...............................................................................................
.................................... 56
The Federal Reserve’s Monetary Aggregates
.......................................................................... 56
following the financial news The Monetary Aggregates 57
fyi Where Are All the U.S. Dollars? 58
Summary 59 • Key Terms 60 • Questions 60 •
Applied Problems 61 •
Data Analysis Problems 62 • Web Exercises 62 •
Web References 62
ParT 2 Financial Markets 63
c h a P Te r 4
The Meaning of Interest Rates 64
Measuring Interest Rates
...............................................................................................
........................ 64
Present Value
...............................................................................................
......................... 64
APPLICATION Simple Present Value
.........................................................................66
25. APPLICATION How Much Is That Jackpot Worth?
...................................................66
Four Types of Credit Market Instruments
............................................................................. 67
Yield to Maturity
...............................................................................................
................... 68
APPLICATION Yield to Maturity on a Simple Loan
...................................................68
APPLICATION Yield to Maturity and the Yearly Payment
on a Fixed-Payment Loan
..................................................................................70
APPLICATION Yield to Maturity and Bond Price for a Coupon
Bond ......................71
APPLICATION Yield to Maturity on a Perpetuity
......................................................73
APPLICATION Yield to Maturity on a Discount Bond
...............................................74
The Distinction Between Interest Rates and
Returns................................................................... 75
Maturity and the Volatility of Bond Returns: Interest-Rate Risk
............................................. 78
Summary
...............................................................................................
............................... 79
The Distinction Between Real and Nominal Interest Rates
........................................................ 79
26. APPLICATION Calculating Real Interest Rates
..........................................................80
Summary 82 • Key Terms 82 • Questions 82 •
Applied Problems 83 •
Data Analysis Problems 84 • Web Exercises 84 •
Web References 84
c h a P Te r 4 W e B a P P e n d i X
Measuring Interest-Rate Risk: Duration
Go to the Companion Website,
http://www.pearsonhighered.com/mishkin
c h a P Te r 5
The Behavior of Interest Rates 85
Determinants of Asset Demand
...............................................................................................
........... 85
Wealth
...............................................................................................
................................... 86
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http://www.pearsonhighered.com/mishkin
xii Contents in Detail
Expected Returns
...............................................................................................
.................. 86
Risk
...............................................................................................
....................................... 86
