- The document discusses quantitative easing (QE) policies enacted by the US Federal Reserve during the Great Recession.
- It describes the Federal Reserve's first quantitative easing program (QE1) from November 2008 to March 2010, where it purchased $1.75 trillion in mortgage-backed securities and Treasury bonds.
- An event study analysis provides evidence that QE1 lowered yields on Treasuries, mortgage-backed securities, and other bonds, suggesting it eased financial conditions.
Introducing Subprime Mortgage Crisis PowerPoint Presentation Slides. The presentation highlights the impact of the financial crisis of the year in percentages. Take the advantage of our ready-to-use PPT template to showcase fall in housing prices, unemployment, etc. during a crisis. The impact of a great recession on investment banks is also discussed in this presentation. This content-ready slide design also illustrates the significant financial bubble burst of financial years. Highlight the cost of the financial crisis and its key members. The effects of the crisis on the economy of the US can be effectively discussed using our PPT theme. Showcase how the crisis started spreading in various other parts of the country with the use of this PPT visual. Depict how CDO customers protect themselves during the recession. Explain the effect of subprime in many countries with this PPT theme. Further, describe the current scenario after a decade of a financial crisis in the US. Explain fed tapering, quantitative easing, etc. effectively by using this PPT slideshow. At last, the presentation discusses the vision, mission, and goals of the company. https://bit.ly/2PeSvsw
2008 Global CrisisStarting in 2005, the Federal Reserve perc.docxdomenicacullison
2008 Global Crisis
Starting in 2005, the Federal Reserve perceived that its excessively broad financial strategy had made the potential for higher expansion. It properly started to fix arrangement through its standard technique of rising it’s focused on interest rate. A key initial phase in the money policy procedure includes the making of bank reserves; these are deposits that banks keep at the Fed. At whatever point anybody other than the Federal Reserve buys anything they have to have cash to pay for them. The Fed is diverse. It has the special capacity to pay for its purchases by informing banks that it has expanded their bank saves by whatever sum is important to pay for its purchases. https://youressaymarket.com/im-working-on-a-risk-management-case-study-and-need-support-to-help-me-study-sc/
Making more bank reserves has a tendency to give banks more money that empowers them to make credits and ventures. This procedure has a tendency to add to the cash supply, which inevitably expands the rate of expenditure. After some time, an increment in spending well beyond the capacity of an economy to create products and administrations prompts inflation.
From 2001 to 2005, there was an increment of bank reserves in the Federal Reserve by about 20%. In the same period, other measures of money such as monetary base and currency increased rapidly. This increase in funds led to an increase in the rate of spending that consequently led to the increase in the dollar GDP. This made the Federal Reserve to ease its monetary policy by reducing the bank reserves; this caused the indicators or measures of money to slow dramatically. This caused the dollar GPD to slow. The slowdown in growth of money decreased the rate of spending in the United States. The Federal Reserve continued to drain or remove the bank reserves from the system, and this fuelled the financial crisis.
Keynes, the famous economist, introduced what is commonly known as “financial stimulus.” The basics of financial stimulus is the people who have more disposable income will lend the money to the government, and the government will give it to those who do not have to boost spending. Many have argued that this is true and have not questioned its validity, while others argue that the stimulus is not huge enough to cause an economic downturn. Before the 2008 financial crisis, the United States was practicing this theory widely as postulated by Keynes. https://weassistessays.com/learning-outcomes-assessed-this-part-please-refer-to-learning-materials-for-co/
In reality, the financial stimulus policy is a drawback to the economy. For instance, in a year, the United States produces products worth $13 trillion, therefore they receive the same in income. The Population will save approximately 10% of this in order to purchase capital goods that will bolster future production. The government of the United States used to borrow this 10% meant for capital goods and pump it to the economy and most o.
Introducing Subprime Mortgage Crisis PowerPoint Presentation Slides. The presentation highlights the impact of the financial crisis of the year in percentages. Take the advantage of our ready-to-use PPT template to showcase fall in housing prices, unemployment, etc. during a crisis. The impact of a great recession on investment banks is also discussed in this presentation. This content-ready slide design also illustrates the significant financial bubble burst of financial years. Highlight the cost of the financial crisis and its key members. The effects of the crisis on the economy of the US can be effectively discussed using our PPT theme. Showcase how the crisis started spreading in various other parts of the country with the use of this PPT visual. Depict how CDO customers protect themselves during the recession. Explain the effect of subprime in many countries with this PPT theme. Further, describe the current scenario after a decade of a financial crisis in the US. Explain fed tapering, quantitative easing, etc. effectively by using this PPT slideshow. At last, the presentation discusses the vision, mission, and goals of the company. https://bit.ly/2PeSvsw
2008 Global CrisisStarting in 2005, the Federal Reserve perc.docxdomenicacullison
2008 Global Crisis
Starting in 2005, the Federal Reserve perceived that its excessively broad financial strategy had made the potential for higher expansion. It properly started to fix arrangement through its standard technique of rising it’s focused on interest rate. A key initial phase in the money policy procedure includes the making of bank reserves; these are deposits that banks keep at the Fed. At whatever point anybody other than the Federal Reserve buys anything they have to have cash to pay for them. The Fed is diverse. It has the special capacity to pay for its purchases by informing banks that it has expanded their bank saves by whatever sum is important to pay for its purchases. https://youressaymarket.com/im-working-on-a-risk-management-case-study-and-need-support-to-help-me-study-sc/
Making more bank reserves has a tendency to give banks more money that empowers them to make credits and ventures. This procedure has a tendency to add to the cash supply, which inevitably expands the rate of expenditure. After some time, an increment in spending well beyond the capacity of an economy to create products and administrations prompts inflation.
From 2001 to 2005, there was an increment of bank reserves in the Federal Reserve by about 20%. In the same period, other measures of money such as monetary base and currency increased rapidly. This increase in funds led to an increase in the rate of spending that consequently led to the increase in the dollar GDP. This made the Federal Reserve to ease its monetary policy by reducing the bank reserves; this caused the indicators or measures of money to slow dramatically. This caused the dollar GPD to slow. The slowdown in growth of money decreased the rate of spending in the United States. The Federal Reserve continued to drain or remove the bank reserves from the system, and this fuelled the financial crisis.
Keynes, the famous economist, introduced what is commonly known as “financial stimulus.” The basics of financial stimulus is the people who have more disposable income will lend the money to the government, and the government will give it to those who do not have to boost spending. Many have argued that this is true and have not questioned its validity, while others argue that the stimulus is not huge enough to cause an economic downturn. Before the 2008 financial crisis, the United States was practicing this theory widely as postulated by Keynes. https://weassistessays.com/learning-outcomes-assessed-this-part-please-refer-to-learning-materials-for-co/
In reality, the financial stimulus policy is a drawback to the economy. For instance, in a year, the United States produces products worth $13 trillion, therefore they receive the same in income. The Population will save approximately 10% of this in order to purchase capital goods that will bolster future production. The government of the United States used to borrow this 10% meant for capital goods and pump it to the economy and most o.
This complete deck can be used to present to your team. It has PPT slides on various topics highlighting all the core areas of your business needs. This complete deck focuses on Financial Crisis PowerPoint Presentation Slides and has professionally designed templates with suitable visuals and appropriate content. This deck consists of total of twenty eight slides. All the slides are completely customizable for your convenience. You can change the colour, text and font size of these templates. You can add or delete the content if needed. Get access to this professionally designed complete presentation by clicking the download button below. https://bit.ly/3fyIZc7
In a speech following the September 11, 2001, terrorist attacks and in the midst of the accompanying U.S. recession, Federal Reserve Chairman Alan Greenspan made a declaration that turned the world of the investment bankers upside down. Greenspan declared that the FOMC (Federal Open Markets Committee) stood prepared to maintain a highly accommodative policy stance for as long as needed to promote satisfactory economic performance. Translated from central banker speak, what Greenspan meant is that he is willing to inflate the money supply and hence lower interest rates for as long as necessary to “revive” the economy and repair it from the shock it received on that fateful day. What this meant for investors in the U.S. Treasury bond market is that they were not going to make any money on U.S. treasury securities for a very long time. Smart investors, diverted from the bond market, scanned Wall Street for a similar low-risk, high-return investment that could take the place of U.S. Treasury securities, and they fell in love with residential mortgages. On September 18, 2008, after months of economic anxiety and several massive bailouts of distressed firms by the government, the stock market had its largest single-day drop since September 11, 2001. Officials and commentators declared an economic emergency and moved on two fronts. The Department of the Treasury and Federal Reserve Board ("Fed") dusted off a 1932 statute and invoked the Fed's authority to stabilize failing firms by lending them money, although some were allowed to fail.
• Infrastructure—the other big fix
• What is the stock market saying about earnings?
• As short-term markets thaw, bond investors focus on long-term risk
• Hedge funds suffer their worst month ever
• Does a $1 trillion deficit matter?
• Q&A: Sizing up Obama’s policies and politics
What recent and past actions have Canada and the US taken to counter.pdfmeejuhaszjasmynspe52
What recent and past actions have Canada and the US taken to counteract their exchange rates
with the economy in such distress over the past 10 years?
Solution
Since 2007, the world has experienced a period of severe financial stress, not seen since the time
of the Great Depression. This crisis started with the collapse of the subprime residential
mortgage market in the United States and spread to the rest of the world through exposure to
U.S. real estate assets, often in the form of complex financial derivatives, and a collapse in global
trade. Many countries were significantly affected by these adverse shocks, causing systemic
banking crises in a number of countries, despite extraordinary policy interventions. Systemic
banking crises are disruptive events not only to financial systems but to the economy as a whole.
Such crises are not specific to the recent past or specific countries – almost no country has
avoided the experience and some have had multiple banking crises. While the banking crises of
the past have differed in terms of underlying causes, triggers, and economic impact, they share
many commonalities. Banking crises are often preceded by prolonged periods of high credit
growth and are often associated with large imbalances in the balance sheets of the private sector,
such as maturity mismatches or exchange rate risk, that ultimately translate into credit risk for
the banking sector.
Crisis management starts with the containment of liquidity pressures through liquidity support,
guarantees on bank liabilities, deposit freezes, or bank holidays. This containment phase is
followed by a resolution phase during which typically a broad range of measures (such as capital
injections, asset purchases, and guarantees) are taken to restructure banks and reignite economic
growth. It is intrinsically difficult to compare the success of crisis resolution policies given
differences across countries and time in the size of the initial shock to the financial system, the
size of the financial system, the quality of institutions, and the intensity and scope of policy
interventions. With this caveat we now compare policy responses during the recent crisis episode
with those of the past. The policy responses during the 2007-2009 crises episodes were broadly
similar to those used in the past. First, liquidity pressures were contained through liquidity
support and guarantees on bank liabilities. Like the crises of the past, during which bank
holidays and deposit freezes have rarely been used as containment policies, we have no records
of the use of bank holidays during the recent wave of crises, while a deposit freeze was used only
in the case of Latvia for deposits in Parex Bank. On the resolution side, a wide array of
instruments was used this time, including asset purchases, asset guarantees, and equity injections.
All these measures have been used in the past, but this time around they seem to have been put in
place quicker (for detailed informatio.
There are three (3) types of textbook based homework items locate.docxrorye
There are three (3) types of textbook based homework items located at the end of each chapter. These include Review Questions (RQ), Exercises (E), and Problems (P). Some homework items have been custom created.
Complete the following from the textbook:
Chapter 4: E2
E2. As the executive of a bank or thrift institution you are faced with an intense seasonal demand for loans. Assuming that your loanable funds are inadequate to take care of the demand, how might your Reserve Bank help you with this problem?
Chapter 5: P1, P6
P1. Assume that Banc One receives a primary deposit of $1 million. The bank must keep reserves of 20 percent against its deposits. Prepare a simple balance sheet of assets and liabilities for Banc One immediately after the deposit is received.
P6. Assume a financial system has a monetary base of $25 million. The required reserves ratio is 10 percent, and there are no leakages in the system. a. What is the size of the money multiplier? b. What will be the system’s money supply?
76
CHAPTER 4
Federal Reserve System
L E A R N I N G O B J E C T I V E S
After studying this chapter, you should be able to do the following:
LO 4.1 Discuss how the Federal Reserve System (Fed) responded to the recent fi nancial
crisis and Great Recession.
LO 4.2 Identify three weaknesses of the national banking system that existed before the
Federal Reserve System was created.
LO 4.3 Describe the Federal Reserve System and identify the fi ve major components into
which it is organized.
LO 4.4 Identify and describe the policy instruments used by the Fed to carry out monetary
policy.
LO 4.5 Discuss the Fed’s supervisory and regulatory functions.
LO 4.6 Identify important Fed service functions.
LO 4.7 Identify specifi c examples of foreign countries that use central banking systems to
regulate money supply and implement monetary policy.
W H E R E W E H A V E B E E N . . .
In Chapter 3 we discussed the types and roles of fi nancial institutions that have evolved in
the United States to meet the needs of individuals and businesses and help the fi nancial sys-
tem operate effi ciently. We also described the traditional diff erences between commercial
banking and investment banking, followed by coverage of the functions of banks (all depos-
itory institutions) and the banking system. By now you also should have an understanding of
the structure and chartering of commercial banks, the availability of branch banking, and the
use of bank holding companies. You also should now have a basic understanding of the bank
balance sheet and how the bank management process is carried out in terms of liquidity and
capital management. Selected information also was provided on international banking and
several foreign banking systems.
W H E R E W E A R E G O I N G . . .
The last two chapters in Part 1 address the role of policy makers in the fi nancial system and
how international trade and fi nance infl uence the U.
This presentation explains the events and causes that led to Global Financial Crisis in 2007-08, mainly focused on Collateralized Debt Obligations, Sub-Prime Mortgages, Credit Default Swaps and Housing Bubble.
Print, complete, and score the following scales. .docxVannaJoy20
Print, complete, and score the following scales. Do not read how to score a scale until after you have completed it.
1. Stressed Out
2. Susceptibility to Stress (SUS)
3. Response to Stress Scale
4. Are you a Type A or Type B?
5. Coping with Stress
6. Multidimensional Health Locus of Control
7. Locus of Control
8. Life Orientation Test
Identify at Least 5 of Your Personal Stressors and 5 Daily Hassles
Using the information gathered in A and B, write a 3-5 page self-reflection paper that includes the following sections:
. Discuss your scores on each of the above scales and write a couple of brief statements about what that score means for you. Were you surprised by the score(s)? Did the results of the scales resonate with your perception of your stress level?
Incorporating information from your text and other academic sources, provide a summary of your stressors and life hassles.
3. Incorporating information from your text and other academic sources, provide a summary of what you might do to reduce your stress.
4. Discuss the issue of personal stress as it relates to psychological well-being. Relate your own results and thoughts about your experience with these scales to the information provided in the text and other academic sources (journal articles, books, .gov, .edu, or .org websites)
PERSPECTIVE
published: 25 February 2022
doi: 10.3389/fpsyt.2022.846244
Frontiers in Psychiatry | www.frontiersin.org 1 February 2022 | Volume 13 | Article 846244
Edited by:
Kairi Kõlves,
Griffith University, Australia
Reviewed by:
Jacinta Hawgood,
Griffith University, Australia
Jennifer Muehlenkamp,
University of Wisconsin–Eau Claire,
United States
*Correspondence:
M. David Rudd
[email protected]
Specialty section:
This article was submitted to
Psychopathology,
a section of the journal
Frontiers in Psychiatry
Received: 30 December 2021
Accepted: 02 February 2022
Published: 25 February 2022
Citation:
Rudd MD and Bryan CJ (2022)
Finding Effective and Efficient Ways to
Integrate Research Advances Into the
Clinical Suicide Risk Assessment
Interview.
Front. Psychiatry 13:846244.
doi: 10.3389/fpsyt.2022.846244
Finding Effective and Efficient Ways
to Integrate Research Advances Into
the Clinical Suicide Risk Assessment
Interview
M. David Rudd 1* and Craig J. Bryan 2
1Department of Psychology, University of Memphis, Memphis, TN, United States, 2Department of Psychiatry and Behavioral
Science, The Ohio State University Wexner Medical Center, Columbus, OH, United States
Research in clinical suicidology continues to rapidly expand, much of it with implications
for day-to-day clinical practice. Clinicians routinely wrestle with how best to integrate
recent advances into practice and how to do so in efficient and effective fashion. This
article identifies five critical domains of recent research findings and offers examples
of simple questions that can easily be integ.
This complete deck can be used to present to your team. It has PPT slides on various topics highlighting all the core areas of your business needs. This complete deck focuses on Financial Crisis PowerPoint Presentation Slides and has professionally designed templates with suitable visuals and appropriate content. This deck consists of total of twenty eight slides. All the slides are completely customizable for your convenience. You can change the colour, text and font size of these templates. You can add or delete the content if needed. Get access to this professionally designed complete presentation by clicking the download button below. https://bit.ly/3fyIZc7
In a speech following the September 11, 2001, terrorist attacks and in the midst of the accompanying U.S. recession, Federal Reserve Chairman Alan Greenspan made a declaration that turned the world of the investment bankers upside down. Greenspan declared that the FOMC (Federal Open Markets Committee) stood prepared to maintain a highly accommodative policy stance for as long as needed to promote satisfactory economic performance. Translated from central banker speak, what Greenspan meant is that he is willing to inflate the money supply and hence lower interest rates for as long as necessary to “revive” the economy and repair it from the shock it received on that fateful day. What this meant for investors in the U.S. Treasury bond market is that they were not going to make any money on U.S. treasury securities for a very long time. Smart investors, diverted from the bond market, scanned Wall Street for a similar low-risk, high-return investment that could take the place of U.S. Treasury securities, and they fell in love with residential mortgages. On September 18, 2008, after months of economic anxiety and several massive bailouts of distressed firms by the government, the stock market had its largest single-day drop since September 11, 2001. Officials and commentators declared an economic emergency and moved on two fronts. The Department of the Treasury and Federal Reserve Board ("Fed") dusted off a 1932 statute and invoked the Fed's authority to stabilize failing firms by lending them money, although some were allowed to fail.
• Infrastructure—the other big fix
• What is the stock market saying about earnings?
• As short-term markets thaw, bond investors focus on long-term risk
• Hedge funds suffer their worst month ever
• Does a $1 trillion deficit matter?
• Q&A: Sizing up Obama’s policies and politics
What recent and past actions have Canada and the US taken to counter.pdfmeejuhaszjasmynspe52
What recent and past actions have Canada and the US taken to counteract their exchange rates
with the economy in such distress over the past 10 years?
Solution
Since 2007, the world has experienced a period of severe financial stress, not seen since the time
of the Great Depression. This crisis started with the collapse of the subprime residential
mortgage market in the United States and spread to the rest of the world through exposure to
U.S. real estate assets, often in the form of complex financial derivatives, and a collapse in global
trade. Many countries were significantly affected by these adverse shocks, causing systemic
banking crises in a number of countries, despite extraordinary policy interventions. Systemic
banking crises are disruptive events not only to financial systems but to the economy as a whole.
Such crises are not specific to the recent past or specific countries – almost no country has
avoided the experience and some have had multiple banking crises. While the banking crises of
the past have differed in terms of underlying causes, triggers, and economic impact, they share
many commonalities. Banking crises are often preceded by prolonged periods of high credit
growth and are often associated with large imbalances in the balance sheets of the private sector,
such as maturity mismatches or exchange rate risk, that ultimately translate into credit risk for
the banking sector.
Crisis management starts with the containment of liquidity pressures through liquidity support,
guarantees on bank liabilities, deposit freezes, or bank holidays. This containment phase is
followed by a resolution phase during which typically a broad range of measures (such as capital
injections, asset purchases, and guarantees) are taken to restructure banks and reignite economic
growth. It is intrinsically difficult to compare the success of crisis resolution policies given
differences across countries and time in the size of the initial shock to the financial system, the
size of the financial system, the quality of institutions, and the intensity and scope of policy
interventions. With this caveat we now compare policy responses during the recent crisis episode
with those of the past. The policy responses during the 2007-2009 crises episodes were broadly
similar to those used in the past. First, liquidity pressures were contained through liquidity
support and guarantees on bank liabilities. Like the crises of the past, during which bank
holidays and deposit freezes have rarely been used as containment policies, we have no records
of the use of bank holidays during the recent wave of crises, while a deposit freeze was used only
in the case of Latvia for deposits in Parex Bank. On the resolution side, a wide array of
instruments was used this time, including asset purchases, asset guarantees, and equity injections.
All these measures have been used in the past, but this time around they seem to have been put in
place quicker (for detailed informatio.
There are three (3) types of textbook based homework items locate.docxrorye
There are three (3) types of textbook based homework items located at the end of each chapter. These include Review Questions (RQ), Exercises (E), and Problems (P). Some homework items have been custom created.
Complete the following from the textbook:
Chapter 4: E2
E2. As the executive of a bank or thrift institution you are faced with an intense seasonal demand for loans. Assuming that your loanable funds are inadequate to take care of the demand, how might your Reserve Bank help you with this problem?
Chapter 5: P1, P6
P1. Assume that Banc One receives a primary deposit of $1 million. The bank must keep reserves of 20 percent against its deposits. Prepare a simple balance sheet of assets and liabilities for Banc One immediately after the deposit is received.
P6. Assume a financial system has a monetary base of $25 million. The required reserves ratio is 10 percent, and there are no leakages in the system. a. What is the size of the money multiplier? b. What will be the system’s money supply?
76
CHAPTER 4
Federal Reserve System
L E A R N I N G O B J E C T I V E S
After studying this chapter, you should be able to do the following:
LO 4.1 Discuss how the Federal Reserve System (Fed) responded to the recent fi nancial
crisis and Great Recession.
LO 4.2 Identify three weaknesses of the national banking system that existed before the
Federal Reserve System was created.
LO 4.3 Describe the Federal Reserve System and identify the fi ve major components into
which it is organized.
LO 4.4 Identify and describe the policy instruments used by the Fed to carry out monetary
policy.
LO 4.5 Discuss the Fed’s supervisory and regulatory functions.
LO 4.6 Identify important Fed service functions.
LO 4.7 Identify specifi c examples of foreign countries that use central banking systems to
regulate money supply and implement monetary policy.
W H E R E W E H A V E B E E N . . .
In Chapter 3 we discussed the types and roles of fi nancial institutions that have evolved in
the United States to meet the needs of individuals and businesses and help the fi nancial sys-
tem operate effi ciently. We also described the traditional diff erences between commercial
banking and investment banking, followed by coverage of the functions of banks (all depos-
itory institutions) and the banking system. By now you also should have an understanding of
the structure and chartering of commercial banks, the availability of branch banking, and the
use of bank holding companies. You also should now have a basic understanding of the bank
balance sheet and how the bank management process is carried out in terms of liquidity and
capital management. Selected information also was provided on international banking and
several foreign banking systems.
W H E R E W E A R E G O I N G . . .
The last two chapters in Part 1 address the role of policy makers in the fi nancial system and
how international trade and fi nance infl uence the U.
This presentation explains the events and causes that led to Global Financial Crisis in 2007-08, mainly focused on Collateralized Debt Obligations, Sub-Prime Mortgages, Credit Default Swaps and Housing Bubble.
Print, complete, and score the following scales. .docxVannaJoy20
Print, complete, and score the following scales. Do not read how to score a scale until after you have completed it.
1. Stressed Out
2. Susceptibility to Stress (SUS)
3. Response to Stress Scale
4. Are you a Type A or Type B?
5. Coping with Stress
6. Multidimensional Health Locus of Control
7. Locus of Control
8. Life Orientation Test
Identify at Least 5 of Your Personal Stressors and 5 Daily Hassles
Using the information gathered in A and B, write a 3-5 page self-reflection paper that includes the following sections:
. Discuss your scores on each of the above scales and write a couple of brief statements about what that score means for you. Were you surprised by the score(s)? Did the results of the scales resonate with your perception of your stress level?
Incorporating information from your text and other academic sources, provide a summary of your stressors and life hassles.
3. Incorporating information from your text and other academic sources, provide a summary of what you might do to reduce your stress.
4. Discuss the issue of personal stress as it relates to psychological well-being. Relate your own results and thoughts about your experience with these scales to the information provided in the text and other academic sources (journal articles, books, .gov, .edu, or .org websites)
PERSPECTIVE
published: 25 February 2022
doi: 10.3389/fpsyt.2022.846244
Frontiers in Psychiatry | www.frontiersin.org 1 February 2022 | Volume 13 | Article 846244
Edited by:
Kairi Kõlves,
Griffith University, Australia
Reviewed by:
Jacinta Hawgood,
Griffith University, Australia
Jennifer Muehlenkamp,
University of Wisconsin–Eau Claire,
United States
*Correspondence:
M. David Rudd
[email protected]
Specialty section:
This article was submitted to
Psychopathology,
a section of the journal
Frontiers in Psychiatry
Received: 30 December 2021
Accepted: 02 February 2022
Published: 25 February 2022
Citation:
Rudd MD and Bryan CJ (2022)
Finding Effective and Efficient Ways to
Integrate Research Advances Into the
Clinical Suicide Risk Assessment
Interview.
Front. Psychiatry 13:846244.
doi: 10.3389/fpsyt.2022.846244
Finding Effective and Efficient Ways
to Integrate Research Advances Into
the Clinical Suicide Risk Assessment
Interview
M. David Rudd 1* and Craig J. Bryan 2
1Department of Psychology, University of Memphis, Memphis, TN, United States, 2Department of Psychiatry and Behavioral
Science, The Ohio State University Wexner Medical Center, Columbus, OH, United States
Research in clinical suicidology continues to rapidly expand, much of it with implications
for day-to-day clinical practice. Clinicians routinely wrestle with how best to integrate
recent advances into practice and how to do so in efficient and effective fashion. This
article identifies five critical domains of recent research findings and offers examples
of simple questions that can easily be integ.
Consequentialist theory Focuses on consequences of a.docxVannaJoy20
Consequentialist theory
Focuses on consequences of actions
Hard Universalist/Absolutist theory
The theory that one ought to maximize happiness and
minimize the unhappiness of as many people as
possible
Epicurus (341-270 B.C.E.) Greek philosopher who
advocated a life free of pain
Coined the term utilitarianism
Believed that it is good for an action to have a utility
(to make people happy)
Developed Hume’s theory of utility into a moral theory
to reform the British legal system
Believed that all humans are hedonists
Developed Hedonistic Calculus
Calculates probable consequences of actions
Produces a rational solution to any problem
Rediscovered the paradox of hedonism
The more you search for pleasure, the more it will elude
you
Refined Bentham’s theory
Higher and lower pleasures
Harm Principle
The only purpose of interfering with the life of someone
is to prevent harm to others
Act Utilitarianism
Always do whatever act
that will create the
greatest happiness for
the greatest number of
people
Only focuses on
consequences of present
decision
Always do whatever type
of act (based on a rule)
that will create the
greatest happiness for
the greatest number of
people
Focuses on consequences
of others applying that
same rule
Rule Utilitarianism
CemeteryAnalysis
Massachusetts has a unique archaeological resource in its many colonial graveyards. These contain a large number of precisely dated “artifacts” in the form of headstones and provide an opportunity for studies of the ways in which different aspects of British colonial and Euro- American culture have changed over time. For this assignment, you will visit a local cemetery of your choosing and use the headstones and other associated material culture to address questions aimed at understanding demographic, social, symbolic, or technological issues in the past. This assignment does not require any archaeological excavation, and your instructor and federal, state, and local laws expressly forbid you from doing any! The project also does not require you to do any additional background research, although you are welcome to do so. Please
respect these cemeteries, the individuals buried therein, and any visitors you may encounter during your study.
You must follow these steps:
1)
Chooseagraveyardwithheadstonesdatingtothe1600s,1700s,or1800s. There are several good graveyards in downtown Boston and many more scattered around the city and suburbs. The downtown locations have been studied at length as they are all regularly served by the MBTA. Several “off-the-beaten-track” locations, such as the Tollgate Cemetery in Forest Hills, is also served by transit and has not been visited by my students in the past. While everyone has their own time pressures, I encourage to think .
The theory that states that people look after their .docxVannaJoy20
The theory that states that people look
after their own self interest
An absolutist theory
Does not consider other options
A descriptive theory
Does not make a judgment
A British philosopher (1588-1679)
Agreed with Glaucon that:
Humans choose to live in a society with rules
because it benefits us
Any show of concern for others only hides a
true concern for ourselves
It is foolish to not look after ourselves
Believed that humans feel pity for others
because we fear something similar happening to
us
A theory that says people ought to act in their
own self interest
An absolutist theory
A normative theory
Makes a judgment or prescription about
behavior
A consequentialist theory
Focuses on consequences of actions
Russian-born American (1905-1982)
Believed that egoism benefits society
People should not feel guilty for seeking their own
happiness
People should not feel obligated to help those who are
“moochers and leeches.”
Everyone should give up his or her own self-interest
for others
Normative theory
Consequentialist theory
.
This is a graded discussion 30 points possibledue -.docxVannaJoy20
This is a graded discussion: 30 points possible
due -
Discussion 2 (Complete by
Sunday, Nov. 6)
20 20
This discussion aligns with Learning Outcomes 1, 2, and 4
Democracy, at its core, is centered on the idea that individuals can, in fact,
rule themselves. This concept is enshrined in the U.S. Constitution as we
know it today. However, early on the American Constitution was not a sound,
democratic document. In particular, the idea of popular sovereignty; that is,
the will of the people, was not extended to everyone. For example, as you
read this week, the framers, for a time, chose to retain slavery in the new
Republic. In addition to slavery, in what other areas was the Constitution of
1788 less than democratic? In what ways has the Constitution, since then,
become more democratic? Be sure to provide examples to support your
claims.
Submission
Our discussions are a valuable opportunity to have thoughtful conversations
regarding a specific topic. You are required to provide a comprehensive
initial post with 3-4 well-developed paragraphs that include a topic
sentence and at least 3-5 supporting sentences with additional details,
11/4/22, 1:30 AM
Page 1 of 29
Search entries or author
Reply
explanations, and examples. In addition, you are required to respond
substantively to the initial posts of at least two other classmates on two
different days. All posts should be reflective and well written, meaning free
of errors in grammar, sentence structure, and other mechanics.
Grading
This discussion is worth 30 points toward your final grade and will be
graded using the Discussion Rubric. Please use it as a guide toward
successful completion of this discussion. For information on how to view the
rubric, refer to this Canvas Community Guide
(https://community.canvaslms.com/docs/DOC-10577-4212540120) .
Unread Subscribe
(https://canvas.fscj.edu/courses/65283/users/135004)
Sarkis Boyajian (https://canvas.fscj.edu/courses/65283/users/135004)
Tuesday
11/4/22, 1:30 AM
Page 2 of 29
Reply
The Constitution of 1788 lacked democracy because it did not protect
the people’s beliefs. Religion influences people’s morality. And morality is
a key component of personal convictions. People’s convictions influence
how they want to be governed and how they vote. The first amendment to
the Constitution provided protection to the people’s beliefs by restricting
Congress from making laws respective to an establishment of religion or
prohibiting the free exercise thereof.
The Constitution of 1788 lacked democracy because it did not protect
the people’s expression. Speech is the cornerstone of sharing thoughts
and ideas. The sharing of thoughts and ideas influences people’s
opinions. People’s opinions influence how they want to be governed and
how they vote. The first amendment to the Constitution provided
protection to people’s expression by restricting Congress from making
laws respective to ab.
· Please include the following to create your Argumentative Essay .docxVannaJoy20
· Please include the following to create your Argumentative Essay Presentation Plan:
· Presentation author and title of the presentation (Essay)
· Purpose: What do you want your audience to obtain or support after the discussion?
· Audience: What phrases will you adapt-without diverting from the purpose of the essay- as you select a medium to include on the slides?
· Keywords: As you break down your essay into keywords, which themes and concepts arise?
· Introduction: What does the outline of the presentation include?
· Body: Think about the body of your essay. Which specific details are necessary to get your points across?
· Conclusion: Why is your essay and analysis important?
· How did you get to that conclusion?
· Since you will communicate with the audience through more than one sense, what media do you intend to use?
· Which presentation software program do you intend to use to prepare the presentation?
· As you prepare your presentation and deepen your understanding, what do you notice that you hadn’t seen before?
· You must present your writing double-spaced, in a Times New Roman, Arial or Courier New font, with a font size of 12.
· Pay attention to grammar rules (spelling and syntax).
· Your work must be original and must not contain material copied from books or the internet.
· When citing the work of other authors, include citations and references using APA style to respect their intellectual property and avoid plagiarism.
· Remember that your writing must have a header or a cover page that includes the name of the institution, the program, the course code, the title of the activity, your name and student number, and the assignment's due date.
.
• FINISH IVF• NATURAL FAMILY PLANNING• Preimplanta.docxVannaJoy20
• FINISH IVF
• NATURAL FAMILY PLANNING
• Preimplantation Genetic Diagnosis (PGD)
• Surrogate motherhood
• “snowflake babies”
• Artificial Insemination (AI)
Preimplantation Genetic Diagnosis (PGD)
ZYGOTE
M
O
RU
LA
COMPACTION
BLASTOMERES
MALE &
FEMALE
PRONUCLEI
Surrogate motherhood
https://en.wikipedia.org/wiki/2014_Thai_surrogacy_controversy
INTRINSIC BIOETHICAL EVIL/WRONG:
NATURAL RIGHT TO BE GESTATED BY BIOLOGICAL MOTHER
“snowflake babies” = ivf embryo transfer
http://www.vatican.va/roman_curia/congregations/cfaith/documents/rc_con_cfaith_doc_20081208_dignitas-personae_en.html
Artificial Insemination (AI)
NATURAL FAMILY PLANNING (NFP)
1.OVULATION SYMPTOMS
2.BIOETHICAL EVALUATION
NATURAL FAMILY PLANNING (NFP)
1.OVULATION SYMPTOMS
a) 3 PRIMARY
b) 7 SECONDARY
PRIMARY OVULATION SYMPTOMS:
1) BASAL BODY TEMPERATURE (BBT)
2) CERVIX ACTIVITY
3) CERVICAL MUCUS
SECONDARY OVULATION SYMPTOMS:
1) MITTELSCHMERZ
2) SPOTTING
3) SWOLLEN VAGINA AND/OR VULVA
4) INCREASED LIBIDO
5) BREAST TENDERNESS
6) GENERAL BLOATING
7) FERNING
SOME MAJOR PROTOCOLS AND METHODS:
• CREIGHTON MODEL (NaPro Technology)
• COUPLE TO COUPLE (CCL)
• SYMPTO-THERMAL METHOD
• BILLINGS METHOD
• FAMILY OF THE AMERICAS (BASED ON BILLINGS)
ACTIVITY OF THE CERVIX AND CERIVCAL OS DURING MENSTRUAL CYCLE
INFERTILEFERTILE
1 DAY BEFORE OVULATION:
OS OPEN, CERVIX HIGH,
SOFT AND CENTRAL,
EGGWHITE FLUID
INFERTILE PHASE: OS CLOSED,
CERVIX FIRM,
ANGLED SLIGHTLY,
TACKY FLUID
Examples of cervical mucus
during various days of the
menstrual cycle.
Transparent and elastic
is fertile.
Opaque and tacky
is infertile.
WHAT ABOUT THE HUSBAND?
• DISCIPLINE, RESPECT, COMMUNICATION, SACRIFICIAL LOVE
• OPENNESS TO THE PRESENCE OF GOD IN THEIR DAILY LIFE
2. BIOETHICAL EVALUATION OF NFP:
a) AS A MEANS
b) AS AN END / GOAL / OBJECTIVE
a) AS A MEANS:
• NO SEPARATION ÷ UNITIVE / PROCREATIVE
DIMENSIONS
• RESPECTFUL OF HUMAN NATURE
• MARRITAL INTIMACY = UNION OF
BODY AND SOUL
b) AS AN END:
HUMANAE VITAE 16b:
“If therefore there are well-grounded
reasons for spacing births, arising from the
physical or psychological condition
of husband or wife,
or from external circumstances…
then take advantage
of the natural cycles immanent
in the reproductive system…”
b) AS AN END:
THEREFORE, TO BE AVOIDED IS A
CONTRACEPTIVE MENTALITY,
WHEREBY PREGNANCY / CHILDREN
ARE SEEN AS AN EVIL,
TO BE AVOIDED BY ANY MEANS.
INSTEAD, A FUNDAMENTAL OPENNESS TO LIFE,
COLLABORATING WITH GOD’S PLAN
TO BE CO-CREATORS
OF A UNIQUE HUMAN LIFE.
Slide Number 1Slide Number 2Slide Number 3Slide Number 4Slide Number 5Slide Number 6Slide Number 7Slide Number 8Slide Number 9Slide Number 10Slide Number 11Slide Number 12Slide Number 13Slide Number 14Slide Number 15Slide Number 16Slide Number 17Slide Number 18Slide Number 19
See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/220672617
.
Use the information presented in the module folder along with your.docxVannaJoy20
Use the information presented in the module folder along with your readings from the textbook to answer thefollowing questions.1. Differentiate between bacterial infection and bacterial intoxication.
2. Discuss the importance of E. coli as part of our intestinal flora.
3. Describe three (3) different types of gastrointestinal diseases caused by bacteria. Besure to give the name of the specific organism that causes each, describe somecommon signs and symptoms and discuss treatment for each disease:
4. Define meningitis. Compare and contrast between bacterial and viral meningitisincluding treatment for each.
5. What is a prion? Describe the impact prions have on the human brain and discuss twoprion-associated diseases in humans:
6. What is a vector-borne (vector transmitted) disease? Give an example of a vectorborne disease and the vector responsible for causing it.
.
• Ryanairs operations have been consistently plagued with emp.docxVannaJoy20
• Ryanair's operations have been consistently plagued with employee
discontent and protests (Temming, 2017). Communication between Line
Managers and employees has been tensed, and performance has suffered as a
result. The Company would benefit from the strategic positioning and
interpersonal skills of the Human Resource Business Partner.
• As an employee advocate, he or she would engage employees in dialogue and
ensure that whatever findings are made are brought to the attention of the line
manager promptly to be addressed.
• Also, as a collaborative partner, he would assist in channeling the needs of the
line manager in a way that will be understood and well received by
subordinates.
• Effective communication would eventually lead to mutual understanding and
benefit for all parties.
• It would go a long way in developing a strong company culture where
individuals are not afraid to express their thoughts and ideas. and would shift
focus away from conflict towards meeting Organizational goals.
01 CONSTRUCTIVE COMMUNICATION
BETWEEN MANAGEMENT AND STAFF
02 EFFECTIVE CHANGE
MANAGEMENT
• The Greek Philosopher, Heraclitus stated that “Change is the only
constant of life” (Rothwell et al., 2015). This statement is pertinent to the
rapidly changing business climate (Lauer, 2019, p3) in which Ryanair
finds itself.
• A company’s readiness and reaction to change are important in
determining success. From our current state analysis, we discovered
that several tasks may be expedited and optimized with the introduction
of new technology.
• However, this must be introduced strategically to prevent resistance.
The role of the Human Resources Business Partner is essential in this
regard.
• He or She would determine the need for change and ensure reception of
the change by employing effective communication strategies
(McCracken et al., 2017).
• Apart from a change in technology, other elements that may undergo
transformation include processes, policies, personnel, amongst others.
It is important that these changes are taken in stride so that they do not
forestall operations.
03 FOCUSED TRAINING AND
CAPACITY BUILDING
• The Business Partner would be instrumental in identifying
areas requiring competency improvements (Onen, 2013) in
Ryanair.
• Through a series of activities such as performance reviews
and data analysis, as well as knowledge of the business, and
interactions with staff, the business partner would tailor
training programmers to drive outcomes that matter and meet
the company's needs and vision.
• Doing so would be of benefit not only to employees but to
Ryanair, who would see improved performances and save
costs that would have gone into retraining because of an
inefficient programme.
EFFECTIVE STRATEGY
DEVELOPMENT
• Ryanair would benefit from the HRBP's skills and
knowledge in developing strategic plans that create value
for future business successes.
• He or she would ensure that plans align with the needs and
expectations .
· Your initial post should be at least 500 words, formatted and ci.docxVannaJoy20
· Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.
· You should respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts. Your reply posts are worth 2 points (1 point per response.)
· All replies must be constructive and use literature where possible.
#1
Lisa Wright
St. Thomas University
NUR 417: Aging and End of Life
Yedelis Diaz
November 01, 2022
Pathological Conditions in Older Adults
As one goes through the natural aging process, the body's capacity to defend itself against infections diminishes. The immune system's ability to offer protection is reduced, and the individual becomes susceptible to conditions that affect them more than other age groups (Haynes, 2020). This population also experiences other symptoms impairing other aspects of their lives as time passes. For instance, their skin and bones lose their integrity and become more prone to abrasions and breakage. This assignment module will examine the pathological conditions that affect the sexual response in older adults and how and why nutritional and psychological factors, drugs, and other alternative and complementary medications affect the immune system of the populations.
Pathological Conditions that Affect Sexual Response in Older Adults
Sexuality is an essential aspect of life, irrespective of the age group one is in—the older population and the younger generation alike need to explore sexuality to maintain health and well-being. Exploring sexuality is also a mixture of biological, psychological, social, and religious factors, all of which have plenty to do with aging. Among the pathological conditions that affect sexual response in the elderly include
Genitourinary Syndrome of Menopause
These are the changes experienced in the genitourinary pathway as one age. The individual can feel a burning sensation, dryness, or irritation. This can lead to painful sexual encounters, which can, in turn, reduce their desire to engage and their response.
Dementia
This is a degenerative disorder of the mental faculties, predominantly among the elderly (National Institute on Aging, n.d.). Their judgment diminishes, making them disinterested or utterly unaware of their sexual experiences. Some forms of the condition have been shown to increase sex or closeness, but the individual may fail to recognize what is appropriate and what is not.
Diabetes
As a chronic condition experienced mainly by this population, it can lead to yeast generation, leading to itchiness around the sex organs, making sex unpalatable. The situation can, however, be addressed with medication.
Incontinence
This is a condition where one experiences bladder leakage caused by poor control (National Institute on Aging, n.d.). It is most prevalent among the population an.
• ALFRED CIOFFI• CATHOLIC PRIEST, ARCHDIOCESE OF MIAMI.docxVannaJoy20
• ALFRED CIOFFI
• CATHOLIC PRIEST, ARCHDIOCESE OF MIAMI
• DOCTORATE IN MORAL THEOLOGY, GREGORIAN UNIVERSITY, ROME, ITALY
• DOCTORATE IN GENETICS, PURDUE UNIVERSITY, INDIANA
• ASSOCIATE PROFESSOR, BIOLOGY AND BIOETHICS
• DIRECTOR, INSTITUTE FOR BIOETHICS
BIOMEDICAL ETHICS
Introduction
• PRESENTATIONS
• THINK
• RESPECT
• HONOR CODE
• ON TIME
• QUIZZES
• TAKE NOTES
• AVERAGE
CANVAS
HUMAN BIO-ETHICS: evidence-based
• BEGINNING OF LIFE
• HEALTHCARE
• END OF LIFE
BIO-ETHICS
PRINCIPLED
UTILITARIAN
or…
• SEXUAL REPRODUCTION
• EARLY EMBRYONIC DEVELOPMENT
• ONTOLOGICAL STATUS OF HUMAN EMBRYO
SEXUAL REPRODUCTION: INVOLVES FERTILIZATION
FERTILIZATION: INVOLVES FUSION OF GAMETES
AT FERTILIZATION THE DIPLOID NUMBER (2n) IS RESTORED
GAMETES = SEX CELLS (SPERM & OVA), PRODUCED BY MEIOSIS
FIRST, A REVIEW OF MITOSIS
b
d
c
a
chromatin
2n
2n
b
d
c
a
chromatin
2n
2n
X
X
X
X
2b
1a
1b
2a
chromatin
2n
2n
2b1b
1a
2a
2b1b
1a
2a
1a 1b
2b
2a
2b1b
1a
2a
2a 2b
1b
1a
DNA REPLICATION
SISTER CHROMATIDS
Temporary “4n” stage
2b1b
1a
2a
CELL CYCLE
G = GAP
S = SYNTHESIS
2n
2n
2n
MEIOSIS:
DOUBLE CELLULAR SPLIT: ONE CELL -> -> 4 CELLS
• RECOMBINATION (CROSSING OVER)
• FROM DIPLOID NUMBER (2n) -> HAPLOID NUMBER (n) = CHROMATIC REDUCTION
2a
2b
1a
1b
2a
2b
1a
1b
2a2b
1a1b
DNA RECOMBINATION = CROSSING OVER
MEIOSIS = FORMATION OF GAMETES (SEX CELLS), HAPLOID
SPERMATOGENESIS -> SPERM (n)
GAMETOGENESIS
OOGENESIS -> OVUM (n)
Primary spermatocyte (2n)
Primary oocyte (2n)
Polar
bodies
H. sapiens # OF CHROMOSOMES = 46 = 23 "PAIRS" ONLY IDENTICAL IN FEMALE (XX)
• 22 PAIRS = AUTOSOMES
• 1 PAIR = SEX CHROMOSOMES
THEREFORE, IN HUMANS:
• n = 23 (gametes)
• 2n = 46 (somatic cells)
Seminiferous
tubules
Ovarian
follicles
VIDEOS OF HUMAN EMBRYONIC AND FETAL DEVELOPMENT
From fertilization to birth 6 minutes
https://www.youtube.com/watch?v=7kC6p1twkXk
https://www.youtube.com/watch?v=7kC6p1twkXk
EGG + SPERM = ZYGOTE
ZYGON (GK) = YOKED OR LINKED
ZYGOTE DNA:
• 50% OF THE GENETIC MATERIAL COMES FROM THE MOTHER
• 50% FROM THE FATHER
0.1 mm 0.005 mm
0.05 mm
= SYNGAMY
Ampulla
DAY 1
DAY 7
Endometrium
ZYGOTE
M
O
RU
LA
COMPACTION
BLASTOMERES
MALE &
FEMALE
PRONUCLEI
FIRST CELLULAR DIFFERENTIATION = 2 CELL LAYERS
(INNER CELL MASS)
1 2 3
4 5 6
IMPLANTATION
FURTHER CELLULAR DIFFERENTIATION: 3 GERM LAYERS
( ICM )
GASTRULATION
THIRD WEEK OF EMBRYONIC DEVELOPMNET:
GASTRULA
LONGITUDINAL VIEW CROSS SECTION
NEURAL GROOVE
~ 1 inch
EIGHT WEEKS
EMBRYO FETUS
FETUS
VIDEOS OF HUMAN EMBRYONIC AND FETAL DEVELOPMENT
Conception to birth -- visualized | Alexander Tsiaras 10 minutes
https://www.youtube.com/watch?v=fKyljukBE70
https://www.youtube.com/watch?v=fKyljukBE70
THEREFORE, REGARDING EMBRYONIC DEVELOPMENT:
CONTINUOUS DEVELOPMENT OF TISSUES, ORGANS AND SYSTEMS
FROM THE ZYGOTE, THROUGH 9 MONTHS, UP .
· Reflect on the four peer-reviewed articles you critically apprai.docxVannaJoy20
· Reflect on the four peer-reviewed articles you critically appraised in Module 4, related to your clinical topic of interest and PICOT.
· Reflect on your current healthcare organization and think about potential opportunities for evidence-based change, using your topic of interest and PICOT as the basis for your reflection.
· Consider the best method of disseminating the results of your presentation to an audience.
The Assignment: (Evidence-Based Project)
Part 4: Recommending an Evidence-Based Practice Change
Create an 8- to 9-slide
narrated PowerPoint presentation in which you do the following:
· Briefly describe your healthcare organization, including its culture and readiness for change. (You may opt to keep various elements of this anonymous, such as your company name.)
· Describe the current problem or opportunity for change. Include in this description the circumstances surrounding the need for change, the scope of the issue, the stakeholders involved, and the risks associated with change implementation in general.
· Propose an evidence-based idea for a change in practice using an EBP approach to decision making. Note that you may find further research needs to be conducted if sufficient evidence is not discovered.
· Describe your plan for knowledge transfer of this change, including knowledge creation, dissemination, and organizational adoption and implementation.
· Explain how you would disseminate the results of your project to an audience. Provide a rationale for why you selected this dissemination strategy.
· Describe the measurable outcomes you hope to achieve with the implementation of this evidence-based change.
· Be sure to provide APA citations of the supporting evidence-based peer reviewed articles you selected to support your thinking.
· Add a lessons learned section that includes the following:
· A summary of the critical appraisal of the peer-reviewed articles you previously submitted
· An explanation about what you learned from completing the Evaluation Table within the Critical Appraisal Tool Worksheet Template (1-3 slides)
Zeinab Hazime
Nurs 6052
10/16/2022
Evaluation Table
Use this document to complete the
evaluation table requirement of the Module 4 Assessment,
Evidence-Based Project, Part 3A: Critical Appraisal of Research
Full
APA formatted citation of selected article.
Article #1
Article #2
Article #3
Article #4
Abraham, J., Kitsiou, S., Meng, A., Burton, S., Vatani, H., & Kannampallil, T.
(2020). Effects of CPOE-based medication ordering on outcomes: an overview of systematic reviews.
BMJ Quality & Safety, 29(10), 1-2.
Alanazi, A. (2020). The effect of computerized physician order entry on mortality rates in pediatric and neonatal care setting: Meta-analysis.
Informatics in Medicine
Unlocked, 19, 100308. https.
· Choose a B2B company of your choice (please note that your chose.docxVannaJoy20
· Choose a B2B company of your choice (please note that your chosen company will also be used for your final assignment).
· Across your two assignment you will develop an Industrial marketing plan.
· For assignment 1 you are required to develop the first part of the marketing plan and assignment 2 the final part.
· Perform a situation analysis identifying the following:
1. Product mix:
i. Current product mix, product lines and individual products
2. Market analysis:
i. Who are their current competitors
ii. PESTEL
3. Market segmentation
i. Identify the segments that that they target (including the characteristics of each market segment).
4. Value proposition:
i. Identify the value that the company aims to provide to each segment (which products are aimed at each segment and what the benefits
are to that segment)
5. Positioning:
i. How do they position themselves in the market (and if relevant to each segment). How do they differentiate themselves through this
positioning from their competitors?
· Your Marketing Plan Part 1 should be uploaded in PDF format.
· Your table of contents should include:
1. Introduction/Background
2. Product Mix
3. Market analysis
4. Market segmentation
5. Value proposition
6. Positioning
7. References
Formalities:
· Wordcount: 1500
· Cover, Table of Contents, References and Appendix are excluded of the total wordcount.
· Font: Arial 11 pts.
· Text alignment: Left.
· The in-text References and the Bibliography must be in Harvard’s citation style.
Dido and Aeneas
Music composed by Henry Purcell
Libretto by Nahum Tate
Date of composition: 1689
DIDO AND AENEAS
An opera perform'd at Mr. Josias Priest's Boarding School
at Chelsey by Young Gentlewomen.
The words made by Mr. NAHUM TATE
The music composed by Mr. HENRY PURCELL
Dramatis Personae
DIDO
BELINDA
TWO WOMEN
AENEAS
SORCERESS
ENCHANTRESSES
SPIRIT of the Sorceress (Mercury)
Dido's train, Aeneas' train, Fairies, Sailors
OVERTURE
ACT THE FIRST
Scene [I]: The Palace [enter Dido, Belinda and train]
BELINDA
Shake the cloud from off your brow,
Fate your wishes does allow;
Empire growing,
Pleasures flowing,
Fortune smiles and so should you.
CHORUS
Banish sorrow, banish care,
Grief should ne'er approach the fair.
DIDO
Ah! Belinda, I am prest
With torment not to be Confest,
Peace and I are strangers grown.
I languish till my grief is known,
Yet would not have it guest.
BELINDA
Grief increases by concealing,
DIDO
Mine admits of no revealing.
BELINDA
Then let me speak; the Trojan guest
Into your tender thoughts has prest;
The greatest blessing Fate can give
Our Carthage to secure and Troy revive.
CHORUS
When monarchs unite, how happy their state,
They triumph at once o'er their foes and t.
Tool for Analyzing and Adapting Curriculum Materia.docxVannaJoy20
Tool for Analyzing and Adapting Curriculum Materials
Overview: This tool is designed to help you prepare to use curriculum materials, particularly individual lessons that are part of larger units, with students. It supports you to do three things:
1. Identify the academic focus of the materials;
2. Analyze the materials for demand, coherence, and cultural relevance;
3. Consider student thinking in relation to the core content and activities;
4. Adapt the materials and create a more complete plan to use in the classroom.
Section 1: Identify the academic focus of the materials
Read the materials in their entirety. If you are working with a single lesson that is part of a larger unit, read or skim the entire unit, and then read the lesson closely. Annotate the materials:
1. What are the primary and secondary learning goals?
· What are the 1-2 most important concepts or practices that students are supposed to learn?
· What are students responsible for demonstrating that they know and can do in mid-unit and final assessments and performance tasks?
2. What are the core tasks and activities:
· What needs to be mastered or completed before the next lesson?
· Where is the teacher’s delivery of new information, guidance, or support most important?
· Where is discussion or opportunities for collaboration with others important?
· Are there activities or tasks that could be moved to homework if necessary?
Section 2: Analyze the materials for demand, coherence, and cultural relevance:
Use the checklist in the chart below to analyze the materials. If you mark “no,” make notes about possible adaptations to the materials. You may annotate the materials directly as an alternative to completing the chart.
Consideration
Yes or no?
Notes about possible adaptations
1.
Analyze for grade-level appropriateness and intellectual demand:
1a. Do the learning goals and instructional activities align with relevant local, state, or national standards?
1b. Are the materials sufficiently challenging for one’s own students (taking into account the learning goals, the primary instructional activities, and the major assignments and assessments)? Do they press and support students to do the difficult academic work?
2.
Analyze for instructional and academic coherence (if analyzing a unit):
2a. Do the individual lessons in a unit build coherently toward clear, overarching learning goals, keyed to appropriate standards? Name the set of learning goals.
2b. Is progress against those goals measured in a well-designed assessment?
2c. Does each lesson build on the previous one?
2d. Are there opportunities for teachers to reinforce or draw upon previously learned information and skills in subsequent lessons?
3.
Analyze for cultural relevance/orientation to social justice:
3a. Are the materials likely to engage the backgrounds, interests, and strengths of one’s own s.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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2. pattern, the FOMC voted to cut its target federal funds rate by
another 50 basis points, to 1%. Yet
despite the lowering of this rate from 4.25% since the start of
the year (see Exhibit 1), a variety
of economic indicators continued to paint a grim picture.
Indeed, the situation appeared to be
worsening.
The chairman of the U.S. Federal Reserve, Ben Bernanke, now
faced a daunting prospect. As
a professor of economics at Princeton, Bernanke had studied a
set of tools that a central bank
could employ if its policy rate were to be constrained by the
zero lower bound. Prominent among
these was a tool known as “quantitative easing,” or QE, a policy
of making large purchases of
financial assets. These purchases increased the quantity of
money in the economy, hence the
name quantitative easing. In his academic writings, Bernanke
had advocated QE as a policy for
Japan, where since the late 1990s the Bank of Japan (BoJ) had
reduced its short-term interest rate
to near zero.1 With the federal funds rate at 1%, the Federal
Reserve likely would soon find itself
in the same position as the BoJ, namely at the zero lower bound.
Bernanke would get a chance to
put his academic theories into practice.
The Great Recession and Financial Crisis
What would later be called the Great Recession began officially
in December 2007 as a
typical economic downturn associated with a spike in oil prices
and a decline in home prices, but
it quickly became a severe recession due to links between the
housing and financial markets. As
3. home prices across the United States and other countries fell in
2006 and 2007, foreclosure rates
began to rise; this in turn rendered almost worthless many
previously AAA-rated mortgage-
backed securities (MBS) that derived their value from pools of
mortgages (see Exhibit 2 and
Exhibit 3). In turn, uncertainty about which financial
institutions held worthless MBS—and
which financial institutions insured the losses of those that
did—caused what amounted to bank
runs on several large financial institutions.
1 See Ben Bernanke, “Japanese Monetary Policy: A Case of
Self-Induced Paralysis?” in Ryoichi Mikitani and Adam Simon
Posen,
eds., Japan’s Financial Crisis and Its Parallels to U.S.
Experience (Washington, DC: Institute for International
Economics, 2000).
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in ECO 9713 Fall 2022 taught by RHONDA HALPERN, CUNY
- Baruch College from Aug 2022 to Dec 2022.
QUANTITATIVE EASING KEL782
2 KELLOGG SCHOOL OF MANAGEMENT
Early notable victims included Countrywide Financial, which
reached a deal in January 2008
to be purchased by Bank of America, and Northern Rock, which
was nationalized by the British
4. government in February 2008. Both were heavily involved in
mortgage lending and unable to
obtain financing through credit markets. Then, on March 16,
2008, the FOMC held an emergency
meeting in response to the imminent collapse of Bear Stearns, at
that time the fifth largest
investment bank in the United States. During that meeting, the
Federal Reserve pledged financing
for J.P. Morgan to purchase Bear Stearns at $2 per share, less
than 7% of Bear Stearns’s market
value two days earlier. Six months later, another large
investment bank, Lehman Brothers, faced a
similar crisis. This time, however, the Federal Reserve was
unable or unwilling to provide a
bailout, and no buyer could be found. As a result, Lehman
Brothers, the fourth largest U.S.
investment bank at the time, filed for Chapter 11 bankruptcy
protection on September 15, 2008.
On the day of Lehman’s bankruptcy filing, the Dow Jones
Industrial Average plummeted 500
points (-4.4%), its largest decline since the attacks of September
11, 2001. Lehman’s downfall
created widespread panic in financial markets, as investors
scrambled to move their funds out of
other potentially at-risk institutions and investments. The
multinational insurance giant AIG
suffered a liquidity crisis the day after Lehman’s bankruptcy
filing. This time, however, the
Federal Reserve stepped in to prevent the collapse of AIG by
providing a secured credit facility of
up to $85 billion. This was followed a week later by the federal
takeover of Fannie Mae and
Freddie Mac, government-sponsored enterprises (GSEs) that
securitized mortgages in the form of
MBS. Exhibit 4 shows the magnitude of financial institution
5. write-downs throughout this period.
By the time the FOMC met on October 29, the Dow Jones had
dropped more than 2,300
points, or 20.6%, since Lehman’s bankruptcy. Meanwhile, the
turmoil in the financial sector was
also being felt in the real economy. According to the Federal
Reserve’s October 2008 Senior
Loan Officer Opinion Survey, credit standards were tightening
sharply (see Exhibit 5). Real GDP
fell 3.7% during the third quarter of 2008 and the
unemployment rate, which was on a sharp
upward trajectory, reached 6.5% in October, up from 5% at the
start of the recession (see Exhibit
6).
Quantitative Easing
As the economic situation continued to deteriorate following the
October 29 FOMC meeting,
it became clear that the Federal Reserve would soon be forced
to lower its target rate further.
With the target rate already at 1%, however, the Federal
Reserve did not have much room for
further easing. Monetary policy would soon be constrained by
the zero lower bound.
The Zero Lower Bound
One way to look at the zero lower bound is through the lens of
the Taylor rule. Named after
its creator, Stanford economist John Taylor, this mathematical
formula indicates how much a
central bank should adjust its policy rate in response to changes
in inflation, output, or
unemployment. More specifically, Taylor proposed the
6. following equation:
∗ ∗
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KEL782 QUANTITATIVE EASING
KELLOGG SCHOOL OF MANAGEMENT 3
Applying this equation to the United States, represents the
federal funds rate, ∗ is the
equilibrium real interest rate, is the inflation rate, ∗ is the
Federal Reserve’s target inflation
rate, is the logarithm of real GDP, and is the logarithm of
potential output. The coefficients
and tell the Federal Reserve how much to adjust the federal
funds rate in response to
deviations in the inflation rate from its target and to deviations
in real GDP from potential
output.2
From 1988 to 2007, under first Alan Greenspan and then Ben
Bernanke, the Federal Reserve
had set the federal funds rate in a manner that could be
described by a modified Taylor rule (see
Exhibit 1). The main difference between Taylor’s rule and
actual Federal Reserve policy was that
Taylor proposed, in a paper published in 1993, that the Federal
7. Reserve choose equal to one-
half and equal to one-half, whereas the Federal Reserve
appeared to choose to be closer to
one.3
Beginning in late 2008, the Federal Reserve’s modified Taylor
rule began to recommend a
negative federal funds rate, something that was impossible to
implement. This constraint on the
federal funds rate is a consequence of the fact that investors can
always earn at least a 0%
nominal return by holding cash. As a result, banks will almost
never be willing to lend reserves at
a rate below 0%, that is, to pay to lend reserves. So, according
to the modified Taylor rule, by late
2008, Federal Reserve policy was constrained by the zero lower
bound.
Although new to the Federal Reserve, the zero lower bound was
familiar territory for Japan’s
central bank, the BoJ. In 1995 the BoJ had dropped its target
rate below 1% in an attempt to
combat deflation and a stagnant economy. This rate remained
close to zero for several years, but
Japan’s Lost Decade continued unabated. So in 2001, under
pressure to do something more to
stimulate the Japanese economy, the BoJ became the world’s
first central bank to try quantitative
easing. Among those calling for increased use of quantitative
easing in Japan at that time was Ben
Bernanke, then a Princeton economics professor.4 Seven years
later, Bernanke had the
opportunity to put his theories to the test in the United States.
QE1
8. On November 25, 2008, the Federal Reserve issued a press
release announcing plans to
purchase up to $600 billion in financial assets in what would
later be referred to as QE1. Of these
funds, $500 billion would be used to purchase MBS backed by
Fannie Mae, Freddie Mac, and
Ginnie Mae. The remaining $100 billion would go to purchase
direct obligations (i.e., plain
vanilla bonds rather than MBS) of Fannie Mae, Freddie Mac,
and the Federal Home Loan Banks.
Over the next four months, the Federal Reserve made four more
announcements regarding
quantitative easing. On December 1, Bernanke gave a speech in
which he described “several
2 The Taylor rule is sometimes written in terms of
unemployment gaps rather than GDP gaps, appealing to Okun’s
law relating GDP
gap deviations to unemployment deviations. In this case, the
last term in the Taylor rule is modified from to
, where is the unemployment rate and is the natural rate of
unemployment.
3 See John B. Taylor, “Discretion versus Policy Rules in
Practice,” Carnegie-Rochester Conference Series on Public
Policy 39 (1993):
195–214, and John B. Taylor, “A Historical Analysis of
Monetary Policy Rules,” in Monetary Policy Rules (Chicago:
University of
Chicago Press, 1999), pp. 319–41.
4 See Ben Bernanke, “Japanese Monetary Policy: A Case of
Self-Induced Paralysis?” in Ryoichi Mikitani and Adam Simon
Posen,
eds., Japan’s Financial Crisis and Its Parallels to U.S.
9. Experience (Washington, DC: Institute for International
Economics, 2000).
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- Baruch College from Aug 2022 to Dec 2022.
QUANTITATIVE EASING KEL782
4 KELLOGG SCHOOL OF MANAGEMENT
means by which the Fed could influence financial conditions
through the use of its balance
sheet,” including purchases of “longer-term Treasury or agency
securities on the open market in
substantial quantities.”5 Then, on December 16, the FOMC
lowered its target federal funds rate to
0%–0.25%, essentially hitting the zero lower bound. The press
release for this meeting also stated
that the Federal Reserve stood “ready to expand its purchases of
agency debt and mortgage-
backed securities as conditions warrant” and was “also
evaluating the potential benefits of
purchasing longer-term Treasury securities.”6 Similar comments
were made after the subsequent
FOMC meeting held on January 28.7 Finally, on March 18, the
Federal Reserve expanded QE1 to
include $1.25 trillion in MBS purchases and $300 billion in
long-term Treasury purchases.
Although it is impossible to fully identify the effects of QE1 on
the economy, some insight
10. about its effects can be obtained using an event study
methodology.8 With this approach, key
variables are observed shortly before and after each of the five
announcements described above.
To the degree that these announcements represented the
dominant news affecting the market on
their respective dates, changes in certain variables around the
announcements can shed light on
the channels through which QE1 operated, as well as its overall
impact. Intraday movements in
10-year Treasury yields and trading volume for each of the
event dates provide evidence that the
five announcements were indeed the major piece of news on
their respective dates (see Exhibit
7). Further evidence for the effects of QE1 can be found in
Table 1 below, which displays the
two-day changes in the yields of several securities summed
across the five event dates. Table 2
contains this same information for federal funds futures at
various maturities; the average yield
curve before and after the five announcements provide
additional evidence (see Exhibit 8).
Table 1: Changes in Yields (in Basis Points) on Select
Securities
QE1 QE2
5-year Treasuries -74 -17
10-year Treasuries -107 -18
Agency MBS (10-year duration) -107 -12
Baa Corporate Yield -81 -7
Credit Default Swapa -40 2
11. 10-year TIPS -187 -25
a The credit default swap yield in this table corresponds to an
index of Baa corporates.
Table 2: Changes in Yields (in Basis Points) on Federal Funds
Futures by Maturity
QE1 QE2
3rd month -28 0
6th month -27 -1
12th month -33 -4
24th month -40 -11
5 Ben S. Bernanke, “Federal Reserve Policies in the Financial
Crisis,” speech at the Greater Austin Chamber of Commerce,
Austin,
Texas, December 1, 2008,
http://www.federalreserve.gov/newsevents/speech/bernanke2008
1201a.htm.
6 Board of Governors of the Federal Reserve System, press
release, December 16, 2008,
http://www.federalreserve.gov/newsevents/
press/monetary/20081216b.htm.
7 Board of Governors of the Federal Reserve System, press
release, January 28, 2009,
http://www.federalreserve.gov/newsevents/
press/monetary/20090128a.htm.
8 See Arvind Krishnamurthy and Annette Vissing-Jorgensen,
“The Effects of Quantitative Easing on Interest Rates: Channels
and
12. Implications for Policy,” Brookings Papers on Economic
Activity, Fall 2011.
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- Baruch College from Aug 2022 to Dec 2022.
KEL782 QUANTITATIVE EASING
KELLOGG SCHOOL OF MANAGEMENT 5
QE1 was executed over a period of sixteen months and
concluded when the last of its
purchases were made during March 2010. By that time, the U.S.
economy was no longer in free
fall, but the unemployment rate was 9.9% and the recovery
appeared to be proceeding at a slow
pace. Meanwhile, dark clouds were forming over Europe, which
was showing early signs of a
sovereign debt crisis. After months of sluggish recovery and
talk of a “double-dip recession,”
Wall Street began to speculate about QE2.
QE2
The first official hint of QE2 came on August 10, 2010, when
the FOMC announced its plan
to “keep constant the Federal Reserve’s holdings of securities at
their current level by reinvesting
principal payments from agency debt and agency mortgage-
backed securities in longer-term
Treasury securities.”9 Prior to this announcement, markets had
13. expected the Federal Reserve to
gradually reduce its balance sheet. The announcement indicated
a shift toward long-term
Treasuries and away from MBS, which had been the focus of
QE1. The next FOMC
announcement on September 21 reaffirmed this position and
added that the committee was
“prepared to provide additional accommodation if needed to
support the economic recovery.”10
This language was interpreted by many market participants as
signaling a new round of asset
purchases by the Federal Reserve. For example, Goldman Sachs
economists forecasted that the
Federal Reserve would purchase up to $1 trillion of
Treasuries.11 As a result of these widespread
expectations, markets were underwhelmed when, on November
3, the FOMC finally announced
its plan to purchase $600 billion in long-term Treasuries.
Applying the event study approach to QE2, there are three
possible dates to work with, but
because the November 3 announcement was largely priced into
the market beforehand, only the
August 10 and September 21 announcements are included in the
data provided here. Intraday
movements in 10-year Treasury yields and trading volumes
provide evidence that the QE2
announcements were the major news event on their respective
release dates (see Exhibit 9). As
with QE1, further evidence can be found in the changes in
security yields and the yields on
federal funds futures (see Tables 1 and 2), and the average yield
curve before and after the
announcements provide additional evidence (see Exhibit 10).
QE3
14. On September 13, 2012, the Federal Reserve launched QE3. It
was announced that the
Federal Reserve would purchase MBS at a pace of $40 billion
per month, and it would purchase
longer-term Treasury securities at a pace of $45 billion per
month. The Treasury purchases were
for the most part expected, but the announcement of MBS
purchases took the market by surprise.
It indicated a shift back toward MBS, unlike the exclusive focus
on Treasury securities in QE2.
Of further surprise was the Federal Reserve’s indication that
purchases would continue until the
9 Board of Governors of the Federal Reserve System, press
release, August 10, 2010,
http://www.federalreserve.gov/newsevents/press/
monetary/20100810a.htm.
10 Board of Governors of the Federal Reserve System, press
release, September 21, 2010,
http://www.federalreserve.gov/newsevents/
press/monetary/20100921a.htm.
11 “FOMC Rate Decision—Fed Signals Willingness to Ease
Further if Growth or Inflation Continue to Disappoint,”
Goldman Sachs
Newsletter, September 21, 2010.
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15. QUANTITATIVE EASING KEL782
6 KELLOGG SCHOOL OF MANAGEMENT
labor market improved, within the context of price stability. The
press release stated, “If the
outlook for the labor market does not improve substantially, the
Committee will continue its
purchases of agency mortgage-backed securities, undertake
additional asset purchases, and
employ its other policy tools as appropriate until such
improvement is achieved in a context of
price stability.”12 The open-ended nature of this purchase
commitment led some commentators to
dub QE3 as “QE infinity.”13
Table 3: Changes in Yields (in Basis Points) on Select
Securities
QE3
5-year Treasuries -6
10-year Treasuries -3
Agency MBS (10-year duration) -15
Baa Corporate Yield 0
Credit Default Swapa 0
10-year TIPS -11
a The credit default swap yield in this table corresponds to an
investment grade index.
Table 4: Changes in Yields (in Basis Points) on Federal Funds
16. Futures by Maturity
QE3
3rd month 0
6th month 0
12th month 0
24th month -3
The event study for QE3 involves only one clear-cut surprise
date, the announcement date of
September 13, 2012. Table 3 and Table 4 provide data on the
one-day change in asset prices
across the event date.14
The QE Debate
Although Bernanke had been a longtime proponent of
quantitative easing and the majority of
FOMC members agreed that QE1, QE2, and QE3 were merited,
committee members held a wide
range of views regarding the policy. Much of the debate
surrounded the potential costs and
benefits of the Federal Reserve’s actions.
12 Board of Governors of the Federal Reserve System, press
release, September 13, 2012,
http://www.federalreserve.gov/newsevents/
press/monetary/20120913a.htm.
13 Sam Jones, “Hedge Fund Sceptics Warn on ‘QE Infinity,’”
Financial Times, September 25, 2012.
14 See Arvind Krishnamurthy and Annette Vissing-Jorgensen,
17. “The Ins and Outs of Large Scale Asset Purchases,” Federal
Reserve
Bank of Kansas City Economic Symposium on the Global
Dimensions of Unconventional Monetary Policy, Jackson Hole,
Wyoming,
August 2013.
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KEL782 QUANTITATIVE EASING
KELLOGG SCHOOL OF MANAGEMENT 7
Potential Benefits of QE
Janet Yellen, former president of the Federal Reserve Bank of
San Francisco and vice
chairwoman of the Federal Reserve, was a vocal supporter of
quantitative easing. In a January
2011 speech defending the Federal Reserve’s decision to
proceed with QE2, she described the
policy’s potential benefits:
Turning now to the macroeconomic effects of the Federal
Reserve’s securities purchases,
there are several distinct channels through which these
purchases tend to influence
aggregate demand, including a reduced cost of credit to
consumers and businesses, a rise
in asset prices that boosts household wealth and spending, and a
18. moderate change in the
foreign exchange value of the dollar that provides support to net
exports.15
She also cited the results of the Federal Reserve’s forecasting
model, which predicted that by
2012, “the full program of securities purchases will have raised
private payroll employment by
about 3 million jobs.”16
In an October 2010 speech, William Dudley, president of the
Federal Reserve Bank of New
York and another of the FOMC’s so-called inflation doves,17
emphasized the effects of
quantitative easing through the mortgage-rate and business-
lending channels:
Lower long-term rates would make housing more affordable and
support consumption by
enabling households to refinance their mortgages at lower rates.
This would increase the
amount of income left over for other spending. Of course, this
channel can be made more
powerful to the extent that further progress can be made in
efficient mortgage debt
restructurings that allow households with negative equity in
their homes to take
advantage of the drop in mortgage rates. In addition, lower
long-term rates would reduce
the cost of capital for businesses, thereby fostering higher
levels of capital spending for
any given economic outlook.18
In addition to the channels emphasized in these speeches,
Chairman Bernanke also described the
signaling channel of quantitative easing:
19. Large-scale asset purchases . . . can signal that the central bank
intends to pursue a
persistently more accommodative policy stance than previously
thought, thereby lowering
15 Janet L. Yellen, “The Federal Reserve’s Asset Purchase
Program,” speech at the The Brimmer Policy Forum, Allied
Social Science
Associations Annual Meeting, Denver, Colorado, January 8,
2011, http://www.federalreserve.gov/newsevents/speech/
yellen20110108a.htm.
16 Ibid.
17 The Federal Reserve has a dual mandate to create high
employment and keep inflation low. The term “dove” is used to
indicate a
policymaker who places a greater weight on high employment in
this dual mandate, while the term “hawk” is used to indicate a
policymaker who places a greater weight on inflation.
18 William C. Dudley, “The Outlook, Policy Choices and Our
Mandate,” speech at the Society of American Business Editors
and
Writers Fall Conference, City University of New York,
Graduate School of Journalism, New York City, October 1,
2010,
http://www.newyorkfed.org/newsevents/speeches/2010/dud1010
01.html.
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20. QUANTITATIVE EASING KEL782
8 KELLOGG SCHOOL OF MANAGEMENT
investors’ expectations for the future path of the federal funds
rate and putting additional
downward pressure on long-term interest rates, particularly in
real terms.19
Furthermore, Bernanke pointed out that during periods of
financial crisis like that of late 2008,
“asset purchases may also improve the functioning of financial
markets, thereby easing credit
conditions in some sectors.”20
Potential Costs of QE
In a November 2010 speech, Richard Fisher, president of the
Federal Reserve Bank of Dallas
and one of the FOMC’s so-called inflation hawks, described the
doubts he had about QE2:
I could not state with conviction that purchasing another several
hundred billion dollars
of Treasuries—on top of the amount we were already committed
to buy in order to
compensate for the run-off in our $1.25 trillion portfolio of
mortgage-backed securities—
would lead to job creation and final-demand-spurring behavior.
But I could envision
such action would lead to a declining dollar, encourage further
speculation, provoke
commodity hoarding, accelerate the transfer of wealth from the
deliberate saver and the
unfortunate, and possibly place at risk the stature and
21. independence of the Fed.21
In February 2013, Federal Reserve Governor Jeremy Stein gave
a speech on what he saw as
overheating in the credit markets. Exhibit 11 and Exhibit 12,
which are figures referred to in
Stein’s speech, show that inflows into high-yield mutual funds,
high-yield exchange traded funds
(ETFs), and real-estate investment trusts (REITs) had surged
from 2010 onward. Commenting on
these market developments, Stein noted:
. . . a prolonged period of low interest rates, of the sort we are
experiencing today, can
create incentives for agents to take on greater duration or credit
risks, or to employ
additional financial leverage, in an effort to “reach for yield.”
An insurance company
that has offered guaranteed minimum rates of return on some of
its products might find
its solvency threatened by a long stretch of low rates and feel
compelled to take on added
risk. A similar logic applies to a bank whose net interest
margins are under pressure
because low rates erode the profitability of its deposit-taking
franchise . . .22
In a December 2010 speech, Charles Plosser, president of the
Federal Reserve Bank of
Philadelphia, expressed concerns about the Federal Reserve’s
ability to reduce its balance sheet
without stoking inflation:
While the high level of excess reserves is not inflationary now,
as the economic recovery
strengthens, the Fed must be able to remove or isolate these
22. reserves to keep them from
19 Ben S. Bernanke, “Monetary Policy since the Onset of the
Crisis,” speech at the Federal Reserve Bank of Kansas City
Economic
Symposium, Jackson Hole, Wyoming, August 31, 2012,
http://www.federalreserve.gov/newsevents/speech/bernanke2012
0831a.htm.
20 Ibid.
21 Richard W. Fisher, remarks before the Association for
Financial Professionals, San Antonio, Texas, November 8, 2010,
http://dallasfed.org/news/speeches/fisher/2010/fs101108.cfm.
22 Jeremy C. Stein, “Overheating in Credit Markets: Origins,
Measurement, and Policy Responses,” speech at the Federal
Reserve
Bank of St. Louis, St. Louis, Missouri, February 7, 2013,
http://www.federalreserve.gov/newsevents/speech/stein2013020
7a.htm.
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KEL782 QUANTITATIVE EASING
KELLOGG SCHOOL OF MANAGEMENT 9
becoming what I have called the kindling that could fuel
excessive inflation. In other
words, if banks began to put the reserves to use in the same
manner as they did before the
23. crisis, money in circulation would increase sharply. We do not
know when that will
happen or how long it will take for the banking system to make
the adjustment. To
address this looming challenge, the Fed is developing and
testing tools to help us prevent
such a rapid explosion in money. But, of course, we won’t know
for certain how effective
these new tools are until we need to use them in our exit
strategy.23
Exhibit 13 plots the monetary base (M0), which includes bank
reserves as well as currency in
circulation. Plosser’s concern regarding the high level of bank
reserves is reflected in the rapid
growth of M0. As Plosser notes, broader measures of money in
circulation such as M2 (see
Exhibit 11) have not kept pace with M0, indicating that banks
have not put the reserves to use.
Exhibit 14 plots the yields on 10-year nominal Treasury bonds
and 10-year Treasury inflation
indexed bonds (TIPS). The difference between the yields in
these series can be used to measure
long-term inflation expectations.
Plosser also pointed out the fact that “the Federal Reserve also
faces interest rate risk by
purchasing these long-term government bonds. If rates go up
and the Fed were forced to sell the
bonds in order to prevent inflation, the Fed would take a
loss.”24
In a March 2009 speech, Jeffrey Lacker, president of the
Federal Reserve Bank of Richmond,
described his view that recent Federal Reserve actions put the
central bank’s political
24. independence at risk:
Government lending, whether by the Fed or by the Treasury,
fundamentally represents
fiscal policy in the sense that it channels taxpayer funds to
private sector entities. The
presumption ought to be that such lending is subject to the
checks and balances of the
appropriations process laid out in the Constitution. Using the
Fed’s balance sheet is at
times the path of least resistance, because it allows government
lending to circumvent the
Congressional approval process. This risks entangling the Fed
in attempts to influence
credit allocation, thereby exposing monetary policy to political
pressures.25
Table 5: Holdings of Agency MBS and US Treasury Debt, by
Holder ($ in billions)
Agency MBS Treasury (1–5 yr) Treasury (>5 yr)
Fed Non-Fed Fed Non-Fed Fed Non-Fed
30-Jun-08 0 4,756 173 1,389 183 1,275
30-Jun-12 947 4,656 516 3,710 1,092 2,335
30-Jun-13 1,208 4,547 552 4,125 1,382 2,392
Source: Federal Reserve, U.S. Treasury, SIFMA.
23 Charles I. Plosser, “Economic Outlook and Monetary
Policy,” speech at the 32nd Annual Economic Seminar,
Rochester, New York,
25. December 2, 2010,
http://www.philadelphiafed.org/publications/speeches/plosser/2
010/12-02-10_university-of-rochester.cfm.
24 Ibid.
25 Jeffrey M. Lacker, “Government Lending and Monetary
Policy,” speech at the 2009 National Association for Business
Economics
Economic Policy Conference, Alexandria, Virginia, March 2,
2009, http://www.richmondfed.org/press_room/speeches/
president_jeff_lacker/2009/lacker_speech_20090302.cfm.
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QUANTITATIVE EASING KEL782
10 KELLOGG SCHOOL OF MANAGEMENT
As of the summer of 2013, the Federal Reserve’s actions in the
MBS and Treasury market
were substantial relative to the size of these markets. Table 5
provides data on the Federal
Reserve and private sector’s (i.e., non-Fed) holdings of long
maturity U.S. Treasury debt, broken
down into Treasury bonds with one- to five-year maturity and
bonds with greater than five-year
maturity. The table also provides data on the holdings of
Agency MBS. As the table shows, the
Federal Reserve was substantially invested in these markets,
and these numbers begged the
question of how much involvement was too much.
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KEL782 QUANTITATIVE EASING
KELLOGG SCHOOL OF MANAGEMENT 11
Definitions
CREDIT DEFAULT SWAPS
A credit default swap (CDS) is a financial derivative contract
between two parties. The seller
of the CDS agrees to compensate the buyer in the event that a
third party defaults on a loan or
debt obligation. In return, the buyer makes a series of payments
to the seller. For a buyer who is
also the holder of the specified loan, a CDS provides insurance
against default; however, buyers
of CDS contracts are not required to hold the loan in question.
A CDS in which the buyer has no
direct insurable interest is referred to as a “naked” CDS. Given
their insurance value, CDS yields
are often used as a measure of credit risk.
For example, let us suppose that the CDS price for five years of
protection against default on
the senior debt of Bank A trades at 1%. This means that to
27. insure against default on $1,000 face
value of senior debt of Bank A, the buyer of the CDS pays an
insurance premium of 1% × $1,000
= $10 annually. Suppose an investor purchases $1,000 of the
senior debt of Bank A at par and
offering a yield of 5%. Then, if the investor further purchases
the CDS against the default on this
debt, the investor will effectively own a riskless bond whose
return is equal to 4% (i.e., 5% –
1%). Thus, the 1% CDS price measures the credit or default risk
on this bond.
FEDERAL FUNDS FUTURES
Federal funds futures are standardized, exchange-traded
derivative contracts. In order to
describe this contract, let ̅ denote the average value of the daily
effective federal funds rate over
some future month, and let denote the current federal funds
futures rate for contracts settled at
the end of that month. The buyer of a federal funds futures
contract that matures at the end of the
month in question must compensate the seller if it turns out
that ̅ , and vice versa if ̅.
Because federal funds futures represent bets on the value of the
federal funds rate at different time
horizons, they are often used to gauge market expectations
about future Federal Reserve policy.
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28. QUANTITATIVE EASING KEL782
12 KELLOGG SCHOOL OF MANAGEMENT
‐10
‐8
‐6
‐4
‐2
0
2
4
6
8
10
12
1988 1990 1992 1994 1996 1998 2000 2002 2004 2006 2008
2010 2012 2014
Federal Funds Rate Taylor (1993) Rule Modified Taylor Rule
Exhibit 1: Actual Federal Funds Rate and Taylor Rules, 1988–
29. 2014
Source: Federal Reserve Bank of St. Louis Economic Data,
Congressional Budget Office.
Note: The Taylor rules in this chart are based on:
i r∗ π β π π∗ β u u
where the output term has been replaced with u u ,
following footnote 2 and an Okun’s law estimate of the
relationship between the
output gap and unemployment of one-half. The original rule
proposed by John Taylor in Taylor (1993) sets equal to one-
half and
equal to one. The modified Taylor rule sets equal to one-half
and equal to two. The data for the chart is based on
unemployment and
core CPI inflation. The inflation target (π∗ ) is assumed to be
2%; the natural rate of interest (r∗ ) is assumed to be 2%; and
the natural rate of
unemployment (u ) is based on the Congressional Budget
Office’s quarterly estimates.
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KEL782 QUANTITATIVE EASING
KELLOGG SCHOOL OF MANAGEMENT 13
‐
5.0
10.0
15.0
20.0
25.0
0
50
100
150
200
31. 250
2000 2002 2004 2006 2008 2010 2012
Exhibit 2: S&P/Case-Shiller Ten-City Index of Home Prices,
2000–2013
Source: Federal Reserve Bank of St. Louis Economic Data
Note: Indexed to 100 in 2000.
Exhibit 3: Percentage of Homeowners with Negative Equity
32. Sources: FDIC, Equifax, Moody’s Analytics.
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QUANTITATIVE EASING KEL782
14 KELLOGG SCHOOL OF MANAGEMENT
0
200
400
600
800
1000
1200
1400
Cumulative Writedowns Cumulative Capital Raised
Exhibit 4: U.S. Financial Institutions (Banks/Brokers,
Insurance, Monolines)
33. Writedowns and Capital Raised (billions of dollars)
Source: Bloomberg.
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KEL782 QUANTITATIVE EASING
KELLOGG SCHOOL OF MANAGEMENT 15
‐30%
‐20%
‐10%
0%
34. 10%
20%
30%
40%
50%
60%
70%
80%
2000 2002 2004 2006 2008 2010 2012 2014
Net Percentage of Domestic Banks Tightening Standards on
Consumer Loans, Credit Cards
Exhibit 5: Lending Standards for Mortgage and Consumer
Loans, 2000–2014
Source: Federal Reserve Bank of St. Louis Economic Data.
35. Source: Federal Reserve Bank of St. Louis Economic Data.
‐20%
0%
20%
40%
60%
80%
100%
2008 2009 2010 2011 2012 2013 2014
Net Percentage of Domestic Banks Tightening Standards for Pri
me Mortgage Loans
Net Percentage of Domestic Banks Tightening Standards for No
ntraditional Mortgage
Loans
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- Baruch College from Aug 2022 to Dec 2022.
37. 14,000
15,000
16,000
17,000
2000 2002 2004 2006 2008 2010 2012
B
ill
io
n
s
o
f
$
Real GDP CBO estimated Real Potential GDP
Exhibit 6: U.S. Macroeconomic Data
Source: Federal Reserve Bank of St. Louis Economic Data.
38. Source: Federal Reserve Bank of St. Louis Economic Data,
Congressional Budget Office.
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KEL782 QUANTITATIVE EASING
KELLOGG SCHOOL OF MANAGEMENT 17
Exhibit 7: 10-Year Treasury Yields and Trading Volumes on the
Five QE1 Event
Dates
39. Source: Arvind Krishnamurthy and Annette Vissing-Jorgensen,
“The Effects of Quantitative Easing on Interest Rates: Channels
and
Implications for Policy,” Brookings Papers on Economic
Activity, Fall 2011.
Note: The x-axis gives time of day, with the vertical lines
marking the event time corresponding to a QE announcement.
The top panel
graphs 10-year Treasury yields over the trading day, while the
bottom panel graphs trading volume in the 10-year Treasury
bond over the
trading day.
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- Baruch College from Aug 2022 to Dec 2022.
QUANTITATIVE EASING KEL782
18 KELLOGG SCHOOL OF MANAGEMENT
Exhibit 8: Pre- and Post-QE1 Announcement Average Yield
Curve from Federal
Funds Futures
Source: Arvind Krishnamurthy and Annette Vissing-Jorgensen,
“The Effects of Quantitative Easing on Interest Rates: Channels
and
Implications for Policy,” Brookings Papers on Economic
Activity, Fall 2011.
For the exclusive use of I. Diawara, 2022.
41. This document is authorized for use only by Ibrahima Diawara
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KEL782 QUANTITATIVE EASING
KELLOGG SCHOOL OF MANAGEMENT 19
Exhibit 9: 10-Year Treasury Yields and Trading Volumes on the
Two QE2 Event
Dates
Source: Arvind Krishnamurthy and Annette Vissing-Jorgensen,
“The Effects of Quantitative Easing on Interest Rates: Channels
and
Implications for Policy,” Brookings Papers on Economic
Activity, Fall 2011.
Note: The x-axis gives time of day, with the vertical lines
42. marking the event time corresponding to a QE announcement.
The top panel
graphs 10-year Treasury yields over the trading day, while the
bottom panel graphs trading volume in the 10-year Treasury
bond over the
trading day.
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QUANTITATIVE EASING KEL782
20 KELLOGG SCHOOL OF MANAGEMENT
Exhibit 10: Pre- and Post-QE2 Announcement Average Yield
Curve from
Federal Funds Futures
43. Source: Arvind Krishnamurthy and Annette Vissing-Jorgensen,
“The Effects of Quantitative Easing on Interest Rates: Channels
and
Implications for Policy,” Brookings Papers on Economic
Activity, Fall 2011.
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KEL782 QUANTITATIVE EASING
KELLOGG SCHOOL OF MANAGEMENT 21
Exhibit 11: Credit Market Inflows, 2000–2012
44. Source: Jeremy C. Stein, “Overheating in Credit Markets:
Origins, Measurement, and Policy Responses,” speech at the
Federal Reserve
Bank of St. Louis, St. Louis, Missouri, February 7, 2013,
http://www.federalreserve.gov/newsevents/speech/stein2013020
7a.htm, from
Morningstar.
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QUANTITATIVE EASING KEL782
22 KELLOGG SCHOOL OF MANAGEMENT
0
50
100
150
200
250
300
46. 8,000
10,000
12,000
2000 2002 2004 2006 2008 2010 2012 2014
B
ill
io
n
s
o
f
d
o
lla
rs
B
ill
io
n
s
o
f
d
o
lla
rs
M2 (left axis) M0 (right axis)
Exhibit 12: Mortgage REIT Assets, 2000–2013 (billions of
dollars)
47. Source: Federal Reserve Financial Accounts of the United
States.
Exhibit 13: Money Supply Measures, 2000–2014
Source: Federal Reserve Bank of St. Louis Economic Data.
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48. - Baruch College from Aug 2022 to Dec 2022.
KEL782 QUANTITATIVE EASING
KELLOGG SCHOOL OF MANAGEMENT 23
‐2.00
‐1.00
0.00
1.00
2.00
3.00
4.00
5.00
6.00
2003 2005 2007 2009 2011 2013
10‐Year Treasury, Constant Maturity
10‐Year TIPS, Constant Maturity
Exhibit 14: Yields on Nominal Treasury Bonds and Inflation
Protected Treasury
Bonds, 2003–2014
49. Source: Federal Reserve Bank of St. Louis Economic Data.
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Prepare a
one page single spaced document in
Microsoft Word. The email subject line should reflect
the class: ECO 9713 and Case #2 Quantitative Easing. The
attached document to the email should be a maximum of one
page. The attached document should reflect your name, ECO
9713 and Quantitative Easing Case atop of the attached page.
Please ensure that all written submissions are in Arial or simple
readable format. Handwritten assignments will not be accepted
. Also, please proofread for format, organization,
grammar, punctuation, and spelling.
The mandatory writing style for the case is
50. “Bullet Point” format.
Requirements – Submission and Participation:
There are three questions for this case. The first question is
required to be written and submitted per the requirements
above.
For the second and third questions, please prepare your
responses for class discussion. Do not submit your responses to
the second and third questions. You will refer to your
notes/responses during class discussion of the case.
Please note that you are expected to participate in the
class discussion for all three questions and may be called on.
Assignment Questions:
Using the information in the case*
Submission:
1. In analyzing the economic and financial market impacts of
the QE announcements, what are the probable reasons for the
changes in behavior of:
· long-term interest rates,
· short-term interest rates,
· credit default swaps, and
· inflation expectations.
Hint: This question is asking for reasons, not a summary of the
changes in the Tables. For example, 10 year Treasury yields
declined 107 basis points in QE1.
Why?
Class Participation:
2. Choose one sector of the economy and describe
how QE may stimulate that sector. Examples of sectors:
households, banks, corporations, etc.
3. The case reflects statements from several Federal Reserve
and other officials regarding potential risks (costs) of QE.
Choose one of these risks and describe
why you do or do not think it was a potential risk.
51. *Note: Refer to the tables and exhibits in the case to support
your analysis. Also, incorporate topics and theories we have
covered this term and as reflected in the textbook.