This document provides an overview and summary of Standard & Poor's methodology for determining Banking Industry Country Risk Assessments (BICRAs). The methodology evaluates the economic and industry risks facing banking systems in different countries. Economic risk is assessed based on factors like economic resilience, imbalances, and credit risk in the economy. Industry risk considers the regulatory framework, competitive dynamics, and funding stability. Scores are assigned on a scale of 1 to 6 for each risk factor, which are then combined to determine an overall BICRA group ranking from 1 to 10. The document outlines the key factors and sub-factors considered in the analysis.
This document discusses the time dimension of Standard & Poor's credit ratings. It explores how:
1) Creditworthiness and the risk of default are inherently connected to time. Different types of obligors tend to display differing paths of deterioration before defaulting.
2) Credit rating systems can treat time in various ways when defining creditworthiness. S&P's system incorporates aspects of multiple paradigms, including fixed default metrics and cycle-adjusted metrics.
3) Ratings can be both forward-looking, incorporating forecasts, and timely, fully reflecting current views. Credit stability, time, and macroeconomic stress interact in complex ways.
This document summarizes the key points from a speech given by Erdem Başçı, the Governor of the Central Bank of the Republic of Turkey, at the World Bank-IMF Annual Meetings in April 2012. The summary discusses rebalancing of the domestic and external demand in Turkey, moderate economic growth expected in 2012, inflation peaking in April 2012 and falling for the rest of the year, and the Central Bank's focus on using policy tools to achieve its 5% inflation target by mid-2013.
This document provides an overview and summary of Standard & Poor's methodology for determining Banking Industry Country Risk Assessments (BICRAs). The methodology evaluates the economic and industry risks facing banking systems in different countries. Economic risk is assessed based on factors like economic resilience, imbalances, and credit risk in the economy. Industry risk considers the regulatory framework, competitive dynamics, and funding stability. Scores are assigned on a scale of 1 to 6 for each risk factor, which are then combined to determine an overall BICRA group ranking from 1 to 10. The document outlines the key factors and sub-factors considered in the analysis.
This document discusses the time dimension of Standard & Poor's credit ratings. It explores how:
1) Creditworthiness and the risk of default are inherently connected to time. Different types of obligors tend to display differing paths of deterioration before defaulting.
2) Credit rating systems can treat time in various ways when defining creditworthiness. S&P's system incorporates aspects of multiple paradigms, including fixed default metrics and cycle-adjusted metrics.
3) Ratings can be both forward-looking, incorporating forecasts, and timely, fully reflecting current views. Credit stability, time, and macroeconomic stress interact in complex ways.
This document summarizes the key points from a speech given by Erdem Başçı, the Governor of the Central Bank of the Republic of Turkey, at the World Bank-IMF Annual Meetings in April 2012. The summary discusses rebalancing of the domestic and external demand in Turkey, moderate economic growth expected in 2012, inflation peaking in April 2012 and falling for the rest of the year, and the Central Bank's focus on using policy tools to achieve its 5% inflation target by mid-2013.
This document is an autobiographical account describing the narrator's early life and what led to his first voyage overseas. It details how he was born in York, England in 1632 to a German father and English mother. Despite his father's wishes that he pursue a career in law, the narrator was determined to go to sea. His father gave him serious counsel against this decision, worried he would face miseries abroad. Nonetheless, the narrator eventually left home without permission at age 18 and embarked on a ship bound for London, only to face a terrible storm that made him regret his choice.
Hand washing is most effective when made fun for young children. Teachers should set up a comfortable hand washing area with fun soaps, scrubbers, and decorations featuring favorite characters. Proper hand washing should be modeled and taught to occur after using the bathroom, before eating, and when hands are visibly dirty.
The document discusses the author's background growing up in Middlesboro, KY and attending high school there. It then summarizes earning an associate's degree in 2011 and transferring to another university, where the author hopes to eventually become a physician. The author lists several potential career paths and educational goals.
The document discusses traditional and modern conventions for opening film sequences. Traditionally, openings had plain black backgrounds with text listing actors and credits, but modern openings now focus on the main character through close-ups and establishing shots, and use techniques like fast cutting, non-diegetic music, parallel action to set the tone.
This document contains a meeting schedule for Megan Graybosch on Mondays, Wednesdays, and Fridays at 2:00 PM. It also briefly mentions increasing teacher expertise and licensure standards, and refers to an article by Marc Tucker about improving teacher quality in the U.S. It provides credit for several images but does not describe their content.
The document discusses the marketing mix, which consists of 7Ps - Price, Product, Promotion, Place, People, Process, and Physical Environment. It was originally the 4Ps (Price, Product, Promotion, Place) but has been extended to encompass services. Each P is then defined in its own section, outlining factors like pricing strategy, product differentiation methods, promotional strategies beyond advertising, distribution channels, staff representation, consumer processes, and environmental presentation. Proper use of the marketing mix depends on objectives, product, market, and competitors.
The document discusses evidence for the efficacy of hipnosis in treating chronic pain. It reviews several clinical studies from the 1990s and 2000s that found hipnosis interventions reduced pain levels more effectively than other treatments like physiotherapy or medication alone. However, limitations in the experimental designs of these studies meant more research was still needed to determine the effectiveness of hipnosis for reducing chronic pain.
The document discusses how day and night occur on Earth due to its rotation. It explains that when one side of Earth faces the Sun it is daytime there, while the opposite side faces away from the Sun and experiences nighttime. Shadows form when light is blocked by an object, and as the position of the Sun changes during the day, one's shadow also changes in length and direction pointing away from the Sun. The Earth rotates on its axis and revolves around the Sun in an elliptical orbit, which causes the seasons over the course of a year.
British soldiers may soon have electrically conductive yarn woven into their uniforms, allowing a single central power source to provide electricity throughout the uniform instead of multiple batteries. This would let soldiers recharge one battery instead of many and reduce wiring. The company plans to do field tests in May and have limited use by end of year, but full implementation is 1-2 years away. The "e-textiles" would power devices anywhere in the uniform through a "ring main" without cables. A fabric keyboard is also being developed. Connectors in current prototypes are not final. The fabric is being integrated into various parts of the uniform like the vest and helmet.
This document summarizes a media product created by Jamel Thompson. [1] The product challenges conventions of real rap magazines through its masthead, features, images, buttons, price, and barcode on the front cover as well as its color scheme and layout on the contents page. [2] The target audience is described as 16-20 year old predominantly male audiences. [3] The product would likely be distributed by Jeremy Miller, the publisher of the long-running rap magazine "The Source," through newsagents, supermarkets, and social media platforms to effectively reach its target demographic.
This short document expresses support for Israel through repetition of the phrase "Israel forever" with no other context provided. It suggests Israel should continue indefinitely but does not provide any reasoning. The document contains unusual formatting with many blank lines and spaces.
Extrait ebook - Les bases de la conjugaison du portugais européen - Vocabulai...Vocabulaire du Portugal
60 pages pour apprendre l’essentiel de la conjugaison portugaise, avec exercices et fiches pratiques à imprimer.
Les verbes les plus utiles conjugués aux principaux temps, pour vous exprimer et comprendre la plupart des verbes que vous rencontrerez à vos débuts.
Pour obtenir l'ebook complet, rendez-vous sur :
https://vocabulaireduportugal.com/livres-pour-apprendre-le-portugais/
Similar to Emploi du temps, the verb prendre, the imperative (13)
For a French unit on clothing: how to get an opinion on your outfit, give a compliment, and make a critique.
Adjectives to describe clothing using direct object pronouns.
Introduction to the passé composé for beginning French students as well as commonly used - er verbs and expressions to talk about what you did last weekend
A presentation on Albert Camus' "L'étranger", the Absurd, and the passage concerning Marie and Meursault's marriage proposal. Geared toward advanced French students.
Here is a presentation on forms of negation in French. The first slide is a story written using different negating forms. The grammar explanation is based on Magritte paintings.
A revision of all French pronouns (direct, indirect, y and en) and their order both before the verb and after a command. Photographs taken by Cartier-Bresson, Doisneau, and Vivian Maier.
9. Ma matière préférée, c’est …
(My favorite
class is …)
la langue (le français, l’anglais)
les maths
l’histoire
la géographie
le sport, l’ éducation physique
la musique
les sciences
10. Ecrivez dans vos cahiers …
écréation (recess)
le déjeuner (lunch)
11. A little clip about school in
France:
http://www.youtube.com/watch?v=c
Bw9lq7DSXQ
12. L’impératif (Commands)
-ER Verbs
Écoute! (Listen! – to one
person)
Écoutez! (Listen! – to more than
one person)
Autres Verbes
Lis (Read! – to one
person)
Lisez (Read! to more than
one person)
13. Command Marie to do the
following things:
Now can you command Marie AND her friend Char
14. Rappelez-vous? Do you
remember?
What does it mean to conjugate?
Subject Verb
Je (I)
Tu (You)
Il/Elle (He/She)
Nous (We)
Vous (You)
Ils/Elles (They)
It is when I have to make my subject match my
verb!
I change the
ending of my
verbs!
15. Let’s conjugate prendre (to
take)
1.) I take the verb and drop the –re to make my
stem.
--->parler : stem: prend -
2.) Now, add the endings, the petals to my flower.
Je prend
Tu prend
Il/Elle prend
Nous pren
Vous pren
Ils/Elles prenn
s
s
ons
ez
ent
16. Prendre (To take)
Je prends (I take) Nous prenons (We take)
Tu prends (You take) Vous prenez (You take)
Il/Elle/On prend (He/She/One takes) Ils/Elles prennent
(they take)
ex. Monsieur Souris prend le fromage …!
19. I. Associez/ Match. Can you draw the line from French words to their English
meanings? Use your notes in your “cahier” to remind you.
1. Prendre a. I take
2. Je prends b. You take (informal)
3. Tu prends c. You take (formal)
4. Il prend d. They take (boys only)
5. Elle prend e. We take
6. Nous prenons f. They take (girls only)
7. Vous prenez g. He takes
8. Ils prennent h. to take
9. Elles prennent i. She takes
II. Conjugate the verb « prendre » by changing the endings to match the
subject.
1. Tu (prendre) _________________________ un pantalon noir.
2. Je (prendre) _________________________ un taxi.
3. Nous (prendre) ________________________ du café.
4. Ils (prendre) __________________________ du chocolat chaud !
5. Vous (prendre) __________________________le chien avec toi.
6. Elles (prendre) _________________________ la voiture.
7. Maeve (prendre) ________________________________ le lapin.
8. Max (prendre) ________________________________ un thé.
20. Apprendre (to learn)
J’apprend (I learn) Nous appren (We learn)
Tu apprend (You learn) Vous appren
(You learn)
Il/Elle apprend (He/She learns) Ils/Elles apprenn (They learn)
s
s
ons
ez
ent
23. Comprendre (to understand)
Je comprend (I understand) Nous compren
(We understand)
Tu comprend (You understand) Vous compren (You
understand)
Il/Elle comprend Ils/Elles comprenn
(He/She understands) (They understand)
s
s
ons
ez
ent
24. Associez / Match!
Je comprenons
Tu comprennent
Il/Elle comprenez
On
Nous comprend
Vous
Ils/Elles comprends
27. Pratiquez! Conjuguez!
1. Max (comprendre) _______________ l’anglais.
2. J’ (apprendre) _______________ les maths.
3. Tu ne (comprendre)_____________ pas le
néerlandais
4. Vous (apprendre) _________________ les
sciences.
5. Youssou et Manon (comprendre)
______________ le professeur.
6. Elle (prendre) ______________ le livre
SuperMax2.
28. A réfléchir …
Can you think of 5 commands that a parent would say to a
child?
What are some verbs you remember?
Notez-les dans vos cahiers.
29. Dialogue
Write a scene between a bossy parent and a
child who doesn’t want to do anything.
Use the imperative.
Remember vouloir and pouvoir.
Ten lines total
Be creative!