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Why were banks reluctant to lend to each other and customers after the Global Financial Crisis hit?

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Financial market and institutions

Discussion questions: The three discussion questions will cover 30 or 40 marks each, totalling 100 in all. It will be assessed based on the completeness of the answer, clearness of explanations, clarity of arguments and other criteria set for each specific question (such as providing examples, critical assessment, providing recommendations etc). Students should make the link from theories of financial markets that we cover in class to real life market developments and policy measures.

Ahead of the mid-term, here is a sample question and short model answer (one paragraph) that I would probably give full marks to.

Question: Why were banks reluctant to lend to each other and customers after the Global Financial Crisis hit?

Where can you find local statistics on the people you are interested in? In other words, which authorities/sources possess the data that you need? What type of data do you wish to collect, and why? How will that data help you identify problems?

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Idea Building Discussion (IBD) #2

This week’s IBD focuses on the aspects of design-thinking and their role for entrepreneurs. After reading previous week’s content (Chapter 4) on the topic of design-thinking, you are required to think about conducting a needs assessment to identify what people in your community need (please note that this is a hypothetical assessment – you are not required to actually go out and collect data). You can start by identifying key demographics and choosing one group. For example, you may choose “parents of school-age children”, “dog owners”, “people in certain age groups” (e.g., senior citizens), “people for whom English is a second language”, etc. Then, answer the below mentioned questions.

Note that for each of the four questions, your response must be detailed and supported by evidence/links/citations:

  1. Where can you find local statistics on the people you are interested in? In other words, which authorities/sources possess the data that you need?
  2. What type of data do you wish to collect, and why? How will that data help you identify problems?
  3. How will you assess the needs of your chosen group/market/customer-segment? What measures will you take to ensure that the information you collect is reliable?
  4. What seem to be the current needs of this group/market/customer-segment based on the information available publicly (i.e., internet search, articles, news media outlets)? Please provide clear examples backed by evidence/statistics/citations.

Next, develop an empathy based interview protocol to capture the experience and needs of a potential customer (please use Chapter 4 notes to understand what an “empathy map” is and what is meant by “interview protocols”). In other words, if you were interviewing a potential customer about a product/service idea that you may have, what questions would you ask and why? Please make sure to develop an introductory script and a set of questions that would help you design an empathy map.

Your responses will be graded based on the following criteria:

  • The amount of information provided and the quality of the content.
  • The accuracy and relevance of the content.
  • Supplementary evidence (links, statistics, citations) and supporting examples.
  • Clarity of explanation and logical reasoning.
  • Quality of language, articulation of thoughts, and correctness of grammar, format, etc.

Know that in order to earn a full score on this assignment, your response must go “above and beyond” the basic requirements. A student displaying “minimal” effort by providing a “bare minimum” response to a question cannot expect to receive full points on it.

 

Is this a single-parameter environment? Does the greedy allocation rule maximize social welfare? Prove the claim or construct an explicit counterexample.

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Homework 4

You can earn extra credit by typing up your solutions in LaTeX. I suggest you use Overleaf as a LaTeX editor.

• Exercise adapted from Problem 4.3:
Consider a set M of distinct items. There are n bidders, and each bidder i has a publicly known subset Ti ⊆ M of items that it wants, and a private valuation vi for getting them. If bidder i is awarded a set Si of items at a total price of p, then her utility is vixi − p, where xi is 1 if Si ⊇ Ti and 0 otherwise. Since each item can only be awarded to one bidder, a subset W of bidders can all receive their desired subsets simultaneously if and only if Ti ∩ Tj = ∅ for each distinct i, j ∈ W .

(a) Is this a single-parameter environment? Explain fully.

(b) The allocation rule that maximizes social welfare is well known to be NP hard (as the Knapsack auction was) and so we make a greedy allocation rule. Given a reported truthful bid bi from each player i, here is a greedy allocation rule:
(i) Initialize the set of winners W = ∅, and the set of remaining items X = M.
(ii) Sort and re-index the bidders so that b1 ≥ b2 ≥ · · · ≥ bn.
(iii) For i = 1, 2, 3, . . . , n :

If Ti ⊆ X, then:
– Delete Ti from X. – Add i to W .

(iv) Return W (and give the bidders in W their desired items).
Is this allocation rule monotone (bidder smaller leads to a smaller cost)? If so, find a DSIC auction based on this allocation rule. Otherwise, provide an explicit counterexample.

(c) Does the greedy allocation rule maximize social welfare? Prove the claim or construct an explicit counterexample.
• Exercise 6.4
• Exercise 7.4
• Exercise 9.5

• Exercise 10.5
• Exercise 10.6

Comment on Exercise 9.5 Here is a more clear description of the Random Serial Dictatorship
algorithm:
(i) Each agent submits a ranked list of house preferences.
(ii) The agents are randomly ordered (independent of their ranked list of house preferences).
(iii) The agents are considered in order. When agent i is considered, she receives her top-ranked option that is still availa

Select an appropriate approach (philosophy and methodology) to meet specific research aims and objectives at doctoral level. Develop a proposal for an original research project in line with the requirements of the University for doctoral study including full consideration of research integrity and ethics.

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The role of charity funds in solving social problems and integrating their operations with banks

Purpose of the Assessment
The purpose of this assignment is to demonstrate that you can formulate academically rigorous and practically feasible research proposal, setting out the detailed parameters for the proposed independent research project.

Assessment Criteria
Your proposal should address the contents of the headings sections described above and these should fit together in a coherent way. You may wish to change the heading titles slightly, or merge some headings together, nevertheless, the proposal should provide the contents expected under such headings. Make sure that you use academic and authoritative sources of up-to-date literature and that you can show that you are familiar with different views and arguments in the literature about your topic. The methodology should be feasible as well as theoretically justified. Your proposal should show that it can be carried out to completion in realistic time frame. The specified word count excludes the reference list and appendices (if applicable).

Ensure that you know how to use Harvard referencing. Use the submission site to check the originality of your work; you will be able to overwrite the first submission by the due date.Also ensure that your proposal is not a copy from previous assignments. Please also note that pre-submission feedback will be provided by your critical friend.

This assignment will be marked in accordance with level 8 criteria.

Learning Outcomes
On successful completion of this assessment, you will be able to:

a) Understand what scoping an area of research means.

b) Select an appropriate approach (philosophy and methodology) to meet specific research aims and objectives at doctoral level.

c) Develop a proposal for an original research project in line with the requirements of the University for doctoral study including full consideration of research integrity and ethics.

d) The ability to work independently.

e) Critical thinking and writing skills in presenting an academic case.

Examine your list. Which details are the most important? Should any trivial or minor causes or effects be revised or deleted? Should any important ones be added? How should your causes or effects be organized – by time, by order of importance, or by type?

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Writing Organizer: Cause and Effect

 Cause and effect explains reasons why something happens or examines its results.

 Topic

 

  1. Describe your topic.
  2. Are you focusing on what caused something to happen or the results it produced?

 

  1. What are the most important things you want to share with readers?

 

Event

 

  1. Describe the main event you are writing about.

 

Causes and Effects

 

  1. List the main causes or effects of the event you selected.

 

Causes                                                                                                                  Effects

 

  1. Examine your list. Which details are the most important? Should any trivial or minor causes or effects be revised or deleted? Should any important ones be added?
  2. How should your causes or effects be organized – by time, by order of importance, or by type?

Organizer

 

  1. Causes Focused                                                                                                Effects Focused

 

Beginning and Thesis                                                                                       Beginning and Thesis

 

Effect(s)                                                                                                                  Cause(s)

 

Cause                                                                                                                         Effect

 

Cause                                                                                                                          Effect

 

Cause                                                                                                                          Effect

 

Cause                                                                                                                          Effect

 

Ending and Final Point                                                                    Ending and Final Point

What is the mystery you researched, and what are the main theories about it?

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Topic: Unsolved Mysteries

This paper will be drawn from the overarching topic of “Unsolved Mysteries,” which is a lot more open than you might think. The range of potential subtopics underneath the uber-topic is practically innumerable. I’ve listed a few of the more famous unsolved mysteries below, but you are not limited to these. If there is something else underneath the umbrella that you’d prefer to research and write about, you can do so. All topics will be run by me for approval in any case.

Style: This is an informative paper. The basic idea is for you to give detailed background information about the topic of your choosing, discussing the facts only. Give historical context, discuss timelines, lay out specifics, provide all sides of a debate with some equal measure, and otherwise work to be as objective as humanly possible. You will write an argument paper later that is based on this paper.

Now, the paper will need a narrow enough focus to fit in the paper requirements. The danger here really is not in being too narrow, but in being too broad. The topics above are probably okay because these events are limited, with a few major theories surrounding their mysteries, and are isolated instances. Something like “the Bermuda Triangle” is too broad as it covers literally too much of the Earth’s surface, has too many smaller pieces, and is generally known to be nonsense. Also, cryptozoology (like the Loch Ness Monster or Bigfoot) don’t really count as they are not unsolved mysteries about factual events. They are speculative nonsense with no basis in reality.

This paper is not an argument. It is not argumentative to explain that MH370 disappeared with very little evidence of what happened to it or where it went. Those are facts. It is not argumentative to discuss the potential theories surrounding the death of Natalee Holloway, the high school student who disappeared and is presumed dead after a trip to Aruba. The argument comes later in the second paper when you “solve the mystery” (don’t do that yet! Save it for paper 3!) by advocating for one particular theory over another.

Also, remember this is a relatively short paper, so you need to narrow the topic accordingly. A topic that is not narrowed down is a nightmare.

You should have an original title that is merely not the subject of your paper. For example The Disappearance of Natalee Holloway would not be an acceptable title; it is already taken by the actual disappearance of Natalee Holloway. Titles should be creative, bordering on poetic, by using juxtaposition, hyperbole, onomatopoeia, alliteration, or other such technique borrowed from creative writing and literature.

You should have an interesting introduction/hook that leads your reader to a clear narrowed thesis. What is the mystery you researched, and what are the main theories about it? This should be clear in your first paragraph, given the short page requirement: 1200-1500 words is about 5 to 7 pages, not including the Works Cited page.

Write an essay project research on how peoples drinking habits has changed during covid 19 pandemic

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Drinking habits

Write an essay project research on how peoples drinking habits has changed during covid 19 pandemic

How do the differences between corporate and independent accelerators influence a startups’ growth?

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Startups’ growth

How do the differences between corporate and independent accelerators influence a startups’ growth?

Assuming that there was no doubt that the school board was acting as the State, and that Miss Brown was a “person within its jurisdiction,” then the key issue would be “Does the exclusion of students from a public school solely on the basis of race amount to a denial of ‘equal protection of the laws’?”

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CRJU 2020 Term Paper

1. Title and Citation
The title of the case shows who is opposing whom. The name of the person who initiated legal action in that particular court will always appear first. Since the losers often appeal to a higher court, this can get confusing. The first section of this guide shows you how to identify the players without a scorecard.
The citation tells how to locate the reporter of the case in the appropriate case reporter. If you know only the title of the case, the citation to it can be found using the case digest covering that court, or one of the computer-assisted legal research tools (Westlaw or LEXIS-NEXIS).

2. Facts of the Case
A good student brief will include a summary of the pertinent facts and legal points raised in the case. It will show the nature of the litigation, who sued whom, based on what occurrences, and what happened in the lower court/s.
The facts are often conveniently summarized at the beginning of the court’s published opinion. Sometimes, the best statement of the facts will be found in a dissenting or concurring opinion.

WARNING! Judges are not above being selective about the facts they emphasize. This can become of crucial importance when you try to reconcile apparently inconsistent cases, because the way a judge chooses to characterize and “edit” the facts often determines which way he or she will vote and, as a result, which rule of law will be applied.

The fact section of a good student brief will include the following elements:

  • A one-sentence description of the nature of the case, to serve as an introduction.
  • A statement of the relevant law, with quotation marks or underlining to draw attention to the key words or phrases that are in dispute.
  • A summary of the complaint (in a civil case) or the indictment (in a criminal case) plus relevant evidence and arguments presented in court to explain who did what to whom and why the case was thought to involve illegal conduct.
  • A summary of actions taken by the lower courts, for example: defendant convicted; conviction upheld by appellate court; Supreme Court granted certiorari.

3. Issues
The issues or questions of law raised by the facts peculiar to the case are often stated explicitly by the court. Again, watch out for the occasional judge who misstates the questions raised by the lower court’s opinion, by the parties on appeal, or by the nature of the case.
Constitutional cases frequently involve multiple issues, some of interest only to litigants and lawyers, others of broader and enduring significant to citizens and officials alike. Be sure you have included both.
With rare exceptions, the outcome of an appellate case will turn on the meaning of a provision of the Constitution, a law, or a judicial doctrine. Capture that provision or debated point in your restatement of the issue. Set it off with quotation marks or underline it. This will help you later when you try to reconcile conflicting cases.
When noting issues, it may help to phrase them in terms of questions that can be answered with a precise “yes” or “no.”

For example, the famous case of Brown v. Board of Education involved the applicability of a provision of the 14th Amendment to the U.S. Constitution to a school board’s practice of excluding black pupils from certain public schools solely due to their race. The precise wording of the Amendment is “no state shall… deny to any person within its jurisdiction the equal protection of the laws.” The careful student would begin by identifying the key phrases from this amendment and deciding which of them were really at issue in this case. Assuming that there was no doubt that the school board was acting as the State, and that Miss Brown was a “person within its jurisdiction,” then the key issue would be “Does the exclusion of students from a public school solely on the basis of race amount to a denial of ‘equal protection of the laws’?”

Of course the implications of this case went far beyond the situation of Miss Brown, the Topeka School Board, or even public education. They cast doubt on the continuing validity of prior decisions in which the Supreme Court had held that restriction of Black Americans to “separate but equal” facilities did not deny them “equal protection of the laws.” Make note of any such implications in your statement of issues at the end of the brief, in which you set out your observations and comments.

NOTE: More students misread cases because they fail to see the issues in terms of the applicable law or judicial doctrine than for any other reason. There is no substitute for taking the time to frame carefully the questions, so that they actually incorporate the key provisions of the law in terms capable of being given precise answers. It may also help to label the issues, for example, “procedural issues,” “substantive issues,” “legal issue,” and so on. Remember too, that the same case may be used by instructors for different purposes, so part of the challenge of briefing is to identify those issues in the case which are of central importance to the topic under discussion in class.

4. Decisions
The decision, or holding, is the court’s answer to a question presented to it for answer by the parties involved or raised by the court itself in its own reading of the case. There are narrow procedural holdings, for example, “case reversed and remanded,” broader substantive holdings which deal with the interpretation of the Constitution, statutes, or judicial doctrines. If the issues have been drawn precisely, the holdings can be stated in simple “yes” or “no” answers or in short statements taken from the language used by the court.

5. Reasoning
The reasoning, or rationale, is the chain of argument which led the judges in either a majority or a dissenting opinion to rule as they did. This should be outlined point by point in numbered sentences or paragraphs.

6. Separate Opinions
Both concurring and dissenting opinions should be subjected to the same depth of analysis to bring out the major points of agreement or disagreement with the majority opinion. Make a note of how each justice voted and how they lined up. Knowledge of how judges of a particular court normally line up on particular issues is essential to anticipating how they will vote in future cases involving similar issues.

7. Analysis
Here the student should evaluate the significance of the case, its relationship to other cases, its place in history, and what is shows about the Court, its members, its decision-making processes, or the impact it has on litigants, government, or society. It is here that the implicit assumptions and values of the Justices should be probed, the “rightness” of the decision debated, and the logic of the reasoning considered. Analysis must beat least a paragraph (5 sentences or more in your words).

8. Reference
List at least two. Do not use Wikipedia, Wiki, About.com, or Ask.com. Please use Galileo for access to peer reviewed journals and articles. Please see the library folder under the lessons tab for library assistance under the campus wide course syllabus

What is/are the research method(s) (survey, interview, experiment, participant observation, field research, existing resources) and formulas (quantitative data) in the article? How do authors collect data? Are the data valid and reliable? Explain in detail.

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First-year students’ perspectives on intercultural learning

A reflective essay based on the article by Amy Leea*, Rhiannon D. Williamsa, Marta A. Shawb and Yiyun Jiec

1.What are the macro level of dependent and independent variables (concepts, terminologies, key terms, social meanings) in the article?

2.How are these variables applied to macro vs. micro level of analyses ( social institutions (social structures), communities, social groups, organizations, social identities…) in the article?

3.How does the article link macro vs. micro connection (continuum) in global and a “big picture” level? Explain in detail.

4.What is the purpose of the article? Explain in detail.

5.What is the study area of the article? Explain in detail.

6.What is/are the research method(s) (survey, interview, experiment, participant observation, field research, existing resources) and formulas (quantitative data) in the article? How do authors collect data? Are the data valid and reliable? Explain in detail.

7.What type of data that article has (quantitative and/or qualitative)? Explain in detail?

8.What are the crucial findings of article that inspire new studies? Explain in detail

9.Are they any gender roles, social classes, age, race and ethnicity issues mentioned in the article? (if not some of them, no worries, keep writing!)

10.What is the strong side of the article that you defend and support? Explain in detail.

11.What is the week side of the article that you have suggestions? Explain in detail.

12.What is the hypothesis of the article? Do the data meet the hypothesis? Is it valid and reliable? Explain in detail.

13.As an applied sociologist, when you analyze this article what will be “your and new” factual, comparative, developmental and theoretical questions for this research?

14.As an applied sociologist, please write the article’s findings based on three sociological perspectives; the structural functionalist (explain the manifest vs. latent functions in macro levels), social conflict (explain the reasons of social tension and social inequalities in macro levels)and symbolic interactional (explain social meanings in social interactions in micro levels) (Please create your own three types of sociological perspectives based on the article).