...- The role of financial institutions and the different types of financial institutions Depository Institutions: 1. They offer deposit accounts that can accommodate the amount and liquidity characteristics desired by most surplus units 2. They repackage funds received and deposits to provide loans of the sie and maturity desired by deficit units 3. They accept the risk on loans provided 4. They have more expertise than individual surplus units in evaluating the creditworthiness of deficit units 5. They diversify their loans among numerous deficit units and therefore can absorb defaulted loans better than individual surplus units could (Commercial Banks, Savings Institutions, Credit Unions) (Finance Co, MF, Security Firms, Insurance Co, Pension Funds) - The various types of risk and ways to manage risk Systemic Risk- The spread of financial problems among financial institutions and across financial markets that could cause a collapse in the financial system. Credit Risk – the risk of loss from default on credit Market Risk – the risk of loss from changes in interest rates or market value of securities or other assets Operating Risk – the risk of loss from operating activities, e.g. fraud, systems or operational errors. - Causes of the financial crisis, key lessons learned and forces that will change financial services in the future a. Causes: Mortgage originators sold mortgages...
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...Chapter (15): The Management of Capital I. Introduction: What is capital? It refers principally to the funds contributed by the owners of a financial firm. In the case of a commercial bank this means the stockholders –investors in the common and preferred stock that a banking firm has issued. What is it that the owners contribute? Their money –a portion of their wealth- is placed at the financial firm’s disposal in the hope of earning a competitive rate of return on those contributed funds. Sometimes that desired rate of return on the wealth contributed by owners emerges and sometimes it doesn’t. Indeed, if the bank or other financial-service provider fails, the owners may lose everything they invested. Thus, capital consists mainly of owners’ funds placed at risk in the pursuit of an expected rate of return commensurate with the risks accepted by the owners. II. The Many tasks Capital Performs: The capital accounts play several vital roles in supporting the daily operations and ensuring the long-run viability of banks and other financial intermediaries. In the first place, capital provides a cushion against the risk of failure by absorbing financial and operating losses until management can address the institution’s problems and restore its profitability. Second, capital provides the funds needed to charter, organize, and operate a bank or other financial firm before deposits or other sources of funds come flowing in. A new institution needs start-up funding...
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...capital adequacy guidelines based on Basel II framework, total regulatory capital is comprised of Tier 1 capital (core capital) and Tier 2 capital (supplementary capital). Total regulatory capital should be at least 9% of risk weighted assets and within this, Tier 1 capital should be at least 6% of risk weighted assets. Within Tier 1 capital, innovative Tier 1 instruments are limited to 15% of Tier 1 capital. Further, Perpetual Non- Cumulative Preference Shares along with Innovative Tier 1 instruments should not exceed 40% of total Tier 1 capital at any point of time. Also, at present, Tier 2 capital cannot be more than 100% of Tier 1 capital and within Tier 2 capital, subordinated debt is limited to a maximum of 50% of Tier 1 capital. 2.1.2 Post crisis, with a view to improving the quality and quantity of regulatory capital, it has been decided that the predominant form of Tier 1 capital must be Common Equity; since it is critical that banks’ risk exposures are backed by high quality capital base. Non-equity Tier 1 and Tier 2 capital would continue to form part of regulatory capital subject to eligibility criteria as laid down in Basel III. Accordingly, under revised guidelines (Basel III), total regulatory capital will consist of the sum of the following categories: (i) Tier 1 Capital (going-concern capital2) (a) Common Equity Tier 1 (b) Additional Tier 1 (ii) Tier 2 Capital (gone-concern capital) 2.2 Limits and Minima 2.2.1 As a matter of prudence, it has been...
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...Section 5 School Examples, Student Case Studies, and Research Examples • School Examples, page 5.3 – School-Wide Screening, page 5.4 – Progress Monitoring, page 5.5 – Tiered Service Delivery, page 5.9 – Data-Based Decision Making, page 5.13 – Parent Involvement, page 5.16 – Resources, page 5.22 August 2006 Overview In November 2002, the United States Department of Education requested that the National Research Center on Learning Disabilities (NRCLD) identify, describe, and evaluate the implementation of responsiveness to intervention (RTI) in elementary schools throughout the United States. The NRCLD staff worked with the six Regional Resource Centers (RRCs) to identify potential sites and solicit school participation. More than 60 schools across the country initially were considered, and information from 41 of those schools was submitted. The NRCLD research staff reviewed the extensive amount of information submitted and judged that 19 of those schools were engaging in one or more commendable RTI practices based on a review of the following six components of an RTI service-delivery model: • School-wide screening. Screening is a type of assessment characterized by quick, low cost, repeatable testing of critical academic skills or behaviors and can be administered by individuals with minimal amounts of training. A screening measures whether a student should be judged at risk. If a student meets the criteria for at-risk status, he or she is considered for more in-depth...
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...Response to Intervention (RTI) is a multi-tier approach to the early identification and support of students with learning and behavior needs. The RTI process begins with high-quality instruction and universal screening of all children in the general education classroom. Struggling learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning. These services may be provided by a variety of personnel, including general education teachers, special educators, and specialists. Progress is closely monitored to assess both the learning rate and level of performance of individual students. Educational decisions about the intensity and duration of interventions are based on individual student response to instruction. RTI is designed for use when making decisions in both general education and special education, creating a well-integrated system of instruction and intervention guided by child outcome data. For RTI implementation to work well, the following essential components must be implemented with fidelity and in a rigorous manner: High-quality, scientifically based classroom instruction. All students receive high-quality, research-based instruction in the general education classroom. Ongoing student assessment. Universal screening and progress monitoring provide information about a student’s learning rate and level of achievement, both individually and in comparison with the peer group. These data are then used when determining...
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...Pre-Referral Process: Positive Behavior Interventions and Supports (PBIS) /Response to Intervention (RTI) Anika M. Taylor Special Education Foundations and Framework February 20, 2013 Schools and entire districts have embarked on multiple strategies to address challenging areas for students with disabilities and those at risk for behavioral and academic failures. Over the years, educators and policymakers have recognized the need to create, implement, and document practices that have proven to make an impact on student learning and behaviors. Many of the strategies used have focused on the collection of data and the collaboration between and amongst professionals. Today, educators agree that the key to effective interventions for students at risk for failure and those with disabilities lies in a comprehensive approach that fosters growth in student overall learning and behaviors. Several approaches were designed to meet the challenges that students experience as they engage in their learning. These approaches include two processes outlined in this discussion: Response to Intervention (RTI) and Positive Behavioral Intervention Support (PBIS). Response to Intervention (RTI) integrates assessments and intervention within a school wide, multi-level prevention system to maximize student achievement and reduce behavior problems. The RTI process helps to identify students for poor learning outcomes, provide evidence based interventions and monitors student progress. (NICHCY...
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...The Problem In 2006 it became apparent that Mountain Valley Middle School students were not achieving at an adequate level in Literacy. The school joined the Western Maine Literacy Initiative and set the goal to develop and teach research-based strategies intended to help the students navigate non-fiction text in all classes. The 2007 and 2008 Maine Educational Assessment (MEA) results showed steady growth in the area of literacy. When the results were released in 2009 only 4% of eighth grade students did not meet literacy standards with 81% meeting and an unprecedented 18% exceeding the standards. The data from the 2009 NECAP showed only 42% of Mountain Valley Middle School students were achieving at the proficient benchmark in math. The NECAP data also indicated students were not adequately responding to constructed response questions. It was decided for the 2010-11 school year that dedicated research and implementation of strategies and instructional methods would be put into place to drive toward better instruction in mathematics. Students would also be taught tools to better navigate short answer and constructed response questions. The RTI initiative was viewed as a good place to start making pedagogical changes to the school environment to make the necessary changes that would allow students to be more successful in their learning endeavors. School Profile Mountain Valley Middle School (MVMS) is located in the town of Mexico, Maine. It is part of the Region School...
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...The response to intervention (RTI) process is a 5 week process to evaluate students. If a student is underperforming in the classroom, that student may need additional support, including a student with a learning disability. The RTI evaluation process is objective and therefore beneficial to identify the academic, social, and behavioral challenges of underperforming students. First of all, the students that benefit are the ones that do not have a disability but may need additional support to perform to standards in the general education classroom. Secondly, the approach is different than the original IQ-achievement, because it identifies students with learning disabilities who may be able to perform to standards with proper support. The RTI process has been successful and, because of its success, its use has been expanding since 2004. The RTI process is so successful because of the simplicity, its inherent coordinated organizational structure and the common sense that it allows in addressing underperformance. There are 5 elements of an RTI framework. First there is the prevention and intervention tier. Every student is different and therefore there are three tiers available for those with and without disabilities. The first tier is a high-quality, universal general education program that uses good teachers to teach in general classrooms. Interventions take place when students do not meet the requirements and/or expected growth. These underperforming students receive supplemental...
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...Wilson article discuss many issues with the school to prison pipeline and solutions. Research suggest that community interventions are the best solution to the school to prison pipeline (Wilson, 2014). For example, training teachers on different cultures and back grounds,...
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...Response to Intervention (RTI): The Saving Grace of Special Education Regent University December 1, 2015 Abstract For years, special education has been bombarded with increased referrals of students for services, consistent behavior issues with identified students, and the lack of academic progress made by students with disabilities. The implementation of a multi-tiered intervention strategy, such as Response to Intervention (RTI), improves the quality of the referral process, decreases instances of behavior issues, and improves academic outcomes for students receiving special education services. In an effort to organize and implement delivery of social, behavioral, and academic supports, many schools have adopted a tiered Response to Intervention (RTI) framework. Special educators indicated some barriers to effective implementation of a multi-tiered intervention strategy such as RTI. Teachers listed multiple barriers, however, they also indicated several perceived benefits to themselves and to students from the RTI procedures. If you have ever been at the pool or lake and witnessed someone drowning, your first instinct is to get that person some help! That help may consist of you calling for a lifeguard, throwing that person a lifesaver, or going in yourself to save the individual that is drowning. The introduction of multi-tiered instructional systems and the impact it has had on special education is just like that lifesaver. For years, special education has been...
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...Using Positive Behavior Support Systems to Help Implement Response to Intervention for Emotional and Behavioral Disorders. In Partial Fulfillment for the Requirements of SPE 650 Characteristics: Children with Emotional Disorders To Dr. D. Walker E. Hayles From: Melissa Meyer July 8, 2013 Author’s Note: This is a “teaching paper.” Since I am employed by a small private school, that does not use PBS or RTI, I feel it is necessary to inform the reader that I am writing as if I were a veteran teacher at a school that uses both. I took on the persona of a teacher who is introducing the school’s policies on RTI and PBS for children with Emotional and Behavioral Disorders. Using Positive Behavior Support Systems to Help Implement Response to Intervention for Emotional and Behavioral Disorders. Welcome to Paradise School District, and more specifically Utopia School. We are believers in teaching strategies that are supported by evidence. As a new teacher in our school, the veteran teachers, as well as the administration, will do all that is possible to not only help you understand how to implement evidence based practices in your classroom, but to aid you in becoming a confident and effective teacher. In keeping with that goal, I would like to introduce you to our school’s method of utilizing Response to Intervention (RTI) for behavioral issues as well as Utopia’s School Wide Positive Behavior System (PBS). According to the website RTI 4 Success, the debate about...
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...Grand Canyon University Purpose of Intervention There is a fundamental belief that every child has value and that every child should be accounted for in terms of providing a quality education. Schools have had trouble trying to embrace the notion that no student should be allowed to fail. Leadership with in any school should embrace the philosophy that no student should be allowed to fail and apply it to the school culture and implement a program that coordinates the schools’ s mission statement of maximizing achievement with the school improvement goals. In 2006, pyramid of intervention was a response to the intervention component of the Individuals with Disabilities Improvement Act (IDEIA). Response to Intervention or (RTI) is often associated with Pyramid of Intervention using a continuum-based process that focuses on access to high quality, evidence based instruction, data-driven decision making, a tiered model of supports and a systems level approach to improving academic and behavioral outcomes (McIntosh, 2011). Pyramid of Intervention This pyramid came out of the IDEIA law that wanted to address increasingly diverse classrooms and the demands and opportunities of what has come to be coined “21st century learning.” There is a prevailing thought that the high-quality inclusive education is an issue of social justice and important to developing the human capital that is needed in today’s societies. What has emerged is a growing preference towards empowering the...
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...Introduction As America’s educational system continues to strengthen and develop, a focus on individualized instruction and intervention within the regular education classroom has been brought forth in an attempt to keep struggling students from falling behind. This specific additional instruction and intervention, known as Response to Intervention in most states (RtI), is not only viewed as a push towards the improvement of education for all students, but is also being used as the means by which decisions regarding a student’s special education eligibility is based upon. However, for such a program to ultimately be beneficial, it will be up to the schools to ensure that the education professionals are putting forth significant effort in using the most appropriate type of intervention for that specific student. It will be the RtI team’s duty to define the student’s problem, plan an intervention, implement the intervention, and regularly evaluate the student’s progress (Martinez & Young, 2011, p. 44). Various interventions should be attempted if the scheduled improvement is not initially apparent. Statement of the Problem The groundbreaking passage of the Education for All Handicapped Children Act in 1975, the long overdue act which provided official protection of the rights and individual needs of those with disabilities within the educational system, sparked the remarkable increase of students being quickly diagnosed with a learning disability in whatever subject the...
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...implementing different frameworks, it is imperative to understand the role of each concept and how it can be used successfully to support students with learning disabilities. Differentiated Instruction can be provided through Response to Intervention (RTI), the Universal Design for Learning (UDL), and Technology in the Classroom, which are all well-known frameworks or strategies when discussing the teaching of students with disabilities. This paper will discuss each framework and its use within the classroom. Terminology Research Project Teaching students with learning disabilities presents difficulties for teachers utilizing traditional teaching strategies. “As every veteran teacher realizes, students with learning disabilities and other learning disorders may be less engaged in the learning task, unable to cope with multiple instructions, and poorly organized in their thinking and work habits when compared with students without disabilities.” (Bender, 2012, p.1) With this in mind, experts in the field have, over the course of time, developed several frameworks to support students with learning disabilities in the classroom. These frameworks of differentiated instruction, The Universal Design for Learning (UDL), Response to Intervention (RTI), and the use of technology in the classroom, uphold the notion that students with learning disabilities are in fact capable of learning through alternative methods of instruction. Differentiated Instruction Through differentiated...
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...The dollar appreciates or depreciates in response to changes in demand and supply conditions in the foreign exchange market and intervention policy by the Central Bank seeks to manage these fluctuations by effecting a systematic approach to achieving a rate that is aligned to our country’s future economic goals. This System encompasses a Two Tier System as follows: • Tier 1: US Supply from Three Large Energy Companies Namely Petrotrin, NGC and PCS Nitrogen Allocated to commercial banks based on market share. • Tier 2: US Dollars from other energy companies and exporters would be allocated among commercial banks according to Market Share. • An Intervention System: In order to maintain stability and confidence and to prevent high exchange rate volatility in the market, the CBTT intervenes to meet the shortfall of Demand and Supply. Intervention system for Foreign Exchange is distributed to authorized dealers (see appendix 1) in the following ways: 1) Non-competitive Sale based on Market Share 2) Auction Sale with a price Cap In April 2014 the Foreign Exchange System was changed to include 12 Authorized Dealers (appendix 1) consisting of financial and non-financial institutions. Tier 1 of the previous system was changed to the originating institution keeping 25% and the remaining 75% shared equally among the remaining 11 dealers, and the Tier 2 system was no longer supported by the CBTT. In an attempt to make the...
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