...ANSWERS: CHAPTER 17: Bank Operations: 1. Using a typical balance sheet identify the main sources and uses of bank funds. What alternatives does a bank have if it needs temporary funds? What is the most common reason that banks issue bonds? (15) On a typical balance sheet, the main sources of banks funds (liabilities) are the following: * Transaction deposits * Savings deposits * Time deposits * Money market deposit accounts * Federal funds purchased * Repurchase agreements * Eurodollar borrowings Its main uses of funds (assets) are the following: * Cash * Loans * Investment securities * Federal funds sold * Repurchase agreements * Eurodollar loans * Fixed assets If a bank needs to get temporary funds, the alternatives are the following: * Federal fund market * Discount window * Repos * Eurodollar borrowings The most common reason banks issue bonds is to purchase fixed assets. Define federal funds and federal funds rate. Who sets the federal funds rate? Why do banks invest in securities, even though loans typically generate a higher return? (5) Federal funds are loans that banks make to each other to meet the reserve requirement set by the Federal Reserve. These loans are usually overnight, since the reserve requirement needs to be met at the end of each day. The federal funds rate is the interest rate on the loan. The rate is not directly set by anyone, but dictated by the...
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...development of the skills I need in the finance and accounting areas. Of course the increase in pay from possessing an MBA does not hurt either. When researching jobs online I am finding that by having a master’s degree, the pay is substantially higher than those with a bachelor’s degree. Other than career and financial reasons, I do have a personal goal to achieve more than my siblings. Out of four sisters only two of us have a bachelor’s degree. I would love nothing more than to become the other sibling to obtain a masters degree. Plain and simple, I want to do better than all of my sisters. In this economy, having a good paying job with security is vital. “In nearly every sector of the globe, the prospect of making more money and living a better economic life draws thousands of students to MBA programs” (Euders.com, 2009). I plan hopefully to open my own business someday in the very near future. With running my own business the part of running a business that I feel I need stronger skills would be in the finance or accounting areas. These areas would be of great value to me while running my own company. If I do have my own company I think that having excellent financial skills would be beneficial. This...
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...Introduction As a group, we decided to base our research on comparing the recruitment experiences of two recent recruits within the “Big 4” accounting firms. The group agreed on this method so we could analyze the differences between the two processes and also the similarities as the companies work within the same industry sector. Also, to gain a more extensive view we chose to select two different types of recruit. One member of the team interviewed a Postgraduate employee and another asked questions of a direct entry employee. We chose these interviewees as it is a relevant area for our team and it was insightful to see the recruitment process they went through considering we may engage in a related process in the near future. Review of Literature Interview Once a candidate is selected, it is the responsibility of the recruiter to determine the method necessary to select the ideal employee for a given position. There are a number of techniques that can be utilized for this assessment, the primary ones being interviewing, psychometric testing, and provided work samples or references. The type of evaluation chosen must take into account the nature of the position, the expectations of the company, and how accurately it will provide insight into a candidate. The success of this process hinges on the ability to accurately compare all candidates on many levels. Finding a method that is both standardized and minimizes bias provides a greater opportunity for successful recruitment...
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...evaluate anything from the patient’s coping skills to evaluating their stress level. Three popular ones are the daily hassle scale, Beck depression inventory, and the perceived stress scale. All three of these scales are imperative in finding out what kind of state the patient is in cognitively. Daily hassles are defined as “irritating, frustrating demands that occur during everyday interactions with the environment (Wright et al., 2010). Daily hassles are normally those daily interactions with family or friends that have regular occurrences; however are more difficult when trying to determine a beginning and an end. The Kanner Hassel scale is the most commonly used it generates eight scores on eight dimensions of time, pressure, work, financial responsibilities, health, neighborhood/environment, inner concerns, household responsibilities, and future security. Another scale was later revised to include work, finances, health, social/environmental issues, household/home maintenance, personal life, and family and friends. The assessment was revised to better suit assessing the hassle level of adults and is more fitted for them due to the fact it ask respondents to rate the frequency and severity of each event. The Daily Hassel Scale is designed...
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...involves completing career assessments. These assessments are usually administered by a career counselor. The assessments are not tests since there are no right or wrong answers. The assessment allows a person to see their scores in various careers based on how they answer questions regarding their interests, skills, values and personality traits. Most people use this as a means to make solid career choices (Deborah, 2013). Process of Assessment Standardization is a way to establish uniform procedures to be used in an assessment. Assessment results should be as objective as possible in order to be considered valid and meaningful. Standardized assessment can be ensured by procedures before, during and after testing. (American Speech- Language-Hearing Association, 2015) Before Testing Test developers should provide evidence of what the test measures and the strengths and limitations of the test including the level of precision of test scores. The content and skills that are to be tested are selected and the tests are developed. The students should well prepared with practice tests, answer sheets, manuals and score reports. The testing environment should be well selected. For a standardized assessment it should be given to a group of bout twenty five students. Each groups should have a test administrator who is familiar to the students. The test administrator are responsible for preparing the students. Students should be provided with all the...
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...CAMPUS STAY CPI: 8.8 Volunteer in Ritambhara, participated in 2-3 robotics events etc. PRE-PLACEMENT PREPARATION - When it came to resume building, I mentioned my internship (which was in Samsung), projects I did and the co-curricular activities - I was confident about my aptitude and was focussing mainly core and analytics. - I didn’t prepare for GD but finally had to give GD in Coca Cola, ITC and Schlumberger. So you can never be too sure of what comes your way during the placements. PLACEMENT EXPERIENCE - I started my placement journey by getting shortlisted in Capital One on Day 1. They shortlisted 125 candidates on the basis of resume. Then they took a case study interview and reduced the number to 30. Then again took an aptitude test but finally didn’t give offer to anyone. - Then came Coca Cola on Day 2. They organised GD in the groups of ten each and then there was a single interview of about half an hour which mainly consisted of HR based questions. The topic of the GD was “Are Engineering students wasting time in studies ?”. The interview mainly focussed on the commitment to work with them and asked whether I did any activity depicting leadership skills. - Coca Cola shortlisted candidates with medium profile like moderate CPI with few extracurrecs. I had a target of gettng placed in Qualcomm from second year itself. It came on Day 2 and I got a call from Qualcomm in the middle of the interview of Coca Cola so I could not take their call. Immediately after this I went...
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...An Opportunity to join SAIL as Management Trainee (Technical) or Management Trainee (Administration ) SAIL, a Maharatna Company, is the leading steel-making company in India with a turnover of Rs. 49,350 crore (FY 12-13). SAIL is in the process of modernizing and expanding its production units, raw material resources and other facilities to maintain its dominant position in the Indian steel market. To man front-line executive positions in its Plant/Units/Mines, SAIL invites applications for 650 posts of Management Trainee (Technical) and 60 posts of Management Trainee (Administration) in E-1 grade from young, energetic, result oriented and promising talent in the country. ELIGIBILITY: Upper Age : 30 years as on 1.1.2014, i.e., not born earlier than 1.1.1984 Minimum Qualification : Management Trainee (Technical) Degree in Engineering (full time) with 65% marks (average of all semesters), in the disciplines of Mechanical, Electrical, Metallurgy, Electronics, Instrumentation, Ceramics, Civil, Computer Science (IT), Mining or Chemical Engineering. For Computer Science discipline, MCA (3 years full time) with 65% marks ( average of all semesters) are also eligible. Management For HR, Marketing and Materials : Bachelors’ degree in any discipline with 60% Trainee marks ( average of all subjects) with at least two years full time MBA/PG Diploma in (Administration) Management with 60% marks in Human Resources/ Personnel Management & Industrial Relations/ Personnel Management/ Masters...
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...SAIL (Management Trainee (Administration)) Job Description An Opportunity to join SAIL as Management Trainee (Technical) | or Management Trainee (Administration ) SAIL, a Maharatna Company, is the leading steel-making company in India with a turnover of Rs. 49,350 crore (FY 12-13). SAIL is in the process of modernizing and expanding its production units, raw material resources and other facilities to maintain its dominant position in the Indian steel market. To man front-line executive positions in its Plant/Units/Mines, SAIL invites applications for 650 posts of Management Trainee (Technical) and 60 posts of Management Trainee (Administration) in E-1 grade from young, energetic, result oriented and promising talent in the country. ELIGIBILITY: Upper Age : 30 years as on 1.1.2014, i.e., not born earlier than 1.1.1984 Minimum Qualification : Management Trainee (Technical) | Degree in Engineering (full time) with 65% marks (average of all semesters), in the disciplines of Mechanical, Electrical, Metallurgy, Electronics, Instrumentation, Ceramics, Civil, Computer Science (IT), Mining or Chemical Engineering. For Computer Science discipline, MCA (3 years full time) with 65% marks ( average of all semesters) are also eligible. | Management Trainee (Administration) | For HR, Marketing and Materials : Bachelors’ degree in any discipline with 60% marks ( average of all subjects) with at least two years full time MBA/PG Diploma in Management with 60% marks in Human...
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...i Вторая страница обложки ii Cambridge Practice Tests for IELTS 1 Vanessa Jakeman Clare McDowell C AMBRIDGE UNIVERSITY PRESS iii PUBLISHED BY THF PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE The Pitt Building Trumpington Street Cambridge CB2 1RP United Kingdom CAMBRIDGE UNIVERSITY PRESS The Edinburgh Building, Cambridge CB2 2RU, United Kingdom 40 West 20th Street, New York, NY 10011-4211, USA 10 Stamford Road, Oakleigh, Melbourne 3166, Australia © Cambridge University Press 1996 This book is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 1996 Third printing 1997 Printed in the United Kingdom at the University Press, Cambridge ISBN 0 521 49767 1 Self-Study Student`s Book ISBN 0 521 49766 3 Set of 2 cassettes Copyright The law allows a reader to make a single copy of part of a book for purposes of private study. It does not allow the copying of entire books or the making of multiple copies of extracts. Written permission for any such copying must always be obtained from the publisher in advance. iv Contents Acknowledgements iv Introduction 1 Practice Test 1 12 Practice Test 2 34 Practice Test 3 54 Practice Test 4 75 General Training Reading and Writing Modules Tapescripts Answer keys 94 107 130 ...
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...i Вторая страница обложки ii Cambridge Practice Tests for IELTS 1 Vanessa Jakeman Clare McDowell C AMBRIDGE UNIVERSITY PRESS iii PUBLISHED BY THF PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE The Pitt Building Trumpington Street Cambridge CB2 1RP United Kingdom CAMBRIDGE UNIVERSITY PRESS The Edinburgh Building, Cambridge CB2 2RU, United Kingdom 40 West 20th Street, New York, NY 10011-4211, USA 10 Stamford Road, Oakleigh, Melbourne 3166, Australia © Cambridge University Press 1996 This book is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 1996 Third printing 1997 Printed in the United Kingdom at the University Press, Cambridge ISBN 0 521 49767 1 Self-Study Student`s Book ISBN 0 521 49766 3 Set of 2 cassettes Copyright The law allows a reader to make a single copy of part of a book for purposes of private study. It does not allow the copying of entire books or the making of multiple copies of extracts. Written permission for any such copying must always be obtained from the publisher in advance. iv Contents Acknowledgements iv Introduction 1 Practice Test 1 12 Practice Test 2 34 Practice Test 3 54 Practice Test 4 75 General Training Reading and Writing Modules Tapescripts Answer keys 94 107 130 ...
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...above. All questions are gathered in a question bank, which questions have been verified correct and validated before actually using them on actual exams. From that question bank, set of questions will be analyzed and selected to form a subject’s competency exam. A problem may arise if the questions found in the test bank, which are probably just paper documents, or unsecured electronic files, are stolen, manipulated or snooped. Also, there is a high probability that the questions found on exams are just the retake of previous batches, thereby encouraging cheating and disclosure. The process of selecting questions from the test question bank is also troublesome and time-consuming. The task of choosing questions based on difficulty and domain of learning may be quite confusing especially if one decides to select the questions manually. It may require a lot of patience and keen analytical skills to obtain a competency exam in which questions based on week number are well-balanced to analyze effectively the competency of students who will take the exam. Another problem is the checking of the student’s papers and the registration of their answers on a test item analysis form, which will serve as a feedback mechanism to the recently concluded competency exam. Filling up this form requires a lot of time and effort. For every form, it...
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...as one of the recent “innovative” approaches to assessments most pursued by states. CBT is lauded as the answer to having cheaper and speedier test delivery for state and district-wide assessments. It is also seen by some as an avenue toward greater accessibility for students with disabilities. In this report we explore the context of CBT, current state computer-based tests, and considerations for students with disabilities, in part as follow-up to a similar exploration that occurred in the early 2000s when just a few states were beginning to develop and implement CBT for their state assessments. Nine considerations for states and districts are presented: • Consider the assumptions and beliefs of various stakeholders about computer-based instruction and assessments. • Consider the system as a whole, from the computer infrastructure to classroom and instructional experiences with computers before deciding whether and how to use CBT. • Consider the computer or online platform first, with input from individuals who know students with disabilities and their accessibility needs. • Consider a process for bringing in the needed expertise to delineate the specific accessibility features of CBT, and to determine what specific accommodations may still be needed by students with disabilities, as well as to determine whether a computer-based test may create new accessibility issues. • Determine the policies for which accessibility features will be available to all students and which are...
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...acquired abilities (skills) or attitude. The innate nature of aptitude is in contrast to achievement, which represents knowledge or ability that is gained.[1] Contents [hide] 1 Intelligence 2 Combined aptitude and knowledge tests 3 See also 4 References Intelligence[edit] Aptitude and intelligence quotient are related, and in some ways opposite views of human mental ability. Whereas intelligence quotient sees intelligence as being a single measurable characteristic affecting all mental ability, aptitude refers to one of many different characteristics which can be independent of each other, such as aptitude for military flight, air traffic control, or computer programming.[2] This is more similar to the theory of multiple intelligences. Concerning a single measurable characteristic affecting all mental ability, analysis of any group of intelligence test scores will nearly always show them to be highly correlated. The U.S. Department of Labor's General Learning Ability, for instance, is determined by combining Verbal, Numerical and Spatial aptitude subtests. In a given person some are low and others high. In the context of an aptitude test the "high" and "low" scores are usually not far apart, because all ability test scores tend to be correlated. Aptitude is better applied intra-individually to determine what tasks a given individual is more skilled at performing. Inter-individual aptitude differences are typically not very significant due to IQ differences...
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...Case 1-1 A Student’s Dilemma 1. a) Helen bears the responsibility and obligation of following the rules and doing the best she can. I’m pretty sure cheating wouldn’t be considered following the rules. She also has a responsibility to earn her grade point status the right way. b) Helen stealing the exam is really setting an unfair advantage against her fellow students. Everyone should be even the same rights and opportunity to achieve the same grade on the exam. c) Helen has a responsibility to her future employer to give them what they are asking for; a CPA with integrity and knowledge. Cheating shows a lack of strength and ability in both areas. What if a serious problem came up and she didn’t have the correct knowledge on how to handle it and her company ended up being sued? d) She has a responsibility to live up to the standards and rules the professor laid out in their class. e) Helen should encourage her friend to not lie, cheat or steal. She has a responsibility to help her friend become a better person and anyone who doesn’t do that shouldn’t be considered a real friend. f) She is really just cheating herself out of the opportunity to learn, grow and achieve the status on her own. She had a chance to prove to herself that through hard work and discipline she could of accomplished the same grade the right way. Once that line gets blurry, it’s hard to tell when you cross it. 2. Fairness is the first one that comes to mind. It really isn’t fair to the professor...
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...minutes) but I’ve compressed it into two lessons (2 x 50 minutes). This was a request by my mentor explaining that I should cover as much as I possibly can for the exam. Thus, I am thinking that how could I teach this huge and important topic in the time frame given while not sacrificing student’s learning experience. A very difficult task but I’m willing to take the challenge. Most of my classes are weak classes. During my observation class with my mentor, she was doing correction on the test the students had. Only for class 9A, she explained to the students on why the answers were wrong and a short discussion before giving them the correct answer. However, for other classes she just wrote down the answer on the board and let them copy without any explanation or discussion. When I raised the issue, my mentor pointed out that weak students tend to forget what they have learnt in the class, so there is no point to even discuss their mistakes in test and assignments. I was also showed the test score of the weak students and found out that a lot of them failed biology. So, I decided to find out possible reason why the students failed this subject and request my mentor to allow me to mark their assignments. The assignments consist of structured questions. From the students’ answer, I could see that language is one of the problem. For some questions, students copied the definitions off the notes and for others that require their own answer, the words used are not suitable and difficult...
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