Finance 550 24hours Essay Example | Topics and Well Written Essays - 500 words

Finance 550 24hours - Essay Example The separate segments of financial service industry have converged as an effective way of transferring risks. Whereas banks are shedding financial and credit risks to insurance firms, insurance companies are employing banks as means of hedging some of the foreseeable market risks that are commonly associated with their portfolios of retail products (Buckle and Thompson, 2005). Off commercial banks’ balance sheets: As suggested by Lewis and Davis (1987), commercial banks have engaged is securitization of residential mortgage loans through Asset Backed Securities (ABS) since 1980s. Whole banks have expanded these markets to include a vast range of asset types such as syndicate loans and deposits. Through Asset Backed Commercial Paper (ABCP) programmes, wholesale banks have managed to warehouse assets. In the recent banks, these banks have also used collateralized loan obligations (CLOs) to transfer risks associated with syndicate loans and deposits to re-insurance and co-insurance companies. Through these programs, co-insurance provides syndicated loans to be held by commercial banks or loans that can be sold as securities. Wholesale banks and policy-makers recognize that liquidity is paramount in the dynamics of financial risks and its measurement aids in regulating systematic risks. Wholesale banking has maintained enough buffer liquid assets by transferring some assets to co-insurance or re-insurance companies. WB have traditionally provided liquid funds to its clients by issuing transactions deposits, which often act as substitute for money. Liquidity productions from deposits allow clients to take cash on demand from commercial banks. Based on knowledge and information collected by WB, commercial banks can invest float from these transactions thus creating a positive carry for them. WB knowledge on credit risks and future opportunities for economic

Distance Learning versus Classroom Instruction Article

Distance Learning versus Classroom Instruction - Article Example The general impression from the study was initially apprehension given that the authors clearly indicated at first that from the eleven students who were exposed to distance learning, only â€Å"six students completed the course, three never started, and two students failed to complete the required assignments. Reported reasons for not completing the course included discomfort with the logistics of distance education and lack of available time† (Schardt, 2002, p. 456).   The percentage, at the onset was already almost 50% participation revealing factors for discontinued pursuance as ranging from uneasiness due to perception and applied logistics of distance learning and of course, the element of time. On the other hand, all sixteen participants for the traditional classroom instruction completed the course. The findings were surprising given that initial reaction and response of participants to distance learning were controversial. A review of the findings indicate that â₠¬Å"the differences in knowledge retention can be credited to three important attributes of distance education: more time for learning and reflection is available, individual attention stimulates learning, and motivation enhances the learning process† (Schardt, Garrison, & Kochi, 2002, p. 456). After analyzing the outcome, one realized that the advantages accorded by distance learning are focused on the ability to synthesize and integrate all the information that has been provided at the most convenient time.