The Mundell Fleming Model (IS-LM-FE) ; International Finance

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Hi Tutors,

I need answers for the following two questions, please use the attached notes as reference and sample model when answering the questions:

a) In the IS-LM-FE (Mundell-Fleming) open-economy macroeconomic model with imperfect capital mobility, what does the term ‘imperfect capital mobility’ actually mean? (Clue: why is the FE curve not drawn horizontal?)

(1 mark)

b) In the IS-LM-FE (Mundell-Fleming) open-economy macroeconomic model with imperfect capital mobility, explain what happens to the FE curve when the domestic currency appreciates on the foreign exchange market. (Do not merely state what happens. Explain clearly why it happens.)

(2 marks)

c) Using diagrams, explain the consequences of a fiscal expansion funded by bond sales, within an economy operating under the assumptions of the IS-LM-FE (Mundell-Fleming) open-economy macroeconomic model with imperfect capital mobility and floating exchange rates,

(i) when the FE curve is more interest elastic than the LM curve.

(ii) when the LM curve is more interest elastic than the FE curve.

In each case, compare the predictions of each version of the model with those of the closed economy IS-LM model.

(6 marks)

d) Which of the versions of the model discussed in part c) is more applicable to an economy with a central bank managing liquidity to maintain a constant policy interest rate? Explain your selection.

n implementation plan, which is a clear and comprehensive plan for implementing and managing the concept

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Physical and technological resources needed for the concept, including where these will come from and how they will be used to reduce cost or improve
operations. Be sure to discuss why one resource option is better than another where appropriate.

• A detailed implementation schedule covering what needs to be done, by when, and, tentatively, by whom. (Note that key personnel will be covered in
more depth in Milestone Three.) The schedule should identify the critical path to success and outline the dependencies between tasks.

• Project review processes and indicators of success to ensure that the project stays on target.

  • An explanation of how intrapreneurship or entrepreneurship factor in to the implementation of your plan and how you will protect intangible assets, such as intellectual property or brand.

    • “Cash Flows”

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    Please respond to the following:

    For this week’s discussion, research one (1) publicly traded company
    in which you are interested using the Internet and/or Strayer databases.
    Review its most recent statement of cash flows and income statement on
    the company’s Website. Be prepared to discuss.

    • Outline one (1) strategy for companies to spend excess cash and
      maximize the value of that transaction. Provide a rationale for your
      response.
    • Compare and contrast the selected company’s statement of cash flows
      to its income statement. Suggest at least two (2) items from each
      statement that investors should analyze when deciding whether or not to
      purchase the company’s stock or bonds. Justify your response.

    Opinion Easy related to the true story

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    Opinion Easy Topic is: Man robbed in ER

    ER robbery Video

    http://www.foxnews.com/us/2009/12/03/philadelphia-police-say-dead-man-robbed-hospital-er.html

    https://www.youtube.com/watch?v=J0aXulR4twI

    Describe your thoughts about the responsibility of a healthcare organization as the ultimate responsible party for errors in care or negligent care as well as an individual party’s responsibilities to practice within, not outside of, their scope of practice, and how those responsibilities or their irresponsibility can lead to harm or deaths to patients in their care. Give opinion and examples from the videos and articles to support your thoughts.

    It is an opinion easy about this topic

    Total 6 pages including cover and ref pages and main part will be 4 pages

    Must be Apa format

    Last page is references page by Apa format

    Museum Website Scavenger Hunt

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    Part A: Medieval, Renaissance, and Baroque Eras

    · Choose one of the following visual arts media:

    o Painting

    o Sculpture

    o Architecture

    · Browse the University of Phoenix Material: List of Recommended Websites for Art Museums found on your student website. Choose one example of your chosen visual arts medium from each of the time periods below:

    o Middle Ages (400–1300 CE)

    o Renaissance (1400–1600 CE)

    o Baroque Era (1600–1750 CE)

    Each example should be from a different museum website.

    · Complete the following table for each of your selected artworks from each period:

    Middle Ages

    Renaissance

    Baroque

    Name of artwork

    Name of museum

    Link to work of art

    Purpose of artwork

    Date created

    Place created

    Name of artist

    · Provide a brief description of each work of art:

    Middle Ages

    Renaissance

    Baroque

    · Summarize, in roughly 150-words, how aesthetic values in the visual arts changed over the course of these three concurrent eras.

    Aesthetic Values in Visual Arts

    Part B: Neoclassical and Romanticism Eras

    · Go to MyArtsLab® and find the resources for Ch. 20, Closer Look: Théodore Géricault, The Raft of the Medusa and Eugène Delacroix, Liberty Leading the People: July 28, 1830. Review pp. 485 & 488 of your text.

    o How does Théodore Géricault express the neoclassical ideal of humanitarianism through his painting, The Raft of the Medusa?

    o How does Eugène Delacroix express the Romantic ideals of individual freedom and autonomy through his painting,Liberty Leading the People?

    In your analysis, how do Neoclassical ideals precipitate the aesthetics of Romanticism in these two works of art?

    List of Recommended Websites for Art Museums

    U.S. Art Museums

    The Metropolitan Museum of Art: http://www.metmuseum.org/

    The Museum of Modern Art: http://www.moma.org/

    National Gallery of Art: http://www.nga.gov/

    Museum of Fine Arts, Boston: http://www.mfa.org/

    The Phillips Collection: http://www.phillipscollection.org/

    The Art Institute of Chicago: http://www.artic.edu/aic/index.php

    Whitney Museum of American Art: http://www.whitney.org/

    The Frick Collection: http://www.frick.org/

    Guggenheim Museum New York: http://www.guggenheim.org/new_york_index.shtml

    Guggenheim Museum Bilbao: http://www.guggenheim-bilbao.es/ingles/home.htm

    Smithsonian American Art Museum and the Renwick Gallery: http://americanart.si.edu/index3.cfm

    Hirshhorn Museum and Sculpture Garden: http://hirshhorn.si.edu/

    Smithsonian Institution National Museum of African Art: http://www.nmafa.si.edu/voice.html

    Freer Gallery of Art and Arthur M. Sackler Gallery: http://www.asia.si.edu/

    The National Portrait Gallery: http://www.npg.si.edu/

    Cooper-Hewitt, National Design Museum: http://cooperhewitt.org/

    National Museum of the American Indian: http://www.nmai.si.edu/

    The Getty: http://www.getty.edu/

    San Francisco Museum of Modern Art: http://www.sfmoma.org/

    National Hispanic Cultural Center: http://www.nationalhispaniccenter.org/index.php

    American Visionary Art Museum: http://www.avam.org/

    American Folk Art Museum: http://www.folkartmuseum.org/default.asp?id=886

    National Museum of Mexican Art: http://www.nationalmuseumofmexicanart.org/

    The Mexican Museum: http://www.mexicanmuseum.org/home.asp?language=english

    Global Museums

    The British Museum: http://www.thebritishmuseum.ac.uk/

    Victorian and Albert Museum: http://www.vam.ac.uk/

    Tate: http://www.tate.org.uk/

    National Portrait Gallery: http://www.npg.org.uk/live/index.asp

    The National Gallery, London: http://www.nationalgallery.org.uk/

    Royal Academy of Arts: http://www.royalacademy.org.uk/

    Musee de Louvre: http://www.louvre.fr/llv/commun/home_flash.jsp?bmLocale=en

    Musee d’Orsay: http://www.musee-orsay.fr/en/home.html

    Centre Pompidou: http://www.centrepompidou.fr/home30ans/index.html

    Museo Nacional del Prado: http://museoprado.mcu.es/ihome.html

    Vatican Museums: http://mv.vatican.va/3_EN/pages/MV_Home.html

    Polo Museale Fiorentino: http://www.polomuseale.firenze.it/english/musei/uffizi/

    Galleria Borghese: http://www.galleriaborghese.it/

    Architecture Websites

    Amiens Cathedral: http://www.mcah.columbia.edu/Mcahweb/index-frame.html

    Buddhist Architecture: http://www.indiasite.com/architecture/buddhist.html

    Great Buildings: www.greatbuildings.com

    Islamic Architecture:http://en.wikipedia.org/wiki/Islamic_architecture

    Sculpture and Installation

    Kiki Smith: http://www.sfmoma.org/exhibitions/exhib_detail.asp?id=206

    Pepón Osorio: http://www.pbs.org/art21/artists/osorio/

    Museum Timelines

    Heilbrunn Timeline of Art History:

    http://www.metmuseum.org/toah/splash.htm?HomePageLink=toah_l

    American Art Timeline: http://www.phillipscollection.org/research/american_art/index.htm

    General Resources

    The Artchive: http://artchive.com/ftp_site.htm

    Art Cyclopedia: www.artcyclopedia.com

    Web Gallery of Art: http://www.wga.hu/

    Internet and Intelligence

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    After reading the article write an essay in which you argue whether or not

    you think the internet is making us “dumber.” Why do you believe this, or

    why not? Support your point with original and compelling arguments that

    go beyond those suggested in this article. Defend your position using

    compelling counterarguments. Your essay should show an understanding

    of this article, and your own research without simply repeating it (unless

    quoting), and you should incorporate specific details from your own

    experience and knowledge into your response. The specific requirements

    for this essay are as follows:

    4 pages minimum.•

    MLA format.

    Summarize the main idea of the article.

    At least 3 additional sources not including this article.

    Write a thesis as the last sentence of your introduction in which you

    take a stance on the issue (do you think that the internet is making

    us less intelligent?).

    Include at least 3 quotes from your own research, this article, or the

    readings we have done so far for this progression.

    Include a counterargument.

    Read and Summarize the following article:Friedman, T. L.,

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    Read and Summarize 

    Search for the following articles:

    • Friedman, T. L., & Mandelbaum, M. (2011). America really was that great (but that doesn’t mean we are now). Foreign Policy, (189), 76-78.  Read and summarize. 

    Summary should meet the following guidelines:

    • is between 150 and 250 words(no longer);
    • includes direct quotations and paraphrased passages from the text;
    • uses attributive tags that not only work to convey the mood of the writer, but establish him or her as an authority in the field of study;
    • avoids personal opinion;
    • is written clearly, concisely, and accurately;
    • is written solely in third-person;
    • includes a References page;
    • has been closely edited so that it contains few or no mechanical errors.

    Summary checklist:

    As you work on your summary, it is a good idea to keep the following questions in mind: 

    1. How does this summary meet the assignment criteria?
    2. How close do you feel your summary came to capturing the information in the original article?
    3. Does this summary use effective transitions as it progresses from paragraph to paragraph? 
    4. Does this summary avoid personal opinion, casual language, or first or second person language?
    5. Is there anything in this summary that could have been left out without losing its effect?
    6. Is there anything else that could have been added to this summary to make it feel more complete?

    Exploring the Bible

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    Required Text:

    Oxford Biblical Studies Online: http://www.oxfordbiblicalstudies.com/ (Links to an external site.)

    To utilize the features available at Oxford Biblical Studies Online you will need to log in. If you are accessing from on-campus using the Newman University Student internet, you should already be logged in. If you are accessing from outside the system:

    1)Go to the Dugan Library page: https://newmanu.edu/campus-life/campus-services/dugan-library (Links to an external site.)

    Email: elgallaf591218@newmanu.edu

    password: 02171218

    2) Scroll down to Off-Campus Database, select the link which will take you to the log in page. Log-in using your Newman ID and password.

    3) Go down the list and select “Oxford Biblical Studies Online.”

    4) You should now be able to access all the features you will need for this class.

    1/

    Using the Oxford Biblical Studies Online

    https://www.youtube.com/watch?v=ak06MSETeo4

    https://www.youtube.com/watch?v=7FuT8WtoAK0

    https://www.youtube.com/watch?v=rkqsQpck8YU&t=1s

    https://www.youtube.com/watch?v=oUXJ8Owes8E

    https://newmanu.instructure.com/courses/4910/modules/items/266415

    https://www.youtube.com/watch?v=dLFCE8z__hw&t=2s

    https://www.youtube.com/watch?v=0EQDGax19xk&t=1s

    https://www.youtube.com/watch?v=7_CGP-12AE0

    The Oxford Biblical Studies Online is a resource that provides you access to several translations of the Bible as well as several reference resources including timelines, dictionaries of the Bible, and commentaries. It also provides the ability to compare translations side-by-side or to read a commentary alongside the Bible text. This assignment is to demonstrate your ability to this resource (so you can demonstrate this by cutting and pasting your answers after doing each step (questions 1-8 below). For this assignment it will probably be easiest to have two tabs open, one to the assignment and one to the Oxford Biblical Studies Online resource. Simply toggle between them as most of the assignment can be cut and pasted from Oxford Biblical Studies into the assignment. To begin answering the questions you will have to choose “Submit Assignment”before it provides a text box for you to make your response.

    The top arrow indicates the Search, Browse, Bible Texts, and Timelines. Each of these have drop down menus to access specific resources.

    The bottom arrow indicates the different modes of viewing including the side-by-side comparison features.

    Select “Browse” and then choose “References” from the drop down menu. Go the the letter “T” and you will see a list of references similar to a dictionary set up. You should see a reference to

    “Ta’anach”

    “tabernacle”

    “Tabernacle”

    1. What is the source for each reference? (simply list the three sources mentioned)

    2. Click on the selection for Tabernacle (the one with the capital “T”). Cut and paste the first paragraph into your submission.

    Note that the entry includes additional underlined words such as Moses and Sinai that you can pursue for additional information regarding who or what those words refer to.

    Return to “Browse” then “References”. Note that on the far left is a heading called “Refine list”. Click on “Geography” and then “Cities, Towns, and Places”.

    3. What is the 3rd heading under “Cities…” (you might know that Kansas also has a city by this name).

    Under “Bible Texts” choose the “Catholic Study Bible”. It will bring you to Genesis 1. You should also see a menu with drop down features that allow you to choose which book of the Bible as well as chapter and verse.

    4. Look up Proverbs 4:7. Cut and paste the proverb to your submission.

    You will see that you can choose to see the commentary side-by-side while you read the text. This will help provide background knowledge to better inform your understanding of the text.

    5. For Proverbs 4,1-9 how does the commentary indicate the sage is speaking?

    A Concordance is a tool that lists words in the Bible in a manner similar to a dictionary, but instead of providing a definition, it lists the key places where that term is found in the Bible. Under “Bible Texts” choose “The NAB Concise Concordance” (NAB stands for New American Bible). You will note that the reference gives you the book, chapter, and verse while also providing a brief phrase to help identify the context. This tool is extremely helpful for doing word studies and comparisons,e.g. for instance if you wanted to compare Matthew’s use of the term with Luke’s use.

    6. Using the “Go to Entry that starts with” feature, type in the word “Messiah”. Select the word Messiah and then cut and paste the first three entries.

    7. Choose “Timelines”. Put the year “1” in the “Jump to year” feature. Look about 8 lines down. Which one of the apostles was executed, by whom, and in what year? The “c.” indicates that the year is approximate.

    8. Next to the previous entry there is a “Learn more” feature. How many different people share this name in the New Testament (NT)? Who are they?

    2/ discussion

    In this forum, please reflect on why it is important to understand what literary genre a biblical passage is, as well as how plot, setting, character, and design contributes to our understanding of the meaning and purpose of a given biblical story or passage.

    Guidelines

    • Your initial response should be 100-200 words in length, reflecting on the prompt above.
    • You will not be able to see other students’ posts until you make your initial post.
    • Reply to at least two classmates’ posts. Your response to your classmate’s discussion should be around 50 words (each) and add to the discussion (i.e. reflecting on their response, asking questions, etc.).

    In order to see the grading criteria, click on “Show Rubric” (see the three vertical dots at the top right of your page).

    3/ I am gunna send you 10 question I need your help

    Case: Wyoming Medical Center, Los Angeles County and Raymond James: End Point Security Gets Complicated, management homework help

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    Case: Wyoming Medical Center, Los Angeles County and Raymond James: End Point Security Gets Complicated.

    Case Summary:

    Summarize the most important elements of the case in your own words.

    Case Analysis:

    Identify what concepts presented in the case may be an issue or an area to address for other companies in the not so distant future, and why.

    Case Application:

    Compare and contrast end point security today with end point security five years ago. Why is it more complicated today?

    • Learner successfully applied critical thinking to the case study analysis & recommendations/actions taken – 25 pts max.
    • – Learner s successfully incorporated a minimum of two concepts/principles from the textbook (or external sources) in their work to support their position. (No more than 10% of the entire submission should be from referenced sources. In other words, the references should support the learner’s work not be the bulk of what is written.) – 25 pts max.
    • – Learner met the criteria for academic writing (i.e. no spelling or grammar errors, properly formatted paragraphs, APA formatting used for references, etc.) – 15 pts max.
    • – Each question needs to more than 250 words. – 10 pts max.

    Separate the answers like I have the questions. Thank you.

    public service announcement (PSA)

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    This question has 2 major tasks: 1) create a PSA. 2) Write an executive summary for the grant application.

    1- Design a poster as a public service announcement (PSA) focused on any aspect of special populations during disasters. This is the chance for you to think creatively as well as to showcase any artistic ability you have.

    Identify a disaster topic on need of public education and preparation. Seek current information on the topic and target audience (regional or location). Look for a financial backer to provide an executive grant summary for your campaign.

    You will further craft at least one specific Public Service Announcement (PSA) to present to the class. Be creative in your delivery – This can be a short video clip, and audio radio announcement 30 sec, internet clip, flip book etc. and may involve more than one actor, etc.

    you do not have to be stressed – this is a low budget approach and there are multiple ways to do this assignment.

    Go to the following links and read: developing PSAs


    http://www.nij.gov/topics/courts/restorative-justice/marketing-media/psa.htm
    guidelines for basic PSA info – just substitute EM for victim rights

    PSA research site – stresses the importance of the basics – pre-campaign research
    http://www.psaresearch.com/images/public_service_ad.pdf


    2- after choosing your personal PSA topic, and develop the conditions for your ‘campaign’. You will need to plan (project planning) and develop the answers to the critical questions needed to submit a grant application to a potential financial sponsor you identify. You will demonstrate this by writing an Executive Summary for that grant application.

    you need to find a sponsor and write an executive summary for a grant application. To succed in this project, you will need to DESIGN a Public Service campaign preparing or mitigating risk. You will need to identify the subject area, the target audience, the proper recommendations, the messaging, and choose a modality. Estimate the number of repetitions needed and the number of outlets for your chosen modalities, and give an estimate of the funds required to complete this campaign. Then you write a compelling argument, in an Executive Summary format


    you have to answer who,what where,why,when,how