In spite of escalating efforts to curb abuse, fraud, and corruption in Congress, members of Congress persist in violating the norms, rules, and laws that aim to ensure they behave…
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In spite of escalating efforts to curb abuse, fraud, and corruption in Congress, members of Congress persist in violating the norms, rules, and laws that aim to ensure they behave ethically. This chapter combines qualitative and quantitative analysis to describe congressional corruption in the modern era. Case studies illustrate consequential financial scandals while also differentiating four categories of corrupt financial practices.
Existing datasets on congressional scandals span the time period from 1972 to 2010, and this chapter extends the dataset to 2018. The analysis next uses the dataset to answer important questions empirically. Which types of scandals occur more often? Have these scandals grown more common or less common over time? What are the consequences of financial scandals for representatives' careers as public servants?
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John Arfield, Jeff Brown, Jim Burton and Richard Wallis
The development of networked access to academic library catalogue records has been conspicuously slow compared with that of campus‐wide information systems in general. In…
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The development of networked access to academic library catalogue records has been conspicuously slow compared with that of campus‐wide information systems in general. In cooperation with its systems suppliers BLCMP, the Pilkington Library in Loughborough is seeking to remedy this situation by developing an interface that allows users to access its OPAC via the Web. The benefits of such a facility are reflected in BLCMP's decision to incorporate a revised version in the forthcoming release of the commercial Talis system; but problems relating to the ‘statelessness’ of HTTP and to the inadequacy of traditional catalogue records as access points for electronic information resources are still cause for consideration.
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An additional qualification in a spectrum of qualifications available throughout continuing education,’ is the diploma of higher education as envisaged by the study group set up…
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An additional qualification in a spectrum of qualifications available throughout continuing education,’ is the diploma of higher education as envisaged by the study group set up by the CNAA, Open University and the Committee of Vice‐Chancellors and Principals to prepare guidelines for the proposed new award. Chaired by Dr Walter Perry of the Open University, the study group last month reported emphasising the increasing need for flexibility in higher and further education so that the individual can move in and out of the system to suit himself and his career needs, ‘The growth and development of modular teaching programmes and the extension of opportunities for intermediate qualifications are necessary steps in progressing towards this goal,’ says the report.
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This article describes corporate reputation as it pertains to corporate practice. Key areas treated are worldwide executive opinion on their ability to affect corporate…
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This article describes corporate reputation as it pertains to corporate practice. Key areas treated are worldwide executive opinion on their ability to affect corporate reputation; three specific strategic benefits and goals of strong corporate reputation (preference in doing business with a company when products/services are similar, support for a company in time of controversy, and company value in the financial marketplace); the six key factors that drive corporate reputation; examples of how these drivers vary in importance in different countries, in different industries in the same country, and in the context of the three different goals; and illustrations of how company behaviour, relative to public expectations, can erode corporate reputation. Credibility is cited as the central link between company behaviour and public confidence, also encompassing the “promise/performance gap” between consumer expectations and product/service delivery.
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This chapter discusses an innovative teaching method using an avatar to engage young learners in United States geographic studies. While this technique does not call for a teacher…
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This chapter discusses an innovative teaching method using an avatar to engage young learners in United States geographic studies. While this technique does not call for a teacher to perform in character, it is directly related to storytelling. The educator successfully personifies an inanimate object for engagement and education, linking it to learning objectives. In the author's case, “Moffat the Traveling Rabbit” accompanies first-grade Colorado students in their study of all 50 states. By endowing such an object with human qualities, the teacher draws students in to standards-based instruction presented in a new way. The use of an icon or figure is familiar to video gamers in representing themselves and other players. In education, presenting nonvisual concepts in character form is a familiar strategy and has multiple benefits for young students. As chapter examples demonstrate, teaching history, geography, and writing skills through an avatar encourages creativity and a sense of accessibility to those subjects for the young child. As the author also points out, students who experience discomfort in some situations may feel supported by a nonthreatening “companion” accepted within the class, enabling them to participate. By teaching with an avatar, students are drawn into experiential learning while practicing grade-level skills across multiple curricula. Such experiential learning promotes meaningful curiosity and creates a foundational base from which to make further connections. The author outlines how she has used a stuffed rabbit in her classroom to make these connections, inspiring her students to write their own geography- and history-based stories.
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James H. Gilkeson and Gary E. Porter
Argues that the similarities between US treasury securities (treasuries) and FDIC‐insured large retail certificates of deposit (CDs) should make their prices similar in an…
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Argues that the similarities between US treasury securities (treasuries) and FDIC‐insured large retail certificates of deposit (CDs) should make their prices similar in an efficient market. Considers deposit pricing and substitutability between treasuries and CDs, citing previous research; and presents a study comparing their yields for three maturities using 1986‐1995 data. Presents the results and analyses further to explore the links between changes in treasury yields and lagged changes in CD yields; and upward CD yield stickiness. Finds that CD and treasury yield spreads changed from small and positive to large and negative over the period with little effect on deposit balances; and concludes that those investors who remained interested in insured balances during the early 1990s were either insensitive to interest rates or had high switching costs. Suggests that banks have used this unwillingness to migrate to non‐insured funds to decrease CD rates relative to treasuries for higher profits and asks how long this market segment will continue to accept inferior yields.
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Core‐deposit franchises usually fetch substantial premiums when placed on the market. Those premiums are consistent with the “core‐deposit hypothesis:” because of limitations on…
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Core‐deposit franchises usually fetch substantial premiums when placed on the market. Those premiums are consistent with the “core‐deposit hypothesis:” because of limitations on competition (rationing of charters), deposits provide below‐market funds to financial intermediaries (Spellman, 1982, Chapter 3). However, two other hypotheses can explain core‐deposit premiums. The first holds that generally accepted accounting principles (GAAP) misallocate the costs of developing a core‐deposit base, by charging such costs against current income rather than capitalizing them as an asset; core‐deposit premiums merely represent a normal return to the costs of developing a core‐deposit base. The second holds that core‐deposit premiums arise from banks' good reputation (“goodwill”). A test which can discriminate between the three hypotheses is needed.