Indirect Convertibility and Quasi-futures Contracts: Two Non-operational Schemes for Automatic Stabilisation of the Price Level

This paper examines two proposals for automatic stabilization of the price level based on indirect convertibility and something called a 'quasi futures contract'. These two schemes represent attempts to render operational ideas implicit in the Black (1970) Fama (1980) and Hall (1982) vision of the monetary system. Criticisms of the two schemes have been rejected by their exponents. The paper clarifies the analytical issues at stake in this debate and concludes that both schemes do suffer from fundamental flaws which would render them nonoperational. Hence, neither scheme offers an operational basis for a laissez faire banking system or provides a workable alternative to current methods of stabilising the price level.indirect convertibility, quasi-futures contracts

Assemble-to-Order and Postponement Strategies at ABC Wireless Inc.

MOT MBA Project-Simon Fraser Universit

Relating Word to World: Indexicality During Literacy Events

As methodological pendulums swing wildly and politicized education reform climates grow hot then cold, as teachers change their books and their seating arrangements, as laptops are issued, as blackboards change to whiteboards, and even as the complexion and language backgrounds of students change dramatically, a certain feature of classrooms may change very little. It is likely that certain students, those who have always struggled through school, will continue to do so. From one perspective, this persistent inequity in the classroom is rarely affected by policy changes because inequity is handed down from societal injustice at large. While certain critical theoretical perspectives on education (e.g., Freire, 1970; Giroux, 1992; Hooks, 1994) investigate, theorize, and practice education by first analyzing injustices outside the classroom, a linguistic anthropological perspective combines this awareness of larger societal patterns with a close look at how the particularities of interactions shape who gets to learn inside a classroom. Linguistic anthropology provides analytic tools to investigate and critique interactions inside, around, and relevant to these classrooms. The promise linguistic anthropology holds for education, then, is in the analytical insights it provides into the relationship between larger sociocultural patterns and the (re)production of inequity, on the level of person-to-person interaction, inside the classroom (Philips, 1993)

School in the City

One does not expect to find a high school in downtown Los Angeles. Daily, thousands of cars are deposited among the tall buildings and swiftly funneled into underground parking, their drivers whisked up interior elevators to work. At the end of the day, well-engineered entrance ramps carry the cars back to homeward-bound freeways. These cars crisscross each other, making elaborate and split-second negotiations, but interaction between people, it seems, is an indoor activity here. The vision of high school students carrying backpacks, walking and talking in groups, seems incongruous with this urban efficiency

The Relationship between Mass Media and Classroom Discourse

In this paper, I illustrate the cyclical proliferation of mass-mediated communicative repertoires through small-scale mechanisms of classroom discourse. I draw on examples of current advertising, classroom discourse data from diverse studies, my own study of an elementary ESL group\u27s interaction, and mass mediated representations of classroom discourse on websites and TV shows about school to illustrate the relationship between mass media and classroom discourse. I analyze how mass-mediated metadiscourse creates new participation frameworks in classrooms that propel small-scale changes in classroom discourse and potentially facilitate the integration of new voices. Finally I discuss the implications of this analysis for how future research conceptualizes the roles of multilingual/multicultural students and teachers and the multiple communicative repertoires they command

Concepts and Methods for Using Narrative in Teacher Education

Someone tells you a story. It seems wrong. It misrepresents someone you care about. But it has been told by someone you do not want to offend or contradict. What do you do? You feel you must say something—set the record straight, absolve your friend, clarify your relationship to her, assert your view on what is right and wrong. How do stories provoke this sense of urgency? When a story is told and interpreted, nothing less than truth, power, morality, and individual agency can be at stake, and these stakes are too high to ignore. The stories analyzed in this book illustrate that narratives bring into play those elements that bring meaning to life . .