Testable Hypotheses Sample Clauses

Testable Hypotheses. First, I address the notion that there is an inverse relation between trading volume and overall dispersion. That is, I hypothesize that as the overall variance in investor beliefs increases, trading volume decreases. The underlying intuition is that trading volume occurs because actual investor beliefs are clustered around consensus – that point at which all investors have identical beliefs regarding an asset’s true value. In the absence of liquidity traders, trading would not occur when there is complete consensus because either all investors have no desire to own the traded asset or all investors wish to own the traded asset. In this rare instance it would be impossible for a transaction to occur. Instead, I hypothesize that investor beliefs tend to cluster around consensus. The more tightly these beliefs are clustered, the less investors will transact. As these beliefs stray from consensus, I expect trading volume to decrease. Therefore, I hypothesize that: H1: There is a positive relation between overall dispersion and trading volume. The intuition here is that those who own the asset typically place a higher value on it than those who do not4. Therefore, when classifying investors, I classify those with higher reservation prices as holders and those with lower reservation prices as non- holders. Figure 1 shows a graphic representation of this requirement where non-holders 3 See Diether, Xxxxxx and Xxxxxxxxx (2002) which relates dispersion in analyst forecasts to future stock returns and finds that the larger the disagreement about a stock's value, the higher the market price (relative to true value) and the lower its future returns. 4 This is based on the underlying assumption of Karpoff (1986) that owners of an asset have higher reservation prices for an asset than non-owners have a mean reservation price of four units and holders have a mean reservation price of eight units. If differential interpretations have an impact on trading volume, a group of individuals with the same beliefs trade because some new piece of information introduced to the market has caused belief dispersion within this group. With respect to the framework of holders and non-holders, this means that within the holders (or non- holders) group an increase in the dispersion of beliefs causes trading volume to increase. I expect that increased dispersion within groups increases trading5. This argument is the basis for my second hypothesis: H2: Within-group dispersion and volume ar...
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Testable Hypotheses. As we have already reported, banking authorities have expressed various concerns in recent years regarding the growth of the covenant-lite loans market. These concerns share the assumption of greater riskiness of such loans due to the absence of restrictions that allow deeper control of the borrower together with the ability to intervene. The Financial Stability Board (2019) also noted that newly issued leveraged loans are generally characterized by ever-decreasing credit quality, and therefore the covenant-lite loans from this point of view could contribute to an increase of this risk. However, given that in recent years this type has become the most widespread in the market, it becomes difficult to hypothesize greater riskiness for covenant-lites when they are now the most frequent, having effectively become the market standard. Our goal is to assess whether such agreements actually reduce or increase the probability of default. Through mediation analysis [53], we aim to understand the decomposition of causal relationships into direct and indirect effects, by first assessing two hypotheses. Hypothesis 1. The absence of a covenant-lite agreement is due to the ability of lenders to identify a greater risk. This hypothesis would be confirmed if the presence of the covenant-lite is significantly related to balance sheet indicators measuring either the vulnerability or the profitability of borrowers. We expect the former to have a negative effect and the latter to have a positive effect on the probability of a covenant-lite agreement. This result would highlight the ability of banks to act as screeners able to reduce information asymmetries [16] and would lead us to a second testable hypothesis. Hypothesis 2. The higher flexibility of the covenant-lite agreement imposes less financial burden on companies. Therefore, all other conditions being equal, there is a significant negative effect of the covenant-lite variable on the default event; i.

Related to Testable Hypotheses

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  • Dimensions Education Bachelor’s Degree in Computer Science, Information Systems, or other related field. Or equivalent work experience. A minimum of 4 years of IT work experience in data modeling, data analysis, relational DBMS design and support and relevant computing environments.

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  • TEACHER EVALUATION A. The administration will be evaluating the teacher’s performance within the time of formal responsibility. The evaluation process and form will be shared with the Association Building Representatives at the beginning of each school year. (a) Probationary teachers shall be evaluated at least two (2) times a year. The first evaluation will be completed prior to December 1st and the second prior to April 15th. Each evaluation will be based upon announced, unannounced, informal observations, on the performance of other duties and responsibilities and the goals developed in the Individualized Development Plan (IDP). The announced and unannounced observations should be a minimum of thirty (30) minutes in length. The observations may occur at anytime prior to the development of the written evaluation, but at least one of them must be planned in consultation with the probationary teacher. The results of formal observations will be discussed with the teacher in a timely manner. The information gathered during the observations will be used to write the evaluations. (b) Tenured teachers will be evaluated on a rotating schedule, but no less than once every three- (3) years. The administration reserves the right to evaluate a tenured teacher more often. The evaluation will be based upon announced, unannounced, informal observations and on the performance of other duties and responsibilities. The announced and unannounced observations should be a minimum of thirty (30) minutes in length. The observations may occur at any time prior to the development of the written evaluation, but at least one of them must be planned in consultation with the tenured teacher. The results of formal observations will be discussed with the teacher in a timely manner. The information gathered during the observations will be used to write the evaluations. 2. The administrator shall prepare and submit a written evaluation and recommendations to the teacher prior to May 30th of the year they are evaluated. The administrator shall hold a conference with the teacher to discuss the written evaluation and recommendations. 3. Upon receipt of the evaluation the teacher will sign the form indicating his/her receipt of the report. The signature on the form does not constitute his/her approval unless specifically noted. 4. Teachers involved with the instruction of Advanced Placement courses will be evaluated. This evaluation in the first year will be made part of the formal evaluation only at the request of the teacher. B. A teacher who disagrees with the content or procedure of evaluation may submit a written answer which shall be attached to the file copy of the evaluation in question and/or submit any complaints through Level 4 of the grievance procedure. C. If an administrator believes a teacher is doing unacceptable work, the reasons shall be set forth in specific terms. Included will be examples of specific ways in which the teacher is to improve and assistance may be given by the administrator and other staff members. In subsequent conferences it shall be the responsibility of the individual teacher to inquire whether adequate improvement has taken place. D. Monitoring and observation of the work performance of the teacher shall be conducted openly. The public address or audio system or similar types of communications will not be used for the purpose of evaluation. E. The Board and the Association recognize that the ability of pupils to progress and mature academically is a combined result of the school, home, economic and social environment and that teachers alone cannot be held accountable for all aspects of the academic achievement of the pupil in the classroom. Test results of academic progress of students shall not be used as the sole determinant or in isolated instances to evaluate the quality of a teacher's service or fitness for retention. F. All communications, including evaluations by Milan Administrators, commendations, and documented complaints directed toward the teacher which are to be included in the personnel file shall be made available for review of the teacher prior to placement in the file; a copy of any such communication will be provided to the teacher at this time. Pre-placement information such as confidential credentials, letters of reference from universities, individuals, or previous employers are exempt from such review. A written statement for inclusion in the personnel file may then be made by the teacher in regard to materials that were not signed by the teacher. A representative of the Association may accompany the teacher. G. Ordinarily, observations of teachers shall not be for less than a full class period or for the duration of a particular teaching lesson.

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  • Identity Verification In the case that the Subscriber provides telecommunication services to any Subscriber’s Customers pursuant to Section 8.1, the Subscriber is responsible for performing and shall perform personal identification of Subscriber’s Customer. SORACOM shall not bear any responsibility in relation to dealing with such matters.

  • Graduation Student teaching outside of a reasonable commuting distance

  • Distance Education 7.13.1 Expanding student access, not increasing productivity or enrollment, shall be the primary determining factor when a decision is made to schedule a distance education course. There will be no reduction in force of faculty (as defined in Article XXIII of this Agreement) as a result of the District’s participation in distance education. 7.13.2 Courses considered to be offered as distance education shall be defined in accordance with the Board of Governors’ Title 5 Regulations and Guidelines. Generally, this definition refers to courses where the instructor and student are separated by distance and interact through the assistance of communication technology (reference section 55370 of Title 5 California Code of Regulations). The determination of which courses in the curriculum may be offered in a distance education format, in addition to instructor/student contact requirements, shall be in accordance with the Title 5 California Code of Regulations.

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  • Eligibility Verification (a) HHSC will verify Medicaid eligibility for Dual Eligible Members by the fifth business day of the month following the receipt of the MA Dual SNP’s monthly enrollment file, in accordance with Section 3.02(b). (b) To verify Medicaid eligibility of an individual Member, HHSC agrees to provide the MA Dual SNP with real-time access to HHSC’s claims administrator’s Medicaid eligibility verification system.

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